For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1336 |
Number of girls on roll | 701 |
Number of boys on roll | 635 |
Percentage of girls on roll | 52.5 |
Percentage of boys on roll | 47.5 |
Number of eligible pupils with an EHC plan | 31 |
Percentage of eligible pupils with an EHC plan | 2.3 |
Number of eligible pupils with SEN support | 143 |
Percentage of eligible pupils with SEN support | 10.7 |
No. pupils where English not first language | 76 |
No. pupils with English first language | 1253 |
No. pupils where first language is unclassified | 7 |
% pupils where English not first language | 5.7 |
% pupils with English first language | 93.8 |
No. pupils eligible for free school meals | 351 |
Number of pupils eligible for FSM at any time during the past 6 years | 344 |
Total pupils for FSMEver | 1181 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 29.1 |
School address (1) | Burnham Road |
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School town | Highbridge |
School postcode | TA9 3EE |
School telephone number | 01278784881 |
School parliamentary constituency code | E14001126 |
School parliamentary constituency name | Bridgwater |
Religious denomination | Does not apply |
Age range | 11-18 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
School admissions policy - new definition from 2019 | OTHER NON SEL |
School gender of entry | MIXED |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
Total number of pupils (including part-time pupils) | 1336 |
Total boys on roll (including part-time pupils) | 635 |
Total girls on roll (including part-time pupils) | 701 |
Number of pupils at the end of key stage 4 | 237 |
Number of boys at the end of key stage 4 | 118 |
% of pupils at the end of key stage 4 who are boys | 49.80% |
Number of girls at the end of key stage 4 | 119 |
% of pupils at the end key stage 4 who are girls | 50.20% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 103.1 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 59 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 25.40% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 137 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 59.10% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 36 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 15.50% |
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) | 60 |
Percentage of key stage 2 disadvantaged pupils | 25.30% |
Number of key stage 2 pupils who are not disadvantaged | 177 |
Percentage of key stage 2 pupils who are not disadvantaged | 74.70% |
Number of eligible pupils with English as additional language (EAL) | 14 |
Percentage of eligible pupils with English as additional language (EAL) | 5.90% |
Number of eligible pupils with English as first language | 222 |
Percentage of eligible pupils with English as first language | 93.70% |
Number of eligible pupils with unclassified language | 1 |
Percentage of eligible pupils with unclassified language | 0.40% |
Number of pupils at the end of key stage 4 who are non-mobile | 225 |
% 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 | 5 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.10% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 38 |
% of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 16.00% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 33 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 13.90% |
Total sum of Attainment 8 scores | 9174.3 |
Average Attainment 8 score per pupil | 38.7 |
Total sum of Attainment 8 scores for English element | 1983 |
Average Attainment 8 score per pupil for English element | 8.4 |
Total sum of Attainment 8 scores for mathematics element | 1808 |
Average Attainment 8 score per pupil for mathematics element | 7.6 |
Total sum of Attainment 8 scores for EBacc element | 2644 |
Average Attainment 8 score per pupil for EBacc element | 11.2 |
Total sum of Attainment 8 scores for open element | 2739.3 |
Average Attainment 8 score per pupil for open element | 11.6 |
Total sum of Attainment 8 scores for open element - GCSE only | 1897.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 8 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 841.8 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 3.6 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.9 |
Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
Number of pupils included in Progress 8 measure | 232 |
Number of pupils who have had P8 score adjusted in average | 4 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 98% |
Progress 8 measure after adjustment for extreme scores | -0.52 |
Progress 8 lower 95% confidence interval for adjusted average | -0.71 |
Progress 8 upper 95% confidence interval for adjusted average | -0.34 |
Progress 8 measure based on unadjusted pupil scores | -0.53 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.72 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.35 |
Progress 8 measure for English element | -0.61 |
Lower 95% confidence interval for Progress 8 English element | -0.82 |
Upper 95% confidence interval for Progress 8 English element | -0.4 |
Progress 8 measure for mathematics element | -0.52 |
Lower 95% confidence interval for Progress 8 maths element | -0.71 |
Upper 95% confidence interval for Progress 8 maths element | -0.33 |
Progress 8 measure for EBacc element | -0.52 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.73 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.31 |
Progress 8 measure for open element | -0.5 |
Lower 95% confidence interval for Progress 8 open element | -0.71 |
Upper 95% confidence interval for Progress 8 open element | -0.29 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 48.90% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 27.40% |
Total EBacc APS score per pupil | 779.77 |
Average EBacc APS score per pupil | 3.29 |
Average EBacc APS score per disadvantaged pupil | 2.66 |
Average EBacc APS score per non-disadvantaged pupil | 3.5 |
Average EBacc APS score per pupil with low prior attainment | 1.88 |
Average EBacc APS score per pupil with middle prior attainment | 3.39 |
Average EBacc APS score per pupil with high prior attainment | 5.22 |
Average EBacc APS score per pupil for whom English is an additional language | 4.3 |
Average EBacc APS score per girl | 3.29 |
Average EBacc APS score per boy | 3.29 |
Average EBacc APS score per non-mobile pupil | 3.32 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 47 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 19.80% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 9.70% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 5.10% |
Number of pupils entering the English Baccalaureate English subject area | 227 |
% of pupils entering the English Baccalaureate English subject area | 95.80% |
Number of pupils entering the English Baccalaureate Maths subject area | 232 |
% of pupils entering the English Baccalaureate Maths subject area | 97.90% |
Number of pupils entering the English Baccalaureate Science subject area | 231 |
% of pupils entering the English Baccalaureate Science subject area | 97.50% |
Number of pupils entering the English Baccalaureate Humanities subject area | 226 |
% of pupils entering the English Baccalaureate Humanities subject area | 95.40% |
Number of pupils entering the English Baccalaureate Language subject area | 47 |
% of pupils entering the English Baccalaureate Language subject area | 19.80% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 62.90% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 41.80% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 55.30% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 36.30% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 51.10% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 26.80% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 46.90% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 27.90% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 59.60% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 40.40% |
Number of pupils included in English Baccalaureate Science Value Added measure | 226 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 98% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 221 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 98% |
