Downham Market Academy
Secondary Academy school in Downham Market PE38 9LL
Secondary Academy school in Downham Market PE38 9LL
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1291 |
| Number of girls on roll | 667 |
| Number of boys on roll | 624 |
| Percentage of girls on roll | 51.7 |
| Percentage of boys on roll | 48.3 |
| Number of eligible pupils with an EHC plan | 31 |
| Percentage of eligible pupils with an EHC plan | 2.4 |
| Number of eligible pupils with SEN support | 198 |
| Percentage of eligible pupils with SEN support | 15.3 |
| No. pupils where English not first language | 74 |
| No. pupils with English first language | 1217 |
| No. pupils where first language is unclassified | 0 |
| % pupils where English not first language | 5.7 |
| % pupils with English first language | 94.3 |
| No. pupils eligible for free school meals | 316 |
| Number of pupils eligible for FSM at any time during the past 6 years | 323 |
| Total pupils for FSMEver | 1198 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 27 |
| School address (1) | Bexwell Road |
|---|---|
| School town | Downham Market |
| School postcode | PE38 9LL |
| School telephone number | 01366389100 |
| School parliamentary constituency code | E14001497 |
| School parliamentary constituency name | South West Norfolk |
| 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) | 1291 |
| Total boys on roll (including part-time pupils) | 624 |
| Total girls on roll (including part-time pupils) | 667 |
| Number of pupils at the end of key stage 4 | 197 |
| Number of boys at the end of key stage 4 | 98 |
| % of pupils at the end of key stage 4 who are boys | 49.70% |
| Number of girls at the end of key stage 4 | 99 |
| % of pupils at the end key stage 4 who are girls | 50.30% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 103.2 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 50 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 26.00% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 113 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 58.90% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 29 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 15.10% |
| 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) | 54 |
| Percentage of key stage 2 disadvantaged pupils | 27.40% |
| Number of key stage 2 pupils who are not disadvantaged | 143 |
| Percentage of key stage 2 pupils who are not disadvantaged | 72.60% |
| Number of eligible pupils with English as additional language (EAL) | 7 |
| Percentage of eligible pupils with English as additional language (EAL) | 3.60% |
| Number of eligible pupils with English as first language | 190 |
| Percentage of eligible pupils with English as first language | 96.40% |
| 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 | 187 |
| % of pupils at the end of key stage 4 who are non-mobile | 94.90% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.50% |
| 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 | 46 |
| % 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 | 23.40% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 43 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 21.80% |
| Total sum of Attainment 8 scores | 8537.3 |
| Average Attainment 8 score per pupil | 43.3 |
| Total sum of Attainment 8 scores for English element | 1796 |
| Average Attainment 8 score per pupil for English element | 9.1 |
| Total sum of Attainment 8 scores for mathematics element | 1712 |
| Average Attainment 8 score per pupil for mathematics element | 8.7 |
| Total sum of Attainment 8 scores for EBacc element | 2499 |
| Average Attainment 8 score per pupil for EBacc element | 12.7 |
| Total sum of Attainment 8 scores for open element | 2530.3 |
| Average Attainment 8 score per pupil for open element | 12.8 |
| Total sum of Attainment 8 scores for open element - GCSE only | 1935 |
| Average Attainment 8 score per pupil for open element - GCSE only | 9.8 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 595.3 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 3 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.7 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
| Number of pupils included in Progress 8 measure | 192 |
| 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 | 97% |
| Progress 8 measure after adjustment for extreme scores | -0.06 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.26 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.14 |
| Progress 8 measure based on unadjusted pupil scores | -0.06 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.26 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.14 |
| Progress 8 measure for English element | -0.2 |
| Lower 95% confidence interval for Progress 8 English element | -0.43 |
| Upper 95% confidence interval for Progress 8 English element | 0.02 |
| Progress 8 measure for mathematics element | 0.01 |
| Lower 95% confidence interval for Progress 8 maths element | -0.2 |
| Upper 95% confidence interval for Progress 8 maths element | 0.22 |
| Progress 8 measure for EBacc element | 0 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.23 |
| Upper 95% confidence interval for Progress 8 EBacc element | 0.23 |
| Progress 8 measure for open element | -0.07 |
| Lower 95% confidence interval for Progress 8 open element | -0.3 |
| Upper 95% confidence interval for Progress 8 open element | 0.16 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 62.90% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 43.10% |
| Total EBacc APS score per pupil | 768.67 |
| Average EBacc APS score per pupil | 3.9 |
| Average EBacc APS score per disadvantaged pupil | 3.1 |
| Average EBacc APS score per non-disadvantaged pupil | 4.2 |
| Average EBacc APS score per pupil with low prior attainment | 1.83 |
| Average EBacc APS score per pupil with middle prior attainment | 4.23 |
| Average EBacc APS score per pupil with high prior attainment | 6.3 |
| Average EBacc APS score per pupil for whom English is an additional language | 4.71 |
| Average EBacc APS score per girl | 4.03 |
| Average EBacc APS score per boy | 3.77 |
| Average EBacc APS score per non-mobile pupil | 3.99 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 85 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 43.10% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 34.00% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 21.80% |
| Number of pupils entering the English Baccalaureate English subject area | 193 |
| % of pupils entering the English Baccalaureate English subject area | 98.00% |
| Number of pupils entering the English Baccalaureate Maths subject area | 194 |
| % of pupils entering the English Baccalaureate Maths subject area | 98.50% |
| Number of pupils entering the English Baccalaureate Science subject area | 196 |
| % of pupils entering the English Baccalaureate Science subject area | 99.50% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 150 |
| % of pupils entering the English Baccalaureate Humanities subject area | 76.10% |
| Number of pupils entering the English Baccalaureate Language subject area | 90 |
