For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1457 |
Number of girls on roll | 715 |
Number of boys on roll | 742 |
Percentage of girls on roll | 49.1 |
Percentage of boys on roll | 50.9 |
Number of eligible pupils with an EHC plan | 76 |
Percentage of eligible pupils with an EHC plan | 5.2 |
Number of eligible pupils with SEN support | 178 |
Percentage of eligible pupils with SEN support | 12.2 |
No. pupils where English not first language | 218 |
No. pupils with English first language | 1234 |
No. pupils where first language is unclassified | 5 |
% pupils where English not first language | 15 |
% pupils with English first language | 84.7 |
No. pupils eligible for free school meals | 323 |
Number of pupils eligible for FSM at any time during the past 6 years | 313 |
Total pupils for FSMEver | 1299 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 24.1 |
School address (1) | Bell Farm Way |
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School town | Walton-on-Thames |
School postcode | KT12 5EJ |
School telephone number | 01932242994 |
School parliamentary constituency code | E14001230 |
School parliamentary constituency name | Esher and Walton |
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) | NR |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 1457 |
Total boys on roll (including part-time pupils) | 742 |
Total girls on roll (including part-time pupils) | 715 |
Number of pupils at the end of key stage 4 | 250 |
Number of boys at the end of key stage 4 | 138 |
% of pupils at the end of key stage 4 who are boys | 55.20% |
Number of girls at the end of key stage 4 | 112 |
% of pupils at the end key stage 4 who are girls | 44.80% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105.4 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 43 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 19.40% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 111 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 50.00% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 68 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 30.60% |
Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 52 |
Percentage of key stage 2 disadvantaged pupils | 20.80% |
Number of key stage 2 pupils who are not disadvantaged | 198 |
Percentage of key stage 2 pupils who are not disadvantaged | 79.20% |
Number of eligible pupils with English as additional language (EAL) | 45 |
Percentage of eligible pupils with English as additional language (EAL) | 18.00% |
Number of eligible pupils with English as first language | 202 |
Percentage of eligible pupils with English as first language | 80.80% |
Number of eligible pupils with unclassified language | 3 |
Percentage of eligible pupils with unclassified language | 1.20% |
Number of pupils at the end of key stage 4 who are non-mobile | 233 |
% of pupils at the end of key stage 4 who are non-mobile | 93.20% |
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 | 3.20% |
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 | 36 |
% 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 | 14.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 28 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 11.20% |
Total sum of Attainment 8 scores | 10785.5 |
Average Attainment 8 score per pupil | 43.1 |
Total sum of Attainment 8 scores for English element | 2328 |
Average Attainment 8 score per pupil for English element | 9.3 |
Total sum of Attainment 8 scores for mathematics element | 2186 |
Average Attainment 8 score per pupil for mathematics element | 8.7 |
Total sum of Attainment 8 scores for EBacc element | 3091 |
Average Attainment 8 score per pupil for EBacc element | 12.4 |
Total sum of Attainment 8 scores for open element | 3180.5 |
Average Attainment 8 score per pupil for open element | 12.7 |
Total sum of Attainment 8 scores for open element - GCSE only | 2815.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 11.3 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 365 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 1.5 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.7 |
Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
Number of pupils included in Progress 8 measure | 222 |
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 | 89% |
Progress 8 measure after adjustment for extreme scores | -0.67 |
Progress 8 lower 95% confidence interval for adjusted average | -0.85 |
Progress 8 upper 95% confidence interval for adjusted average | -0.48 |
Progress 8 measure based on unadjusted pupil scores | -0.67 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.86 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.48 |
Progress 8 measure for English element | -0.61 |
Lower 95% confidence interval for Progress 8 English element | -0.82 |
Upper 95% confidence interval for Progress 8 English element | -0.4 |
Progress 8 measure for mathematics element | -0.59 |
Lower 95% confidence interval for Progress 8 maths element | -0.79 |
Upper 95% confidence interval for Progress 8 maths element | -0.4 |
Progress 8 measure for EBacc element | -0.8 |
Lower 95% confidence interval for Progress 8 EBacc element | -1.02 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.59 |
Progress 8 measure for open element | -0.64 |
Lower 95% confidence interval for Progress 8 open element | -0.85 |
Upper 95% confidence interval for Progress 8 open element | -0.42 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 60.80% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 43.60% |
Total EBacc APS score per pupil | 933.79 |
Average EBacc APS score per pupil | 3.74 |
Average EBacc APS score per disadvantaged pupil | 2.53 |
Average EBacc APS score per non-disadvantaged pupil | 4.05 |
Average EBacc APS score per pupil with low prior attainment | 1.95 |
Average EBacc APS score per pupil with middle prior attainment | 3.24 |
Average EBacc APS score per pupil with high prior attainment | 5.37 |
Average EBacc APS score per pupil for whom English is an additional language | 4.24 |
Average EBacc APS score per girl | 3.71 |
Average EBacc APS score per boy | 3.75 |
Average EBacc APS score per non-mobile pupil | 3.72 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 61 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 24.40% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 18.40% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 12.40% |
Number of pupils entering the English Baccalaureate English subject area | 242 |
% of pupils entering the English Baccalaureate English subject area | 96.80% |
Number of pupils entering the English Baccalaureate Maths subject area | 246 |
% of pupils entering the English Baccalaureate Maths subject area | 98.40% |
Number of pupils entering the English Baccalaureate Science subject area | 242 |
% of pupils entering the English Baccalaureate Science subject area | 96.80% |
Number of pupils entering the English Baccalaureate Humanities subject area | 185 |
% of pupils entering the English Baccalaureate Humanities subject area | 74.00% |
Number of pupils entering the English Baccalaureate Language subject area | 91 |
% of pupils entering the English Baccalaureate Language subject area | 36.40% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 70.40% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 54.00% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 65.60% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 50.40% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 59.10% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 43.40% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 58.40% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 42.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 80.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 71.40% |
Number of pupils included in English Baccalaureate Science Value Added measure | 214 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 88% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 166 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 90% |
Number of pupils included in English Baccalaureate Language Value Added measure | 79 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 87% |
English Baccalaureate Science Value Added measure | -0.76 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.96 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.57 |
EBacc Humanities VA measure | -0.9 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -1.17 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.63 |
