For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1184 |
Number of girls on roll | 591 |
Number of boys on roll | 593 |
Percentage of girls on roll | 49.9 |
Percentage of boys on roll | 50.1 |
Number of eligible pupils with an EHC plan | 31 |
Percentage of eligible pupils with an EHC plan | 2.6 |
Number of eligible pupils with SEN support | 180 |
Percentage of eligible pupils with SEN support | 15.2 |
No. pupils where English not first language | 152 |
No. pupils with English first language | 1032 |
No. pupils where first language is unclassified | 0 |
% pupils where English not first language | 12.8 |
% pupils with English first language | 87.2 |
No. pupils eligible for free school meals | 633 |
Number of pupils eligible for FSM at any time during the past 6 years | 589 |
Total pupils for FSMEver | 1072 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 54.9 |
School address (1) | Dudley Street |
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School town | Bilston |
School postcode | WV14 0LN |
School telephone number | 01902493797 |
School parliamentary constituency code | E14001595 |
School parliamentary constituency name | Wolverhampton South East |
Religious denomination | None |
Age range | 11-19 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 1184 |
Total boys on roll (including part-time pupils) | 593 |
Total girls on roll (including part-time pupils) | 591 |
Number of pupils at the end of key stage 4 | 216 |
Number of boys at the end of key stage 4 | 115 |
% of pupils at the end of key stage 4 who are boys | 53.20% |
Number of girls at the end of key stage 4 | 101 |
% of pupils at the end key stage 4 who are girls | 46.80% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 102.3 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 66 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 32.70% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 106 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 52.50% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 30 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 14.90% |
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) | 126 |
Percentage of key stage 2 disadvantaged pupils | 58.30% |
Number of key stage 2 pupils who are not disadvantaged | 90 |
Percentage of key stage 2 pupils who are not disadvantaged | 41.70% |
Number of eligible pupils with English as additional language (EAL) | 30 |
Percentage of eligible pupils with English as additional language (EAL) | 13.90% |
Number of eligible pupils with English as first language | 186 |
Percentage of eligible pupils with English as first language | 86.10% |
Number of eligible pupils with unclassified language | 0 |
Percentage of eligible pupils with unclassified language | 0.00% |
Number of pupils at the end of key stage 4 who are non-mobile | 203 |
% of pupils at the end of key stage 4 who are non-mobile | 94.00% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 6 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.80% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 38 |
% of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 17.60% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 32 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 14.80% |
Total sum of Attainment 8 scores | 8070 |
Average Attainment 8 score per pupil | 37.4 |
Total sum of Attainment 8 scores for English element | 1734 |
Average Attainment 8 score per pupil for English element | 8 |
Total sum of Attainment 8 scores for mathematics element | 1526 |
Average Attainment 8 score per pupil for mathematics element | 7.1 |
Total sum of Attainment 8 scores for EBacc element | 2398.5 |
Average Attainment 8 score per pupil for EBacc element | 11.1 |
Total sum of Attainment 8 scores for open element | 2411.5 |
Average Attainment 8 score per pupil for open element | 11.2 |
Total sum of Attainment 8 scores for open element - GCSE only | 1143.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 5.3 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 1268 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 5.9 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.7 |
Average number of Open slots filled in Attainment 8 per pupil | 2.7 |
Number of pupils included in Progress 8 measure | 202 |
Number of pupils who have had P8 score adjusted in average | 1 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 94% |
Progress 8 measure after adjustment for extreme scores | -0.5 |
Progress 8 lower 95% confidence interval for adjusted average | -0.69 |
Progress 8 upper 95% confidence interval for adjusted average | -0.3 |
Progress 8 measure based on unadjusted pupil scores | -0.5 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.7 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.3 |
Progress 8 measure for English element | -0.62 |
Lower 95% confidence interval for Progress 8 English element | -0.84 |
Upper 95% confidence interval for Progress 8 English element | -0.4 |
Progress 8 measure for mathematics element | -0.63 |
Lower 95% confidence interval for Progress 8 maths element | -0.83 |
Upper 95% confidence interval for Progress 8 maths element | -0.42 |
Progress 8 measure for EBacc element | -0.34 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.57 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.12 |
Progress 8 measure for open element | -0.49 |
Lower 95% confidence interval for Progress 8 open element | -0.71 |
Upper 95% confidence interval for Progress 8 open element | -0.26 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 45.80% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 22.70% |
Total EBacc APS score per pupil | 713.38 |
Average EBacc APS score per pupil | 3.3 |
Average EBacc APS score per disadvantaged pupil | 2.91 |
Average EBacc APS score per non-disadvantaged pupil | 3.85 |
Average EBacc APS score per pupil with low prior attainment | 2.08 |
Average EBacc APS score per pupil with middle prior attainment | 3.44 |
Average EBacc APS score per pupil with high prior attainment | 5.74 |
Average EBacc APS score per pupil for whom English is an additional language | 4.58 |
Average EBacc APS score per girl | 3.42 |
Average EBacc APS score per boy | 3.2 |
Average EBacc APS score per non-mobile pupil | 3.38 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 79 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 36.60% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 15.70% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 8.80% |
Number of pupils entering the English Baccalaureate English subject area | 209 |
% of pupils entering the English Baccalaureate English subject area | 96.80% |
Number of pupils entering the English Baccalaureate Maths subject area | 214 |
% of pupils entering the English Baccalaureate Maths subject area | 99.10% |
Number of pupils entering the English Baccalaureate Science subject area | 213 |
% of pupils entering the English Baccalaureate Science subject area | 98.60% |
Number of pupils entering the English Baccalaureate Humanities subject area | 195 |
% of pupils entering the English Baccalaureate Humanities subject area | 90.30% |
Number of pupils entering the English Baccalaureate Language subject area | 83 |
% of pupils entering the English Baccalaureate Language subject area | 38.40% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 61.60% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 40.70% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 49.50% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 28.20% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 52.10% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 30.50% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 42.10% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 27.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 47.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 27.70% |
Number of pupils included in English Baccalaureate Science Value Added measure | 199 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 93% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 186 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 95% |
Number of pupils included in English Baccalaureate Language Value Added measure | 82 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 99% |
English Baccalaureate Science Value Added measure | -0.29 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.5 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.09 |
