Ellesmere Port Church of England College
Secondary Academy school in Ellesmere Port CH65 6EA
Secondary Academy school in Ellesmere Port CH65 6EA
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 633 |
| Number of girls on roll | 310 |
| Number of boys on roll | 323 |
| Percentage of girls on roll | 49 |
| Percentage of boys on roll | 51 |
| Number of eligible pupils with an EHC plan | 17 |
| Percentage of eligible pupils with an EHC plan | 2.7 |
| Number of eligible pupils with SEN support | 79 |
| Percentage of eligible pupils with SEN support | 12.5 |
| No. pupils where English not first language | 115 |
| No. pupils with English first language | 518 |
| No. pupils where first language is unclassified | 0 |
| % pupils where English not first language | 18.2 |
| % pupils with English first language | 81.8 |
| No. pupils eligible for free school meals | 278 |
| Number of pupils eligible for FSM at any time during the past 6 years | 275 |
| Total pupils for FSMEver | 583 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 47.2 |
| School address (1) | 164 Whitby Road |
|---|---|
| School town | Ellesmere Port |
| School postcode | CH65 6EA |
| School telephone number | 01513506000 |
| School parliamentary constituency code | E14001222 |
| School parliamentary constituency name | Ellesmere Port and Bromborough |
| Religious denomination | Anglican/Church of England |
| Age range | 11-19 |
| Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
| School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
| School admissions policy - new definition from 2019 | OTHER NON SEL |
| School gender of entry | MIXED |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
| Total number of pupils (including part-time pupils) | 633 |
| Total boys on roll (including part-time pupils) | 323 |
| Total girls on roll (including part-time pupils) | 310 |
| Number of pupils at the end of key stage 4 | 91 |
| Number of boys at the end of key stage 4 | 44 |
| % of pupils at the end of key stage 4 who are boys | 48.40% |
| Number of girls at the end of key stage 4 | 47 |
| % of pupils at the end key stage 4 who are girls | 51.60% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 101.8 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 24 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 30.40% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 48 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 60.80% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 7 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 8.90% |
| Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 38 |
| Percentage of key stage 2 disadvantaged pupils | 41.80% |
| Number of key stage 2 pupils who are not disadvantaged | 53 |
| Percentage of key stage 2 pupils who are not disadvantaged | 58.20% |
| Number of eligible pupils with English as additional language (EAL) | 17 |
| Percentage of eligible pupils with English as additional language (EAL) | 18.70% |
| Number of eligible pupils with English as first language | 74 |
| Percentage of eligible pupils with English as first language | 81.30% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0.00% |
| Number of pupils at the end of key stage 4 who are non-mobile | 80 |
| % of pupils at the end of key stage 4 who are non-mobile | 87.90% |
| 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 | 1.10% |
| 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 | 14 |
| % 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 | 15.40% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 13 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 14.30% |
| Total sum of Attainment 8 scores | 3496.3 |
| Average Attainment 8 score per pupil | 38.4 |
| Total sum of Attainment 8 scores for English element | 762 |
| Average Attainment 8 score per pupil for English element | 8.4 |
| Total sum of Attainment 8 scores for mathematics element | 606 |
| Average Attainment 8 score per pupil for mathematics element | 6.7 |
| Total sum of Attainment 8 scores for EBacc element | 990.5 |
| Average Attainment 8 score per pupil for EBacc element | 10.9 |
| Total sum of Attainment 8 scores for open element | 1137.8 |
| Average Attainment 8 score per pupil for open element | 12.5 |
| Total sum of Attainment 8 scores for open element - GCSE only | 795.5 |
| Average Attainment 8 score per pupil for open element - GCSE only | 8.7 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 342.3 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 3.8 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.6 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
| Number of pupils included in Progress 8 measure | 79 |
| Number of pupils who have had P8 score adjusted in average | 1 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 87% |
| Progress 8 measure after adjustment for extreme scores | -0.51 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.82 |
| Progress 8 upper 95% confidence interval for adjusted average | -0.19 |
| Progress 8 measure based on unadjusted pupil scores | -0.51 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.83 |
| Progress 8 upper 95% confidence interval for unadjusted average | -0.19 |
| Progress 8 measure for English element | -0.53 |
| Lower 95% confidence interval for Progress 8 English element | -0.89 |
| Upper 95% confidence interval for Progress 8 English element | -0.18 |
| Progress 8 measure for mathematics element | -0.94 |
| Lower 95% confidence interval for Progress 8 maths element | -1.26 |
| Upper 95% confidence interval for Progress 8 maths element | -0.61 |
| Progress 8 measure for EBacc element | -0.63 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.99 |
| Upper 95% confidence interval for Progress 8 EBacc element | -0.27 |
| Progress 8 measure for open element | -0.09 |
| Lower 95% confidence interval for Progress 8 open element | -0.44 |
| Upper 95% confidence interval for Progress 8 open element | 0.27 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 50.50% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 23.10% |
| Total EBacc APS score per pupil | 294.04 |
| Average EBacc APS score per pupil | 3.23 |
| Average EBacc APS score per disadvantaged pupil | 2.53 |
| Average EBacc APS score per non-disadvantaged pupil | 3.74 |
| Average EBacc APS score per pupil with low prior attainment | 1.72 |
| Average EBacc APS score per pupil with middle prior attainment | 3.41 |
| Average EBacc APS score per pupil with high prior attainment | 5.07 |
| Average EBacc APS score per pupil for whom English is an additional language | 4.38 |
| Average EBacc APS score per girl | 3 |
| Average EBacc APS score per boy | 3.48 |
| Average EBacc APS score per non-mobile pupil | 3.18 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 42 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 46.20% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 8.80% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 4.40% |
| Number of pupils entering the English Baccalaureate English subject area | 86 |
| % of pupils entering the English Baccalaureate English subject area | 94.50% |
| Number of pupils entering the English Baccalaureate Maths subject area | 88 |
| % of pupils entering the English Baccalaureate Maths subject area | 96.70% |
| Number of pupils entering the English Baccalaureate Science subject area | 87 |
| % of pupils entering the English Baccalaureate Science subject area | 95.60% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 86 |
| % of pupils entering the English Baccalaureate Humanities subject area | 94.50% |
| Number of pupils entering the English Baccalaureate Language subject area | 42 |