English Baccalaureate Languages Value Added measure | 0.3 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.13 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.74 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 176 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 135 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 164 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 126 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 143 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 105 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 108 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 78 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 73 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 65 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 58 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 23.20% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 242 |
% 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 | 242 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 96.80% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 231 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 95.50% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 178 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 96.20% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 88 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 96.70% |
Average Attainment 8 score per disadvantaged pupil | 30.3 |
Number of disadvantaged pupils in Progress 8 measure | 43 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | -1.48 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.9 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -1.05 |
Unadjusted Progress 8 measure - disadvantaged pupils | -1.5 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.93 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -1.07 |
Average Attainment 8 score per non-disadvantaged pupil | 46.5 |
Number of non-disadvantaged pupils in Progress 8 measure | 179 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.47 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.68 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.27 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.47 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.68 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.26 |
Average Attainment 8 score per disadvantaged pupil for English element | 7.3 |
Progress 8 measure for English element - disadvantaged pupils | -1.12 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.6 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.64 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.1 |
Progress 8 measure for maths element - disadvantaged pupils | -1.45 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.89 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 8.3 |
Progress 8 measure for EBacc element - disadvantaged pupils | -1.71 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -2.2 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.22 |
Average Attainment 8 score per disadvantaged pupil for open element | 8.6 |
Progress 8 measure for open element - disadvantaged pupils | -1.57 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -2.05 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.08 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 9.8 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.48 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.72 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.25 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.4 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.39 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.6 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.17 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 13.4 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.58 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.82 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.34 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 13.8 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.41 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.65 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.18 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 7.6 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 12.2 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.6 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -19.7 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.64 |
Average Attainment 8 score per pupil with low prior attainment | 23.6 |
Number of pupils with low prior attainment included in Progress 8 measure | 43 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.44 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.86 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.02 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.44 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.87 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.01 |
Average Attainment 8 score per pupil with middle prior attainment | 39 |
Number of pupils with middle prior attainment included in Progress 8 measure | 111 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.76 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.02 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.49 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.77 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.03 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.5 |
Average Attainment 8 score per pupil with high prior attainment | 59 |
Number of pupils with high prior attainment included in Progress 8 measure | 68 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.66 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.33 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.66 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.01 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.32 |
Average Attainment 8 score per pupil for whom English is an additional language | 48.4 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.2 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 9.8 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 14.6 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 13.8 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 12 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.8 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 31 |
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 | 0.29 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.21 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.79 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.29 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.22 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.8 |
Average Attainment 8 score per girl | 43.8 |
Average Attainment 8 score per girl for English element | 9.6 |
Average Attainment 8 score per girl for mathematics element | 8.5 |
Average Attainment 8 score per girl for EBacc element | 12.2 |
Average Attainment 8 score per girl for open element | 13.5 |
Average Attainment 8 score per girl - GCSE only | 11.7 |
Average Attainment 8 score per girl - non-GCSE only | 1.8 |
Number of girls included in Progress 8 measure | 100 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | -0.62 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.9 |
Adjusted Progress 8 upper 95% confidence interval - girls | -0.34 |
Unadjusted Progress 8 measure - girls | -0.63 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.92 |
Unadjusted Progress 8 upper 95% confidence interval - girls | -0.35 |
Average Attainment 8 score per boy | 42.6 |
Average Attainment 8 score per boy for English element | 9.1 |
Average Attainment 8 score per boy for mathematics element | 8.9 |
Average Attainment 8 score per boy for EBacc element | 12.5 |
Average Attainment 8 score per boy for open element | 12.1 |
Average Attainment 8 score per boy - GCSE only | 10.9 |
Average Attainment 8 score per boy - non-GCSE only | 1.2 |
Number of boys included in Progress 8 measure | 122 |
Number of boys in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - boys | -0.7 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.96 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.45 |
Unadjusted Progress 8 measure - boys | -0.7 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.96 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.45 |
Average Attainment 8 score per non-mobile pupil | 43 |
Average Attainment 8 score per non-mobile pupil for English element | 9.3 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 8.7 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 12.3 |
Average Attainment 8 score per non-mobile pupil for open element | 12.7 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 11.3 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.4 |
Number of non-mobile pupils included in Progress 8 measure | 216 |
