For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 233 |
Number of girls on roll | 90 |
Number of boys on roll | 143 |
Percentage of girls on roll | 38.6 |
Percentage of boys on roll | 61.4 |
Number of eligible pupils with an EHC plan | 4 |
Percentage of eligible pupils with an EHC plan | 1.7 |
Number of eligible pupils with SEN support | 49 |
Percentage of eligible pupils with SEN support | 21 |
No. pupils where English not first language | 29 |
No. pupils with English first language | 201 |
No. pupils where first language is unclassified | 3 |
% pupils where English not first language | 12.4 |
% pupils with English first language | 86.3 |
No. pupils eligible for free school meals | 50 |
Number of pupils eligible for FSM at any time during the past 6 years | 46 |
Total pupils for FSMEver | 164 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 28 |
School address (1) | Velizy Avenue |
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School town | Harlow |
School postcode | CM20 3EZ |
School telephone number | 01279621570 |
School parliamentary constituency code | E14001267 |
School parliamentary constituency name | Harlow |
Religious denomination | Does not apply |
Age range | 14-19 |
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) | 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) | 233 |
Total boys on roll (including part-time pupils) | 143 |
Total girls on roll (including part-time pupils) | 90 |
Number of pupils at the end of key stage 4 | 79 |
Number of boys at the end of key stage 4 | 49 |
% of pupils at the end of key stage 4 who are boys | 62.00% |
Number of girls at the end of key stage 4 | 30 |
% of pupils at the end key stage 4 who are girls | 38.00% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.7 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 12 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 16.20% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 49 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 66.20% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 13 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 17.60% |
Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 19 |
Percentage of key stage 2 disadvantaged pupils | 24.10% |
Number of key stage 2 pupils who are not disadvantaged | 60 |
Percentage of key stage 2 pupils who are not disadvantaged | 75.90% |
Number of eligible pupils with English as additional language (EAL) | 11 |
Percentage of eligible pupils with English as additional language (EAL) | 13.90% |
Number of eligible pupils with English as first language | 67 |
Percentage of eligible pupils with English as first language | 84.80% |
Number of eligible pupils with unclassified language | 1 |
Percentage of eligible pupils with unclassified language | 1.30% |
Number of pupils at the end of key stage 4 who are non-mobile | 70 |
% of pupils at the end of key stage 4 who are non-mobile | 88.60% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.30% |
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 | 25 |
% 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 | 31.60% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 24 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 30.40% |
Total sum of Attainment 8 scores | 2366 |
Average Attainment 8 score per pupil | 29.9 |
Total sum of Attainment 8 scores for English element | 522 |
Average Attainment 8 score per pupil for English element | 6.6 |
Total sum of Attainment 8 scores for mathematics element | 584 |
Average Attainment 8 score per pupil for mathematics element | 7.4 |
Total sum of Attainment 8 scores for EBacc element | 607 |
Average Attainment 8 score per pupil for EBacc element | 7.7 |
Total sum of Attainment 8 scores for open element | 653 |
Average Attainment 8 score per pupil for open element | 8.3 |
Total sum of Attainment 8 scores for open element - GCSE only | 653 |
Average Attainment 8 score per pupil for open element - GCSE only | 8.3 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 0 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0 |
Average number of EBacc slots filled in Attainment 8 per pupil | 1.9 |
Average number of Open slots filled in Attainment 8 per pupil | 2.3 |
Number of pupils included in Progress 8 measure | 74 |
Number of pupils who have had P8 score adjusted in average | 5 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 94% |
Progress 8 measure after adjustment for extreme scores | -1.68 |
Progress 8 lower 95% confidence interval for adjusted average | -2 |
Progress 8 upper 95% confidence interval for adjusted average | -1.36 |
Progress 8 measure based on unadjusted pupil scores | -1.73 |
Progress 8 lower 95% confidence interval for unadjusted average | -2.06 |
Progress 8 upper 95% confidence interval for unadjusted average | -1.4 |
Progress 8 measure for English element | -1.77 |
Lower 95% confidence interval for Progress 8 English element | -2.14 |
Upper 95% confidence interval for Progress 8 English element | -1.4 |
Progress 8 measure for mathematics element | -0.98 |
Lower 95% confidence interval for Progress 8 maths element | -1.32 |
Upper 95% confidence interval for Progress 8 maths element | -0.64 |
Progress 8 measure for EBacc element | -2.06 |
Lower 95% confidence interval for Progress 8 EBacc element | -2.44 |
Upper 95% confidence interval for Progress 8 EBacc element | -1.69 |
Progress 8 measure for open element | -1.88 |
Lower 95% confidence interval for Progress 8 open element | -2.25 |
Upper 95% confidence interval for Progress 8 open element | -1.51 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 35.40% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 17.70% |
Total EBacc APS score per pupil | 176.68 |
Average EBacc APS score per pupil | 2.24 |
Average EBacc APS score per disadvantaged pupil | 1.85 |
Average EBacc APS score per non-disadvantaged pupil | 2.36 |
Average EBacc APS score per pupil with low prior attainment | 1.07 |
Average EBacc APS score per pupil with middle prior attainment | 2.22 |
Average EBacc APS score per pupil with high prior attainment | 3.15 |
Average EBacc APS score per pupil for whom English is an additional language | 2.8 |
Average EBacc APS score per girl | 2.12 |
Average EBacc APS score per boy | 2.31 |
Average EBacc APS score per non-mobile pupil | 2.3 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 0 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 0.00% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 0.00% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 0.00% |
Number of pupils entering the English Baccalaureate English subject area | 67 |
% of pupils entering the English Baccalaureate English subject area | 84.80% |
Number of pupils entering the English Baccalaureate Maths subject area | 76 |
% of pupils entering the English Baccalaureate Maths subject area | 96.20% |
Number of pupils entering the English Baccalaureate Science subject area | 62 |
% of pupils entering the English Baccalaureate Science subject area | 78.50% |
Number of pupils entering the English Baccalaureate Humanities subject area | 0 |
% of pupils entering the English Baccalaureate Humanities subject area | 0.00% |
Number of pupils entering the English Baccalaureate Language subject area | 2 |