| % of pupils entering the English Baccalaureate Language subject area | 45.70% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 72.10% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 54.80% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 69.50% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 49.20% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 65.80% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 45.90% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 62.70% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 50.00% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 86.70% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 70.00% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 191 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 97% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 146 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 97% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 87 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 97% |
| English Baccalaureate Science Value Added measure | 0.08 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.13 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 0.28 |
| EBacc Humanities VA measure | -0.16 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.45 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.13 |
| English Baccalaureate Languages Value Added measure | 0.29 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -0.12 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 0.7 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 142 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 108 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 137 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 97 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 129 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 90 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 94 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 75 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 78 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 63 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 82 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 41.60% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 189 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 95.90% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 188 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 95.40% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 193 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.50% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 141 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 94.00% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 90 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
| Average Attainment 8 score per disadvantaged pupil | 35 |
| Number of disadvantaged pupils in Progress 8 measure | 53 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - disadvantaged pupils | -0.71 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.09 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.33 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -0.72 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.1 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.33 |
| Average Attainment 8 score per non-disadvantaged pupil | 46.5 |
| Number of non-disadvantaged pupils in Progress 8 measure | 139 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.19 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.05 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.42 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.19 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.05 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.43 |
| Average Attainment 8 score per disadvantaged pupil for English element | 7.2 |
| Progress 8 measure for English element - disadvantaged pupils | -0.99 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.43 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.56 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.3 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.48 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.88 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.08 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 10.3 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -0.64 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.08 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.2 |
| Average Attainment 8 score per disadvantaged pupil for open element | 10.2 |
| Progress 8 measure for open element - disadvantaged pupils | -0.75 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.19 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.32 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 9.8 |
| Progress 8 measure for English element - non-disadvantaged pupils | 0.1 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.17 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.36 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.2 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.2 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.05 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.45 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 13.6 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.24 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.03 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.51 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 13.8 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.19 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.08 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.46 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 8.1 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 2.2 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 10.5 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 3.3 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -15 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.87 |
| Average Attainment 8 score per pupil with low prior attainment | 24.5 |
| Number of pupils with low prior attainment included in Progress 8 measure | 50 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.2 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.6 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.19 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.2 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.6 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.2 |
| Average Attainment 8 score per pupil with middle prior attainment | 46.8 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 113 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | 0.02 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.24 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.29 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.02 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.24 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.29 |
| Average Attainment 8 score per pupil with high prior attainment | 63.3 |
| Number of pupils with high prior attainment included in Progress 8 measure | 29 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -0.13 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.64 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.39 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -0.13 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.65 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.4 |
| 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 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 15.7 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 13.9 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 11.1 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 2.7 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 6 |
| 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 | 0.6 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.54 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.73 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.6 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.56 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.75 |