Number of non-mobile pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-mobile pupils | -0.64 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.83 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.45 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.64 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.83 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.45 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 6 |
EBacc entered % by low prior attainment | 14.00% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 4.70% |
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 | 14 |
EBacc entered % by middle prior attainment | 12.60% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 6.30% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 3.60% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 36 |
EBacc entered % by high prior attainment | 52.90% |
EBacc achieved % by high prior attainment - with 9-4 passes | 48.50% |
EBacc achieved % by high prior attainment - with 9-5 passes | 33.80% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 7.70% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 28.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 1.90% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 1.90% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 22.70% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 15.20% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.52 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.73 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.96 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.38 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.63 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.3 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.84 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.23 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.68 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.75 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.36 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.01 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.47 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.27 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.31 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.92 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.84 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.41 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.84 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.06 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.97 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.45 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -1 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.62 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.31 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.01 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -2.35 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.45 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -1.04 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.38 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.98 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.44 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.23 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.79 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.68 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.83 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.3 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.76 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.14 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.57 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.86 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.77 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.74 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.05 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.12 |
% of boys with entries in all English Baccalaureate subject areas | 26.80% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 20.30% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 13.00% |
% of girls with entries in all English Baccalaureate subject areas | 21.40% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 16.10% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 11.60% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 25.30% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 18.90% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 12.40% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 26.70% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 13.30% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 6.70% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 56.80% |
% of pupils achieving any qualifications | 98.00% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 30.80% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 68.70% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 6 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 14.00% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 60 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 54.10% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 65 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 95.60% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 61.60% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 59.80% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 75.60% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 60.10% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 15.40% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 51.00% |
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 | 2.30% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 39 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 35.10% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 51 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 75.00% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 44.20% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 42.90% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 53.30% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 42.50% |
% of pupils entering more than one language | 2.40% |
% of pupils entering biology, chemistry and physics | 24.40% |
Average number of KS4 entries per pupil | 7.9 |
Average number of KS4 entries per pupil with low prior attainment | 6.5 |
Average number of KS4 entries per pupil with middle prior attainment | 7.6 |
Average number of KS4 entries per pupil with high prior attainment | 9 |
Average number of KS4 entries per disadvantaged pupil | 6.8 |
Average number of KS4 entries per non-disadvantaged pupil | 8.2 |
Average number of GCSE entries per pupil | 7.5 |
Average number of GCSE entries per pupil with low prior attainment | 6.1 |
Average number of GCSE entries per pupil with middle prior attainment | 7.2 |
Average number of GCSE entries per pupil with high prior attainment | 8.8 |
Average number of GCSE entries per disadvantaged pupil | 6.5 |
Average number of GCSE entries per non-disadvantaged pupil | 7.8 |
Total volume of entries without discounting | 1970 |
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 | Well below average |
Number of pupils completing key stage 4 in 2020/21 | 146 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 134 |
Apprenticeships (number of pupils) | 4 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 5 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 90 |
Further education (number of pupils) | 31 |
School sixth form (number of pupils) | 42 |
Sixth form college (number of pupils) | 17 |
Other education destination (number of pupils) | 0 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 3 |
Activity not captured (number of pupils) | 5 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 93% |
Apprenticeships (percentage) | 4% |
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) | 29% |
School sixth form (percentage) | 39% |
Sixth form college (percentage) | 16% |
Other education destination (percentage) | 0% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 3% |
Activity not captured (percentage) | 5% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 39 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 35 |
Number of pupils not identified as disadvantaged (not found to be eligible for pupil premium in year 11) completing key stage 4 in 2020/21 | 107 |
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) | 99 |
Number of pupils completing key stage 4 in 2019/20 | 138 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 93% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 34 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 91% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 104 |