EBacc Humanities VA measure | -0.61 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.87 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.36 |
English Baccalaureate Languages Value Added measure | -1.08 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1.5 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.65 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 133 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 88 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 107 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 61 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 111 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 65 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 82 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 53 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 39 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 23 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 79 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 36.60% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 203 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 94.00% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 205 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 94.90% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 201 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 94.40% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 177 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 90.80% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 83 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 33.3 |
Number of disadvantaged pupils in Progress 8 measure | 120 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.76 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.01 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.51 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.76 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.02 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.5 |
Average Attainment 8 score per non-disadvantaged pupil | 43.1 |
Number of non-disadvantaged pupils in Progress 8 measure | 82 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.12 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.42 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.19 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.12 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.43 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.19 |
Average Attainment 8 score per disadvantaged pupil for English element | 7.2 |
Progress 8 measure for English element - disadvantaged pupils | -0.92 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.21 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.64 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.2 |
Progress 8 measure for maths element - disadvantaged pupils | -0.88 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.15 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.62 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 9.9 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.62 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.92 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.33 |
Average Attainment 8 score per disadvantaged pupil for open element | 10.1 |
Progress 8 measure for open element - disadvantaged pupils | -0.7 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.99 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.42 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 9.3 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.18 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.52 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.17 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8.3 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.26 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.58 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.06 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 12.8 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.06 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.29 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.42 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 12.7 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.17 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.52 |
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 | 4.4 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 5.6 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 6.5 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 6.2 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -16.7 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.92 |
Average Attainment 8 score per pupil with low prior attainment | 25.6 |
Number of pupils with low prior attainment included in Progress 8 measure | 66 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.12 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.46 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.22 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.12 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.47 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.23 |
Average Attainment 8 score per pupil with middle prior attainment | 38.7 |
Number of pupils with middle prior attainment included in Progress 8 measure | 106 |
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 | -1.03 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.5 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.76 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.04 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.49 |
Average Attainment 8 score per pupil with high prior attainment | 60 |
Number of pupils with high prior attainment included in Progress 8 measure | 30 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.4 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.91 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.11 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.4 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.92 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.12 |
Average Attainment 8 score per pupil for whom English is an additional language | 49.3 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 9.7 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10.1 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 15.5 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 14.1 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 8 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 6.1 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 22 |
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 | 0.76 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.17 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.36 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.76 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.16 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.37 |
Average Attainment 8 score per girl | 39.5 |
Average Attainment 8 score per girl for English element | 8.8 |
Average Attainment 8 score per girl for mathematics element | 6.9 |
Average Attainment 8 score per girl for EBacc element | 11.3 |
Average Attainment 8 score per girl for open element | 12.4 |
Average Attainment 8 score per girl - GCSE only | 5.9 |
Average Attainment 8 score per girl - non-GCSE only | 6.5 |
Number of girls included in Progress 8 measure | 94 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | -0.34 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.62 |
Adjusted Progress 8 upper 95% confidence interval - girls | -0.05 |
Unadjusted Progress 8 measure - girls | -0.34 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.63 |
Unadjusted Progress 8 upper 95% confidence interval - girls | -0.05 |
Average Attainment 8 score per boy | 35.5 |
Average Attainment 8 score per boy for English element | 7.3 |
Average Attainment 8 score per boy for mathematics element | 7.2 |
Average Attainment 8 score per boy for EBacc element | 10.9 |
Average Attainment 8 score per boy for open element | 10 |
Average Attainment 8 score per boy - GCSE only | 4.8 |
Average Attainment 8 score per boy - non-GCSE only | 5.3 |
Number of boys included in Progress 8 measure | 108 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | -0.64 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.91 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.37 |