Number of pupils included in English Baccalaureate Language Value Added measure | 47 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 100% |
English Baccalaureate Science Value Added measure | -0.51 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.7 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.32 |
EBacc Humanities VA measure | -0.66 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.9 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.43 |
English Baccalaureate Languages Value Added measure | -0.89 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1.45 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.33 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 149 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 99 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 131 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 86 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 118 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 62 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 106 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 63 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 28 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 19 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 46 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 19.40% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 227 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 95.80% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 228 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 96.20% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 230 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.60% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 222 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.20% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 47 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 31.5 |
Number of disadvantaged pupils in Progress 8 measure | 60 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.89 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.25 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.53 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.91 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.27 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.54 |
Average Attainment 8 score per non-disadvantaged pupil | 41.1 |
Number of non-disadvantaged pupils in Progress 8 measure | 172 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.4 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.61 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.19 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.4 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.62 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.19 |
Average Attainment 8 score per disadvantaged pupil for English element | 7 |
Progress 8 measure for English element - disadvantaged pupils | -0.98 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.39 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.57 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.1 |
Progress 8 measure for maths element - disadvantaged pupils | -0.9 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.28 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.52 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 9.1 |
Progress 8 measure for EBacc element - disadvantaged pupils | -0.83 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.25 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.42 |
Average Attainment 8 score per disadvantaged pupil for open element | 9.3 |
Progress 8 measure for open element - disadvantaged pupils | -0.94 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.35 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.53 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 8.8 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.48 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.72 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.24 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8.1 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.39 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.61 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.16 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 11.8 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.41 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.66 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.17 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 12.3 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.35 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.59 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.11 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 6.7 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 2.6 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 8.4 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 3.9 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -18.5 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.05 |
Average Attainment 8 score per pupil with low prior attainment | 23.5 |
Number of pupils with low prior attainment included in Progress 8 measure | 59 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.31 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.67 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.05 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.31 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.68 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.05 |
Average Attainment 8 score per pupil with middle prior attainment | 39.8 |
Number of pupils with middle prior attainment included in Progress 8 measure | 137 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.6 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.83 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.36 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.61 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.85 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.37 |
Average Attainment 8 score per pupil with high prior attainment | 59.5 |
Number of pupils with high prior attainment included in Progress 8 measure | 36 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.59 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.05 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.13 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.6 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.07 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.13 |
Average Attainment 8 score per pupil for whom English is an additional language | 47.1 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 10 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 9.1 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 14.3 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 13.7 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 11.6 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 2.1 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 13 |
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 | 0.35 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.42 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.12 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.35 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.44 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.13 |
Average Attainment 8 score per girl | 39.4 |
Average Attainment 8 score per girl for English element | 8.9 |
Average Attainment 8 score per girl for mathematics element | 7.4 |
Average Attainment 8 score per girl for EBacc element | 11 |
Average Attainment 8 score per girl for open element | 12.2 |
Average Attainment 8 score per girl - GCSE only | 8.6 |
Average Attainment 8 score per girl - non-GCSE only | 3.5 |
Number of girls included in Progress 8 measure | 116 |
Number of girls in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - girls | -0.55 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.8 |
Adjusted Progress 8 upper 95% confidence interval - girls | -0.29 |
Unadjusted Progress 8 measure - girls | -0.56 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.82 |
Unadjusted Progress 8 upper 95% confidence interval - girls | -0.3 |
Average Attainment 8 score per boy | 38 |
Average Attainment 8 score per boy for English element | 7.8 |
Average Attainment 8 score per boy for mathematics element | 7.9 |