| Average Attainment 8 score per girl | 44.8 |
| Average Attainment 8 score per girl for English element | 9.7 |
| Average Attainment 8 score per girl for mathematics element | 8.7 |
| Average Attainment 8 score per girl for EBacc element | 12.9 |
| Average Attainment 8 score per girl for open element | 13.6 |
| Average Attainment 8 score per girl - GCSE only | 10.4 |
| Average Attainment 8 score per girl - non-GCSE only | 3.2 |
| Number of girls included in Progress 8 measure | 95 |
| Number of girls in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - girls | 0.11 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.18 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.39 |
| Unadjusted Progress 8 measure - girls | 0.1 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.19 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.39 |
| Average Attainment 8 score per boy | 41.8 |
| Average Attainment 8 score per boy for English element | 8.5 |
| Average Attainment 8 score per boy for mathematics element | 8.7 |
| Average Attainment 8 score per boy for EBacc element | 12.4 |
| Average Attainment 8 score per boy for open element | 12.1 |
| Average Attainment 8 score per boy - GCSE only | 9.3 |
| Average Attainment 8 score per boy - non-GCSE only | 2.8 |
| Number of boys included in Progress 8 measure | 97 |
| Number of boys in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - boys | -0.22 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.5 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 0.06 |
| Unadjusted Progress 8 measure - boys | -0.22 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.51 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 0.07 |
| Average Attainment 8 score per non-mobile pupil | 44.4 |
| Average Attainment 8 score per non-mobile pupil for English element | 9.3 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 8.9 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 13 |
| Average Attainment 8 score per non-mobile pupil for open element | 13.2 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 10.2 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 3 |
| Number of non-mobile pupils included in Progress 8 measure | 182 |
| Number of non-mobile pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-mobile pupils | 0.02 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.19 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.22 |
| Unadjusted Progress 8 measure - non-mobile pupils | 0.02 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.19 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.22 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 0 |
| EBacc entered % by low prior attainment | 0.00% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 56 |
| EBacc entered % by middle prior attainment | 49.60% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 38.90% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 21.20% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 26 |
| EBacc entered % by high prior attainment | 89.70% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 75.90% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 65.50% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 31.50% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 47.60% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 18.50% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 13.00% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 39.90% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 25.20% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.2 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.17 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.18 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.39 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.25 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.36 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.04 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.34 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.93 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.05 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.4 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.13 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.25 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.43 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.79 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.5 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.01 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.21 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.61 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.44 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.1 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.71 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.35 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.31 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.56 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.38 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.27 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.32 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.04 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.32 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.41 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.32 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.65 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.16 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.9 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.03 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.9 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.1 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.87 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.61 |
| % of boys with entries in all English Baccalaureate subject areas | 41.80% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 31.60% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 19.40% |
| % of girls with entries in all English Baccalaureate subject areas | 44.40% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 36.40% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 24.20% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 44.40% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 34.80% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 23.00% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 71.40% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 42.90% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 42.90% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 58.40% |
| % of pupils achieving any qualifications | 99.00% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 38.90% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 72.00% |
| 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 | 12.00% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 88 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 77.90% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 28 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 96.60% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 61.20% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 64.60% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 71.40% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 64.70% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 24.10% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 50.30% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 3 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 6.00% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 55 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 48.70% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 26 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 89.70% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 41.80% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 44.40% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 57.10% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 45.50% |