% of pupils entering the English Baccalaureate Language subject area | 2.50% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 45.60% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 24.10% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 54.40% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 38.00% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 54.80% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 27.40% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | NE |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | NE |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | SUPP |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | SUPP |
Number of pupils included in English Baccalaureate Science Value Added measure | 58 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 94% |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | NE |
Number of pupils included in English Baccalaureate Language Value Added measure | 1 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | SUPP |
English Baccalaureate Science Value Added measure | -0.93 |
English Baccalaureate Science Value Added lower 95% confidence limit | -1.3 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.56 |
EBacc Humanities VA measure | NE |
English Baccalaureate Humanities Value Added lower 95% confidence limit | NE |
English Baccalaureate Humanities Value Added upper 95% confidence limit | NE |
English Baccalaureate Languages Value Added measure | SUPP |
English Baccalaureate Languages Value Added lower 95% confidence limit | SUPP |
English Baccalaureate Languages Value Added upper 95% confidence limit | SUPP |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 36 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 19 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 43 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 30 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 34 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 17 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | NE |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | NE |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | SUPP |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | SUPP |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 0 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 0.00% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 67 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 84.80% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 73 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 92.40% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 60 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 96.80% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | NE |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | NE |
Number of pupils achieving EBacc Language subject area with grades 9-1 | SUPP |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | SUPP |
Average Attainment 8 score per disadvantaged pupil | 23.5 |
Number of disadvantaged pupils in Progress 8 measure | 19 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 2 |
Adjusted Progress 8 measure - disadvantaged pupils | -2.34 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -2.98 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -1.71 |
Unadjusted Progress 8 measure - disadvantaged pupils | -2.44 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -3.09 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -1.79 |
Average Attainment 8 score per non-disadvantaged pupil | 32 |
Number of non-disadvantaged pupils in Progress 8 measure | 55 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -1.45 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -1.83 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -1.08 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -1.49 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -1.87 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -1.11 |
Average Attainment 8 score per disadvantaged pupil for English element | 5.4 |
Progress 8 measure for English element - disadvantaged pupils | -2.46 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -3.19 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.74 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 5.9 |
Progress 8 measure for maths element - disadvantaged pupils | -1.81 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -2.48 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.14 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 6.4 |
Progress 8 measure for EBacc element - disadvantaged pupils | -2.5 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -3.24 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.76 |
Average Attainment 8 score per disadvantaged pupil for open element | 5.8 |
Progress 8 measure for open element - disadvantaged pupils | -2.78 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -3.5 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -2.05 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 7 |
Progress 8 measure for English element - non-disadvantaged pupils | -1.53 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -1.95 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -1.1 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 7.9 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.7 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -1.09 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.3 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 8.1 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -1.91 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -2.35 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -1.48 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 9.1 |
Progress 8 measure for open element - non-disadvantaged pupils | -1.57 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -1.99 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -1.14 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 5.8 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 9.1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -26.5 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -2.5 |
Average Attainment 8 score per pupil with low prior attainment | 15.2 |
Number of pupils with low prior attainment included in Progress 8 measure | 12 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -1.09 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.89 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.28 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -1.09 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.9 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.27 |
Average Attainment 8 score per pupil with middle prior attainment | 29.5 |
Number of pupils with middle prior attainment included in Progress 8 measure | 49 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 5 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -1.68 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -2.08 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -1.29 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -1.76 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -2.17 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -1.36 |
Average Attainment 8 score per pupil with high prior attainment | 43.5 |
Number of pupils with high prior attainment included in Progress 8 measure | 13 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with high prior attainment | -2.22 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -2.99 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | -1.45 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -2.22 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -3 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -1.43 |