Average Attainment 8 score per boy for EBacc element | 11.3 |
Average Attainment 8 score per boy for open element | 10.9 |
Average Attainment 8 score per boy - GCSE only | 7.4 |
Average Attainment 8 score per boy - non-GCSE only | 3.6 |
Number of boys included in Progress 8 measure | 116 |
Number of boys in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - boys | -0.5 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.76 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.24 |
Unadjusted Progress 8 measure - boys | -0.5 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.77 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.24 |
Average Attainment 8 score per non-mobile pupil | 39.1 |
Average Attainment 8 score per non-mobile pupil for English element | 8.4 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 7.7 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 11.2 |
Average Attainment 8 score per non-mobile pupil for open element | 11.7 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 8 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 3.7 |
Number of non-mobile pupils included in Progress 8 measure | 223 |
Number of non-mobile pupils in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - non-mobile pupils | -0.51 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.69 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.32 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.51 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.7 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.32 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 2 |
EBacc entered % by low prior attainment | 3.40% |
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 | 32 |
EBacc entered % by middle prior attainment | 23.40% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 8.80% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 3.60% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 13 |
EBacc entered % by high prior attainment | 36.10% |
EBacc achieved % by high prior attainment - with 9-4 passes | 30.60% |
EBacc achieved % by high prior attainment - with 9-5 passes | 19.40% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 13.30% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 22.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 6.70% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 1.70% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 10.70% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 6.20% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.4 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.51 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.69 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.72 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.44 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.26 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.75 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.95 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.05 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.54 |
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 | -0.8 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.08 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.37 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.79 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.34 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.09 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.22 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.66 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.03 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.78 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.26 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.75 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.21 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.16 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.58 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.52 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.27 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.81 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.21 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.74 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.44 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.05 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.37 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.53 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.01 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.73 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.17 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.4 |
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 | -0.13 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.48 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.01 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -2.14 |
% of boys with entries in all English Baccalaureate subject areas | 19.50% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 8.50% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 5.10% |
% of girls with entries in all English Baccalaureate subject areas | 20.20% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 10.90% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 5.00% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 20.00% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 10.20% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 5.30% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 42.90% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 35.70% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 7.10% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 43.00% |
% of pupils achieving any qualifications | 97.50% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 30.00% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 55.40% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 2 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 3.40% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 79 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 57.70% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 33 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 91.70% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 50.00% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 47.90% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 78.60% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 49.30% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 16.70% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 31.10% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 1.70% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 35 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 25.50% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 28 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 77.80% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 28.00% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 26.90% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 28.60% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 28.00% |
% of pupils entering more than one language | 0.00% |
% of pupils entering biology, chemistry and physics | 3.80% |
Average number of KS4 entries per pupil | 7.7 |
Average number of KS4 entries per pupil with low prior attainment | 7.5 |
Average number of KS4 entries per pupil with middle prior attainment | 7.7 |
Average number of KS4 entries per pupil with high prior attainment | 8.1 |
Average number of KS4 entries per disadvantaged pupil | 7.4 |
Average number of KS4 entries per non-disadvantaged pupil | 7.8 |
Average number of GCSE entries per pupil | 6.8 |
Average number of GCSE entries per pupil with low prior attainment | 6.6 |
Average number of GCSE entries per pupil with middle prior attainment | 6.8 |
Average number of GCSE entries per pupil with high prior attainment | 7.2 |
Average number of GCSE entries per disadvantaged pupil | 6.6 |
Average number of GCSE entries per non-disadvantaged pupil | 6.9 |
Total volume of entries without discounting | 1846 |
Total volume of covid-impacted entries without discounting | 0 |
% of covid-impacted entries out of total number of entries | 0% |
Progress 8 banding shown on school performance tables website | Well below average |