| % of pupils entering the English Baccalaureate Language subject area | 46.20% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 69.20% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 46.20% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 54.90% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 26.40% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 55.20% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 28.70% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 48.80% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 30.20% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 31.00% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 21.40% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 75 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 86% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 74 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 86% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 37 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 88% |
| English Baccalaureate Science Value Added measure | -0.72 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -1.05 |
| English Baccalaureate Science Value Added upper 95% confidence limit | -0.39 |
| EBacc Humanities VA measure | -0.59 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -1 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.19 |
| English Baccalaureate Languages Value Added measure | -1.89 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -2.53 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | -1.26 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 63 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 42 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 50 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 24 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 48 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 25 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 42 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 26 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 13 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 9 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 39 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 42.90% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 83 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 91.20% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 82 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 90.10% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 77 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 88.50% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 83 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 96.50% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 40 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 95.20% |
| Average Attainment 8 score per disadvantaged pupil | 31.1 |
| Number of disadvantaged pupils in Progress 8 measure | 37 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - disadvantaged pupils | -0.81 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.27 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.35 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -0.81 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.28 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.35 |
| Average Attainment 8 score per non-disadvantaged pupil | 43.7 |
| Number of non-disadvantaged pupils in Progress 8 measure | 42 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | -0.24 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.67 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.19 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.24 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.67 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.2 |
| Average Attainment 8 score per disadvantaged pupil for English element | 6.8 |
| Progress 8 measure for English element - disadvantaged pupils | -0.95 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.47 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.43 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 5.2 |
| Progress 8 measure for maths element - disadvantaged pupils | -1.17 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.65 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.7 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 8.3 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -0.94 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.47 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.42 |
| Average Attainment 8 score per disadvantaged pupil for open element | 10.7 |
| Progress 8 measure for open element - disadvantaged pupils | -0.35 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.87 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.17 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 9.5 |
| Progress 8 measure for English element - non-disadvantaged pupils | -0.16 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.65 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.33 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 7.7 |
| Progress 8 measure for maths element - non-disadvantaged pupils | -0.73 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -1.18 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.28 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 12.7 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.35 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.84 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.15 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 13.8 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.14 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.35 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.63 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 6.8 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 3.9 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 10.2 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 3.6 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -18.9 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.97 |
| Average Attainment 8 score per pupil with low prior attainment | 23 |
| Number of pupils with low prior attainment included in Progress 8 measure | 24 |
| 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 | -0.88 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.25 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.31 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.89 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.26 |
| Average Attainment 8 score per pupil with middle prior attainment | 40.4 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 48 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -0.59 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.99 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.19 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.59 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.19 |
| Average Attainment 8 score per pupil with high prior attainment | 58.9 |
| Number of pupils with high prior attainment included in Progress 8 measure | 7 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -0.58 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.63 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.47 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -0.58 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.65 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.49 |
| Average Attainment 8 score per pupil for whom English is an additional language | 47.8 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 9.9 |
| 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 | 15.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 14.1 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 11.3 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 2.9 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 7 |
| 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 | 1.16 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.11 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2.2 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.16 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.09 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2.22 |