Average Attainment 8 score per pupil for whom English is an additional language | 35.6 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 6.5 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 8.5 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 10.8 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 9.7 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 9.7 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 9 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | -1.31 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -2.24 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | -0.39 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | -1.35 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -2.29 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | -0.41 |
Average Attainment 8 score per girl | 29.5 |
Average Attainment 8 score per girl for English element | 7.5 |
Average Attainment 8 score per girl for mathematics element | 6.9 |
Average Attainment 8 score per girl for EBacc element | 6.4 |
Average Attainment 8 score per girl for open element | 8.8 |
Average Attainment 8 score per girl - GCSE only | 8.8 |
Average Attainment 8 score per girl - non-GCSE only | 0 |
Number of girls included in Progress 8 measure | 26 |
Number of girls in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - girls | -2.07 |
Adjusted Progress 8 lower 95% confidence interval - girls | -2.61 |
Adjusted Progress 8 upper 95% confidence interval - girls | -1.52 |
Unadjusted Progress 8 measure - girls | -2.15 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -2.7 |
Unadjusted Progress 8 upper 95% confidence interval - girls | -1.59 |
Average Attainment 8 score per boy | 30.2 |
Average Attainment 8 score per boy for English element | 6.1 |
Average Attainment 8 score per boy for mathematics element | 7.7 |
Average Attainment 8 score per boy for EBacc element | 8.4 |
Average Attainment 8 score per boy for open element | 8 |
Average Attainment 8 score per boy - GCSE only | 8 |
Average Attainment 8 score per boy - non-GCSE only | 0 |
Number of boys included in Progress 8 measure | 48 |
Number of boys in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - boys | -1.47 |
Adjusted Progress 8 lower 95% confidence interval - boys | -1.87 |
Adjusted Progress 8 upper 95% confidence interval - boys | -1.07 |
Unadjusted Progress 8 measure - boys | -1.51 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -1.92 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -1.1 |
Average Attainment 8 score per non-mobile pupil | 31 |
Average Attainment 8 score per non-mobile pupil for English element | 6.8 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 7.6 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 7.9 |
Average Attainment 8 score per non-mobile pupil for open element | 8.6 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 8.6 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0 |
Number of non-mobile pupils included in Progress 8 measure | 68 |
Number of non-mobile pupils in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - non-mobile pupils | -1.56 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -1.9 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -1.22 |
Unadjusted Progress 8 measure - non-mobile pupils | -1.61 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -1.95 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -1.26 |
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 | 0 |
EBacc entered % by middle prior attainment | 0.00% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 0.00% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 0.00% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 0 |
EBacc entered % by high prior attainment | 0.00% |
EBacc achieved % by high prior attainment - with 9-4 passes | 0.00% |
EBacc achieved % by high prior attainment - with 9-5 passes | 0.00% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 0.00% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 0.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 0.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 0.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
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 | -0.64 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -2.14 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.07 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.89 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | NE |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | NE |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | NE |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | NE |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | NE |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | NE |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.25 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.9 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.47 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -1.31 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.96 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -1.37 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.18 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -1.1 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.35 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -2.93 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | NE |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | NE |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | NE |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | NE |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | NE |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | NE |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | NE |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | NE |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | NE |
% of boys with entries in all English Baccalaureate subject areas | 0.00% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 0.00% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 0.00% |
% of girls with entries in all English Baccalaureate subject areas | 0.00% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 0.00% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 0.00% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 0.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 0.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 0.00% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 0.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 0.00% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 0.00% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 26.60% |