| % of pupils entering more than one language | 0.50% |
| % of pupils entering biology, chemistry and physics | 0.00% |
| Average number of KS4 entries per pupil | 6.9 |
| Average number of KS4 entries per pupil with low prior attainment | 6.7 |
| Average number of KS4 entries per pupil with middle prior attainment | 6.9 |
| Average number of KS4 entries per pupil with high prior attainment | 7 |
| Average number of KS4 entries per disadvantaged pupil | 6.6 |
| Average number of KS4 entries per non-disadvantaged pupil | 7 |
| Average number of GCSE entries per pupil | 6.1 |
| Average number of GCSE entries per pupil with low prior attainment | 5.1 |
| Average number of GCSE entries per pupil with middle prior attainment | 6.3 |
| Average number of GCSE entries per pupil with high prior attainment | 6.9 |
| Average number of GCSE entries per disadvantaged pupil | 5.7 |
| Average number of GCSE entries per non-disadvantaged pupil | 6.2 |
| Total volume of entries without discounting | 1363 |
| Total volume of covid-impacted entries without discounting | 0 |
| % of covid-impacted entries out of total number of entries | 0% |
| Progress 8 banding shown on school performance tables website | Average |
| Number of pupils completing key stage 4 in 2020/21 | 179 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 168 |
| Apprenticeships (number of pupils) | 6 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 10 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 117 |
| Further education (number of pupils) | 70 |
| School sixth form (number of pupils) | 39 |
| Sixth form college (number of pupils) | SUPP |
| Other education destination (number of pupils) | SUPP |
| Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 5 |
| Activity not captured (number of pupils) | 0 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 96% |
| Apprenticeships (percentage) | 4% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 7% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 85% |
| Further education (percentage) | 51% |
| School sixth form (percentage) | 28% |
| Sixth form college (percentage) | SUPP |
| Other education destination (percentage) | SUPP |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 4% |
| Activity not captured (percentage) | 0% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 41 |
| 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 | 138 |
| 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) | 133 |
| Number of pupils completing key stage 4 in 2019/20 | 168 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 92% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 31 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 84% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 137 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
| Number of pupils completing key stage 4 in 2018/19 | 214 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 32 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 88% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 182 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -17 |
| Upper confidence limit on the progression score for the total cohort | -3 |
| Lower confidence limit on the progression score for the total cohort | -30 |
| Cohort size | 40 |
| Progressed | 60% |
| Apprenticeships | 0% |
| Higher Education | 60% |
| Top third | 15% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 40 |
| Progressed for academic/applied general cohort | 60% |
| Progression score for academic/applied general cohort | -17 |
| Upper confidence limit on the progression score for the academic/applied general cohort | -4 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -29 |
| 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 | 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) | 47 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 44 |
| 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) | 23 |
| 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) | 22 |
| Other education destinations (All levels of study) (number of students) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 18 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 2 |
| 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) | 94% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 6% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 49% |
| Further education (level 3 and below) (All levels of study) (percentage) | 2% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 47% |
| Other education destinations (All levels of study) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 38% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 4% |
| 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) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| 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) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| 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) | 44 |
| 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 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| 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) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| 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) | 46 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 43 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 3 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 23 |
| Further education (level 3 and below) (Level 3) (number of students) | 1 |
| Higher education (level 4 and above) (Level 3) (number of students) | 22 |
| 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) | 17 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 2 |
| 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) | 93% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 7% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 50% |
| Further education (level 3 and below) (Level 3) (percentage) | 2% |
| Higher education (level 4 and above) (Level 3) (percentage) | 48% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 37% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 4% |
| Activity not captured in data (Level 3) (percentage) | 2% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 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) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -17 |
| Upper confidence limit on the progression score for the total cohort | -3 |
| Lower confidence limit on the progression score for the total cohort | -30 |
| Cohort size | 40 |
| Progressed | 60% |
| Apprenticeships | 0% |
| Higher Education | 60% |
| Top third | 15% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 40 |
| Progressed for academic/applied general cohort | 60% |
| Progression score for academic/applied general cohort | -17 |
| Upper confidence limit on the progression score for the academic/applied general cohort | -4 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -29 |
| 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 | SUPP |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | SUPP |