| Average Attainment 8 score per girl | 35.9 |
| Average Attainment 8 score per girl for English element | 8.2 |
| Average Attainment 8 score per girl for mathematics element | 6 |
| Average Attainment 8 score per girl for EBacc element | 9.7 |
| Average Attainment 8 score per girl for open element | 12 |
| Average Attainment 8 score per girl - GCSE only | 7.5 |
| Average Attainment 8 score per girl - non-GCSE only | 4.5 |
| Number of girls included in Progress 8 measure | 44 |
| Number of girls in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - girls | -0.58 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -1 |
| Adjusted Progress 8 upper 95% confidence interval - girls | -0.17 |
| Unadjusted Progress 8 measure - girls | -0.58 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -1.01 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | -0.16 |
| Average Attainment 8 score per boy | 41.2 |
| Average Attainment 8 score per boy for English element | 8.6 |
| Average Attainment 8 score per boy for mathematics element | 7.4 |
| Average Attainment 8 score per boy for EBacc element | 12.1 |
| Average Attainment 8 score per boy for open element | 13 |
| Average Attainment 8 score per boy - GCSE only | 10.1 |
| Average Attainment 8 score per boy - non-GCSE only | 2.9 |
| Number of boys included in Progress 8 measure | 35 |
| Number of boys in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - boys | -0.41 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.88 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 0.06 |
| Unadjusted Progress 8 measure - boys | -0.41 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.89 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 0.07 |
| Average Attainment 8 score per non-mobile pupil | 37.8 |
| Average Attainment 8 score per non-mobile pupil for English element | 8.3 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 6.5 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 10.6 |
| Average Attainment 8 score per non-mobile pupil for open element | 12.4 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 8.8 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 3.6 |
| Number of non-mobile pupils included in Progress 8 measure | 74 |
| Number of non-mobile pupils in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - non-mobile pupils | -0.53 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.86 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.21 |
| Unadjusted Progress 8 measure - non-mobile pupils | -0.54 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.86 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.21 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 8 |
| EBacc entered % by low prior attainment | 33.30% |
| 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 | 25 |
| EBacc entered % by middle prior attainment | 52.10% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 6.30% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 2.10% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 4 |
| EBacc entered % by high prior attainment | 57.10% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 28.60% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 14.30% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 42.10% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 49.10% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 5.30% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 2.60% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 11.30% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 5.70% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.6 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.72 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.06 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.96 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.51 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.3 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.67 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.99 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.97 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.28 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.24 |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -2.02 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.11 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.75 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.48 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.44 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.05 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.96 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.02 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -1.22 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.3 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -1.14 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.02 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -2.14 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.37 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.56 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.27 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.83 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.46 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.06 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.15 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.18 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.32 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -2.31 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.12 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -3.1 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.93 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -2.57 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.12 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -2.6 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.25 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -2.79 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
| % of boys with entries in all English Baccalaureate subject areas | 36.40% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 6.80% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 0.00% |
| % of girls with entries in all English Baccalaureate subject areas | 55.30% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 10.60% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 8.50% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 50.00% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 8.80% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 3.80% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 52.90% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 23.50% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 17.60% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 50.50% |
| % of pupils achieving any qualifications | 95.60% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 39.50% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 58.50% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 5 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 20.80% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 28 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 58.30% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 7 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 100.00% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 54.50% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 46.80% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 58.80% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 51.30% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 10.50% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 32.10% |