% of pupils achieving any qualifications | 93.70% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 21.10% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 40.00% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 0 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 0.00% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 17 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 34.70% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 9 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 69.20% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 32.70% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 40.00% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 27.30% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 37.10% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 15.80% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 18.30% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0.00% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 7 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 14.30% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 6 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 46.20% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 12.20% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 26.70% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 9.10% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 18.60% |
% of pupils entering more than one language | 0.00% |
% of pupils entering biology, chemistry and physics | 2.50% |
Average number of KS4 entries per pupil | 5.7 |
Average number of KS4 entries per pupil with low prior attainment | 4.8 |
Average number of KS4 entries per pupil with middle prior attainment | 5.6 |
Average number of KS4 entries per pupil with high prior attainment | 6.9 |
Average number of KS4 entries per disadvantaged pupil | 4.6 |
Average number of KS4 entries per non-disadvantaged pupil | 6.1 |
Average number of GCSE entries per pupil | 5.7 |
Average number of GCSE entries per pupil with low prior attainment | 4.8 |
Average number of GCSE entries per pupil with middle prior attainment | 5.6 |
Average number of GCSE entries per pupil with high prior attainment | 6.9 |
Average number of GCSE entries per disadvantaged pupil | 4.6 |
Average number of GCSE entries per non-disadvantaged pupil | 6.1 |
Total volume of entries without discounting | 463 |
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 | SUPP |
Number of pupils completing key stage 4 in 2020/21 | 43 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 39 |
Apprenticeships (number of pupils) | SUPP |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 28 |
Further education (number of pupils) | 16 |
School sixth form (number of pupils) | SUPP |
Sixth form college (number of pupils) | SUPP |
Other education destination (number of pupils) | 0 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 2 |
Activity not captured (number of pupils) | 0 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 94% |
Apprenticeships (percentage) | SUPP |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | SUPP |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 85% |
Further education (percentage) | 48% |
School sixth form (percentage) | SUPP |
Sixth form college (percentage) | SUPP |
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) | 0% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 10 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 8 |
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 | 33 |
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) | 31 |
Number of pupils completing key stage 4 in 2019/20 | 59 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 93% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 14 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 79% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 45 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 98% |
Number of pupils completing key stage 4 in 2018/19 | 50 |
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 | 10 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | SUPP |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 40 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | SUPP |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 29 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 27 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 2 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 17 |
Further education (level 3 and below) (All levels of study) (number of students) | 3 |
Higher education (level 4 and above) (All levels of study) (number of students) | 13 |
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) | 8 |
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) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 93% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 7% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 59% |
Further education (level 3 and below) (All levels of study) (percentage) | 10% |
Higher education (level 4 and above) (All levels of study) (percentage) | 45% |
Other education destinations (All levels of study) (percentage) | 3% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 28% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 7% |
Activity not captured in data (All levels of study) (percentage) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 7 |
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) | 4 |
Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | 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) | 0 |
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) | 57% |
Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 29% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 22 |
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) | 13 |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
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) | 6 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
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) | 59% |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 14% |
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) | 27% |
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) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 29 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 27 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 2 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 17 |
Further education (level 3 and below) (Level 3) (number of students) | 3 |
Higher education (level 4 and above) (Level 3) (number of students) | 13 |
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) | 8 |
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) | 0 |
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) | 59% |
Further education (level 3 and below) (Level 3) (percentage) | 10% |
Higher education (level 4 and above) (Level 3) (percentage) | 45% |
Other education destinations (Level 3) (percentage) | 3% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 28% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 7% |
Activity not captured in data (Level 3) (percentage) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 7 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 4 |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | 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) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 57% |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 29% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 22 |
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) | 13 |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | 3 |
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) | 6 |
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) | 0 |
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) | 59% |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 14% |
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) | 27% |
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) | 0% |
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 |