Unadjusted Progress 8 measure - boys | -0.64 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.91 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.37 |
Average Attainment 8 score per non-mobile pupil | 38.1 |
Average Attainment 8 score per non-mobile pupil for English element | 8.2 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 7.2 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 11.3 |
Average Attainment 8 score per non-mobile pupil for open element | 11.4 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 5.3 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 6.1 |
Number of non-mobile pupils included in Progress 8 measure | 193 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | -0.45 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.65 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.25 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.45 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.66 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.25 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 8 |
EBacc entered % by low prior attainment | 12.10% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 3.00% |
EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 47 |
EBacc entered % by middle prior attainment | 44.30% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 14.20% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 4.70% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 24 |
EBacc entered % by high prior attainment | 80.00% |
EBacc achieved % by high prior attainment - with 9-4 passes | 56.70% |
EBacc achieved % by high prior attainment - with 9-5 passes | 46.70% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 29.40% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 46.70% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 10.30% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 6.30% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 23.30% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 12.20% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.06 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.5 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.08 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.58 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.13 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.14 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.98 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.19 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.86 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.28 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.68 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.1 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.22 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.16 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.32 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.85 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.45 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.19 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.3 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.41 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.22 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.78 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.44 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.6 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.52 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.2 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.11 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.67 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.33 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.61 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.64 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.33 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.46 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.83 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.55 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.77 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.4 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.59 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.48 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.84 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.54 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.66 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.44 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -2 |
% of boys with entries in all English Baccalaureate subject areas | 36.50% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 13.90% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 6.10% |
% of girls with entries in all English Baccalaureate subject areas | 36.60% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 17.80% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 11.90% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 38.90% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 16.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 9.40% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 56.70% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 33.30% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 16.70% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 41.70% |
% of pupils achieving any qualifications | 98.10% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 37.30% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 57.80% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 11 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 16.70% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 57 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 53.80% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 26 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 86.70% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 47.80% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 43.60% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 73.30% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 46.80% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 17.50% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 30.00% |
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 | 1.50% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 23 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 21.70% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 21 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 70.00% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 18.30% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 27.70% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 50.00% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 23.20% |
% of pupils entering more than one language | 2.80% |
% of pupils entering biology, chemistry and physics | 6.50% |
Average number of KS4 entries per pupil | 7.5 |
Average number of KS4 entries per pupil with low prior attainment | 7.1 |
Average number of KS4 entries per pupil with middle prior attainment | 7.6 |
Average number of KS4 entries per pupil with high prior attainment | 8.1 |
Average number of KS4 entries per disadvantaged pupil | 7.3 |
Average number of KS4 entries per non-disadvantaged pupil | 7.8 |
Average number of GCSE entries per pupil | 5.8 |
Average number of GCSE entries per pupil with low prior attainment | 5.3 |
Average number of GCSE entries per pupil with middle prior attainment | 5.9 |
Average number of GCSE entries per pupil with high prior attainment | 6.7 |
Average number of GCSE entries per disadvantaged pupil | 5.6 |
Average number of GCSE entries per non-disadvantaged pupil | 6.1 |
Total volume of entries without discounting | 1637 |
Total volume of covid-impacted entries without discounting | 1 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Below average |
Number of pupils completing key stage 4 in 2020/21 | 203 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 172 |
Apprenticeships (number of pupils) | 3 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 3 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 90 |
Further education (number of pupils) | 57 |
School sixth form (number of pupils) | 30 |
Sixth form college (number of pupils) | 3 |