Number of pupils completing key stage 4 in 2020/21 | 214 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 191 |
Apprenticeships (number of pupils) | 7 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 2 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 144 |
Further education (number of pupils) | 88 |
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) | 10 |
Activity not captured (number of pupils) | 3 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 92% |
Apprenticeships (percentage) | 4% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 1% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 87% |
Further education (percentage) | 53% |
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) | 2% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 48 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 38 |
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 | 166 |
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) | 153 |
Number of pupils completing key stage 4 in 2019/20 | 221 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 57 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 91% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 164 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 95% |
Number of pupils completing key stage 4 in 2018/19 | 212 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 94% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 42 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 83% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 170 |
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 | -3 |
Upper confidence limit on the progression score for the total cohort | 5 |
Lower confidence limit on the progression score for the total cohort | -11 |
Cohort size | 88 |
Progressed | 73% |
Apprenticeships | 5% |
Higher Education | 66% |
Top third | 30% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 88 |
Progressed for academic/applied general cohort | 73% |
Progression score for academic/applied general cohort | -3 |
Upper confidence limit on the progression score for the academic/applied general cohort | 5 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -11 |
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 | 60% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 60% |
Top third for disadvantaged students | 30% |
Higher technical for disadvantaged students | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 81 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 68 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 9 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 42 |
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) | 41 |
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) | 17 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 7 |
Activity not captured in data (All levels of study) (number of students) | 6 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 84% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 11% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 52% |
Further education (level 3 and below) (All levels of study) (percentage) | 1% |
Higher education (level 4 and above) (All levels of study) (percentage) | 51% |
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) | 21% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 9% |
Activity not captured in data (All levels of study) (percentage) | 7% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 17 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 15 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 3 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 6 |
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) | 6 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 2 |
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) | 88% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 18% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 35% |
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) | 35% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 12% |
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) | 64 |
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) | 53 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 6 |
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) | 36 |
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) | 11 |
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) | 5 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 6 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 83% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 9% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 56% |
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) | 17% |
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) | 8% |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 9% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 79 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 68 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 9 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 42 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 41 |
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) | 7 |
Activity not captured in data (Level 3) (number of students) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 86% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 11% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 53% |
Further education (level 3 and below) (Level 3) (percentage) | 1% |
Higher education (level 4 and above) (Level 3) (percentage) | 52% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 22% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 9% |
Activity not captured in data (Level 3) (percentage) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 17 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 15 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 3 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 6 |
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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 6 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 2 |
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) | 88% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 18% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 35% |
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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 35% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 12% |
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) | 62 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 53 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 6 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 36 |
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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 11 |
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) | 5 |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 4 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 85% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 10% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 58% |
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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 18% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 8% |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 6% |
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) | 2 |
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) | 0 |
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) | 2 |
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 | -3 |
Upper confidence limit on the progression score for the total cohort | 5 |
Lower confidence limit on the progression score for the total cohort | -11 |
Cohort size | 88 |
Progressed | 73% |
Apprenticeships | 5% |
Higher Education | 66% |
Top third | 30% |
Higher technical | 2% |
Cohort size for academic/applied general cohort | 88 |
Progressed for academic/applied general cohort | 73% |
Progression score for academic/applied general cohort | -3 |
Upper confidence limit on the progression score for the academic/applied general cohort | 5 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -11 |
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 | 60% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 60% |
Top third for disadvantaged students | 30% |
Higher technical for disadvantaged students | 0% |