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 | 141 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 95% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 33 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 108 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 1 |
Upper confidence limit on the progression score for the total cohort | 12 |
Lower confidence limit on the progression score for the total cohort | -10 |
Cohort size | 52 |
Progressed | 67% |
Apprenticeships | 2% |
Higher Education | 60% |
Top third | 15% |
Higher technical | 6% |
Cohort size for academic/applied general cohort | 43 |
Progressed for academic/applied general cohort | 67% |
Progression score for academic/applied general cohort | -3 |
Upper confidence limit on the progression score for the academic/applied general cohort | 9 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -15 |
Cohort size for TLEV cohort | 9 |
Progressed for TLEV cohort | 67% |
Score for TLEV cohort | 21 |
Upper confidence limit on the progression score for the TLEV cohort | 53 |
Lower confidence limit on the progression score for the TLEV cohort | -11 |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 78 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 66 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 3 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 37 |
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) | 36 |
Other education destinations (All levels of study) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 26 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 8 |
Activity not captured in data (All levels of study) (number of students) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 85% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 4% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 47% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 46% |
Other education destinations (All levels of study) (percentage) | 1% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 33% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 10% |
Activity not captured in data (All levels of study) (percentage) | 5% |
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) | 18 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 1 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 11 |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 6 |
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) | 86% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 5% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 52% |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 29% |
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) | 57 |
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) | 48 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
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) | 26 |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 20 |
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) | 84% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 4% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 46% |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 35% |
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) | 60 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 53 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 2 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 36 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 36 |
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) | 15 |
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) | 3 |
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) | 3% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 60% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 60% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 25% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 7% |
Activity not captured in data (Level 3) (percentage) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 16 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 15 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 1 |
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) | 94% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 6% |
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) | 44 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 38 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 3 |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 86% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 7% |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 7% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 10 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 8 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | 1 |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | 1 |
Further education (level 3 and below) (Level 2) (number of students) | 0 |
Higher education (level 4 and above) (Level 2) (number of students) | 0 |
Other education destinations (Level 2) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 6 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | 1 |
Activity not captured in data (Level 2) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 80% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | 10% |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | 10% |
Further education (level 3 and below) (Level 2) (percentage) | 0% |
Higher education (level 4 and above) (Level 2) (percentage) | 0% |
Other education destinations (Level 2) (percentage) | 10% |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 60% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | 10% |
Activity not captured in data (Level 2) (percentage) | 10% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | 3 |
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) | 0 |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | 0 |
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) | 0% |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | 0% |
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) | 7 |
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) | 0 |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | 0 |
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) | 0% |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | 0% |
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) | 8 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 5 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | 0 |
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) | 5 |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | 3 |
Activity not captured in data (L1, entry level and other) (number of students) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 63% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | 0% |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 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) | 63% |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | 38% |
Activity not captured in data (L1, entry level and other) (percentage) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | 2 |
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) | 0 |
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) | 0 |
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) | 0% |
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) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | 6 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | 0 |
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) | 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) | 0 |
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) | 0% |
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) | 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) | 0% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 1 |
Upper confidence limit on the progression score for the total cohort | 12 |
Lower confidence limit on the progression score for the total cohort | -10 |
Cohort size | 52 |
Progressed | 67% |
Apprenticeships | 2% |
Higher Education | 60% |
Top third | 15% |
Higher technical | 6% |
Cohort size for academic/applied general cohort | 43 |
Progressed for academic/applied general cohort | 67% |
Progression score for academic/applied general cohort | -3 |
Upper confidence limit on the progression score for the academic/applied general cohort | 9 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -15 |
Cohort size for TLEV cohort | 9 |
Progressed for TLEV cohort | 67% |
Score for TLEV cohort | 21 |
Upper confidence limit on the progression score for the TLEV cohort | 53 |
Lower confidence limit on the progression score for the TLEV cohort | -11 |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | SUPP |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | SUPP |