Other education destination (number of pupils) | 0 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 6 |
Activity not captured (number of pupils) | 2 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 92% |
Apprenticeships (percentage) | 3% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 3% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 87% |
Further education (percentage) | 55% |
School sixth form (percentage) | 29% |
Sixth form college (percentage) | 3% |
Other education destination (percentage) | 0% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 6% |
Activity not captured (percentage) | 2% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 99 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 76 |
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 | 104 |
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) | 96 |
Number of pupils completing key stage 4 in 2019/20 | 194 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 87% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 99 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 87% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 95 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 87% |
Number of pupils completing key stage 4 in 2018/19 | 186 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 92% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 85 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 92% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 101 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 93% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 13 |
Upper confidence limit on the progression score for the total cohort | 24 |
Lower confidence limit on the progression score for the total cohort | 1 |
Cohort size | 57 |
Progressed | 82% |
Apprenticeships | 2% |
Higher Education | 81% |
Top third | 16% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 57 |
Progressed for academic/applied general cohort | 82% |
Progression score for academic/applied general cohort | 13 |
Upper confidence limit on the progression score for the academic/applied general cohort | 23 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 2 |
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 | 82% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 41 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 31 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 0 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 22 |
Further education (level 3 and below) (All levels of study) (number of students) | 1 |
Higher education (level 4 and above) (All levels of study) (number of students) | 20 |
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) | 9 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 9 |
Activity not captured in data (All levels of study) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 76% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 0% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 54% |
Further education (level 3 and below) (All levels of study) (percentage) | 2% |
Higher education (level 4 and above) (All levels of study) (percentage) | 49% |
Other education destinations (All levels of study) (percentage) | 2% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 22% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 22% |
Activity not captured in data (All levels of study) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 12 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 6 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 0 |
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) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 2 |
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) | 50% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 33% |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 17% |
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) | 29 |
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) | 25 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
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) | 18 |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 7 |
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) | 86% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 62% |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 24% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 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) | 41 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 31 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 0 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 22 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 20 |
Other education destinations (Level 3) (number of students) | 1 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 9 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 9 |
Activity not captured in data (Level 3) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 76% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 54% |
Further education (level 3 and below) (Level 3) (percentage) | 2% |
Higher education (level 4 and above) (Level 3) (percentage) | 49% |
Other education destinations (Level 3) (percentage) | 2% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 22% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 22% |
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) | 12 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 6 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
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) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 2 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 50% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 33% |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 17% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 29 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 25 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 0 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 18 |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 7 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 86% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 62% |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 24% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 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) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
Other education destinations (L1, entry level and other) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
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) | NA |
Activity not captured in data (L1, entry level and other) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
Other education destinations (L1, entry level and other) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Activity not captured in data (L1, entry level and other) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
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) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
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) | NA |
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) | NA |
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) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
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) | NA |
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) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
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) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
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) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 13 |
Upper confidence limit on the progression score for the total cohort | 24 |
Lower confidence limit on the progression score for the total cohort | 1 |
Cohort size | 57 |
Progressed | 82% |
Apprenticeships | 2% |
Higher Education | 81% |
Top third | 16% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 57 |
Progressed for academic/applied general cohort | 82% |
Progression score for academic/applied general cohort | 13 |
Upper confidence limit on the progression score for the academic/applied general cohort | 23 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 2 |
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 | 82% |
Apprenticeships for disadvantaged students | SUPP |
HE for disadvantaged students | SUPP |
Top third for disadvantaged students | SUPP |
Higher technical for disadvantaged students | 0% |