| 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 | 4.20% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 8 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 16.70% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 7 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 100.00% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 29.50% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 17.00% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 41.20% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 20.00% |
| % of pupils entering more than one language | 2.20% |
| % of pupils entering biology, chemistry and physics | 31.90% |
| Average number of KS4 entries per pupil | 8.6 |
| Average number of KS4 entries per pupil with low prior attainment | 7.7 |
| Average number of KS4 entries per pupil with middle prior attainment | 8.8 |
| Average number of KS4 entries per pupil with high prior attainment | 9.3 |
| Average number of KS4 entries per disadvantaged pupil | 8.3 |
| Average number of KS4 entries per non-disadvantaged pupil | 8.9 |
| Average number of GCSE entries per pupil | 7.5 |
| Average number of GCSE entries per pupil with low prior attainment | 6.3 |
| Average number of GCSE entries per pupil with middle prior attainment | 7.7 |
| Average number of GCSE entries per pupil with high prior attainment | 8.6 |
| Average number of GCSE entries per disadvantaged pupil | 7.1 |
| Average number of GCSE entries per non-disadvantaged pupil | 7.9 |
| Total volume of entries without discounting | 796 |
| 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 | 109 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 93 |
| 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) | 43 |
| Further education (number of pupils) | 21 |
| 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) | SUPP |
| Activity not captured (number of pupils) | SUPP |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 88% |
| 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) | 83% |
| Further education (percentage) | 40% |
| 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) | SUPP |
| Activity not captured (percentage) | SUPP |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 57 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 47 |
| 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 | 52 |
| 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) | 46 |
| Number of pupils completing key stage 4 in 2019/20 | 103 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 92% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 51 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 88% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 52 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 96% |
| Number of pupils completing key stage 4 in 2018/19 | 118 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 90% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 53 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 87% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 65 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 92% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 9 |
| Upper confidence limit on the progression score for the total cohort | 25 |
| Lower confidence limit on the progression score for the total cohort | -7 |
| Cohort size | 26 |
| Progressed | 77% |
| Apprenticeships | 0% |
| Higher Education | 73% |
| Top third | 12% |
| Higher technical | 4% |
| Cohort size for academic/applied general cohort | 26 |
| Progressed for academic/applied general cohort | 77% |
| Progression score for academic/applied general cohort | 9 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 24 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -6 |
| 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 | 83% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 31 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 28 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 17 |
| 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) | 16 |
| 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) | 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) | 2 |
| Activity not captured in data (All levels of study) (number of students) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 90% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 55% |
| Further education (level 3 and below) (All levels of study) (percentage) | 3% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 52% |
| 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) | 35% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 6% |
| Activity not captured in data (All levels of study) (percentage) | 3% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 10 |
| 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) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 5 |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 50% |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 21 |
| 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) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 12 |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 57% |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 28 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 25 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 17 |
| Further education (level 3 and below) (Level 3) (number of students) | 1 |
| Higher education (level 4 and above) (Level 3) (number of students) | 16 |
| 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) | 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) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 89% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 61% |
| Further education (level 3 and below) (Level 3) (percentage) | 4% |
| Higher education (level 4 and above) (Level 3) (percentage) | 57% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 29% |
| 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) | 4% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 8 |
| 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) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 5 |
| 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) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 63% |
| 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) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 0% |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 20 |
| 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) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 12 |
| 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) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 2 |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 60% |
| 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) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 10% |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
| Other education destinations (Level 2) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Activity not captured in data (Level 2) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
| Other education destinations (Level 2) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Activity not captured in data (Level 2) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 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) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | 9 |
| Upper confidence limit on the progression score for the total cohort | 25 |
| Lower confidence limit on the progression score for the total cohort | -7 |
| Cohort size | 26 |
| Progressed | 77% |
| Apprenticeships | 0% |
| Higher Education | 73% |
| Top third | 12% |
| Higher technical | 4% |
| Cohort size for academic/applied general cohort | 26 |
| Progressed for academic/applied general cohort | 77% |
| Progression score for academic/applied general cohort | 9 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 24 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -6 |
| 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 | 83% |
| Apprenticeships for disadvantaged students | 0% |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | SUPP |