Morecambe Bay Academy
Secondary Academy school in Morecambe LA4 5BG
Secondary Academy school in Morecambe LA4 5BG
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1047 |
| Number of girls on roll | 534 |
| Number of boys on roll | 513 |
| Percentage of girls on roll | 51 |
| Percentage of boys on roll | 49 |
| Number of eligible pupils with an EHC plan | 18 |
| Percentage of eligible pupils with an EHC plan | 1.7 |
| Number of eligible pupils with SEN support | 241 |
| Percentage of eligible pupils with SEN support | 23 |
| No. pupils where English not first language | 84 |
| No. pupils with English first language | 911 |
| No. pupils where first language is unclassified | 52 |
| % pupils where English not first language | 8 |
| % pupils with English first language | 87 |
| No. pupils eligible for free school meals | 375 |
| Number of pupils eligible for FSM at any time during the past 6 years | 363 |
| Total pupils for FSMEver | 943 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 38.5 |
| School address (1) | Dallam Avenue |
|---|---|
| School town | Morecambe |
| School postcode | LA4 5BG |
| School telephone number | 01524410207 |
| School parliamentary constituency code | E14001372 |
| School parliamentary constituency name | Morecambe and Lunesdale |
| 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) | 1047 |
| Total boys on roll (including part-time pupils) | 513 |
| Total girls on roll (including part-time pupils) | 534 |
| Number of pupils at the end of key stage 4 | 178 |
| Number of boys at the end of key stage 4 | 87 |
| % of pupils at the end of key stage 4 who are boys | 48.90% |
| Number of girls at the end of key stage 4 | 91 |
| % of pupils at the end key stage 4 who are girls | 51.10% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 102.8 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 50 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 28.90% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 99 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 57.20% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 24 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 13.90% |
| 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) | 53 |
| Percentage of key stage 2 disadvantaged pupils | 29.80% |
| Number of key stage 2 pupils who are not disadvantaged | 125 |
| Percentage of key stage 2 pupils who are not disadvantaged | 70.20% |
| Number of eligible pupils with English as additional language (EAL) | 12 |
| Percentage of eligible pupils with English as additional language (EAL) | 6.70% |
| Number of eligible pupils with English as first language | 161 |
| Percentage of eligible pupils with English as first language | 90.40% |
| Number of eligible pupils with unclassified language | 5 |
| Percentage of eligible pupils with unclassified language | 2.80% |
| Number of pupils at the end of key stage 4 who are non-mobile | 170 |
| % of pupils at the end of key stage 4 who are non-mobile | 95.50% |
| 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 | 0.60% |
| 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 | 47 |
| % 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 | 26.40% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 46 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 25.80% |
| Total sum of Attainment 8 scores | 6272 |
| Average Attainment 8 score per pupil | 35.2 |
| Total sum of Attainment 8 scores for English element | 1396 |
| Average Attainment 8 score per pupil for English element | 7.8 |
| Total sum of Attainment 8 scores for mathematics element | 1174 |
| Average Attainment 8 score per pupil for mathematics element | 6.6 |
| Total sum of Attainment 8 scores for EBacc element | 1699 |
| Average Attainment 8 score per pupil for EBacc element | 9.5 |
| Total sum of Attainment 8 scores for open element | 2003 |
| Average Attainment 8 score per pupil for open element | 11.3 |
| Total sum of Attainment 8 scores for open element - GCSE only | 1300 |
| Average Attainment 8 score per pupil for open element - GCSE only | 7.3 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 703 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 3.9 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.6 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.7 |
| Number of pupils included in Progress 8 measure | 173 |
| Number of pupils who have had P8 score adjusted in average | 5 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 97% |
| Progress 8 measure after adjustment for extreme scores | -0.77 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.98 |
| Progress 8 upper 95% confidence interval for adjusted average | -0.56 |
| Progress 8 measure based on unadjusted pupil scores | -0.79 |
| Progress 8 lower 95% confidence interval for unadjusted average | -1.01 |
| Progress 8 upper 95% confidence interval for unadjusted average | -0.58 |
| Progress 8 measure for English element | -0.8 |
| Lower 95% confidence interval for Progress 8 English element | -1.04 |
| Upper 95% confidence interval for Progress 8 English element | -0.56 |
| Progress 8 measure for mathematics element | -0.95 |
| Lower 95% confidence interval for Progress 8 maths element | -1.17 |
| Upper 95% confidence interval for Progress 8 maths element | -0.73 |
| Progress 8 measure for EBacc element | -0.97 |
| Lower 95% confidence interval for Progress 8 EBacc element | -1.22 |
| Upper 95% confidence interval for Progress 8 EBacc element | -0.73 |
| Progress 8 measure for open element | -0.5 |
| Lower 95% confidence interval for Progress 8 open element | -0.75 |
| Upper 95% confidence interval for Progress 8 open element | -0.26 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 46.10% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 19.70% |
| Total EBacc APS score per pupil | 497.92 |
| Average EBacc APS score per pupil | 2.8 |
| Average EBacc APS score per disadvantaged pupil | 2.02 |
| Average EBacc APS score per non-disadvantaged pupil | 3.13 |
| Average EBacc APS score per pupil with low prior attainment | 1.67 |
| Average EBacc APS score per pupil with middle prior attainment | 3.02 |
| Average EBacc APS score per pupil with high prior attainment | 4.09 |
| Average EBacc APS score per pupil for whom English is an additional language | 3.85 |
| Average EBacc APS score per girl | 2.77 |
| Average EBacc APS score per boy | 2.83 |
| Average EBacc APS score per non-mobile pupil | 2.8 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 9 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 5.10% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 1.70% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 1.10% |
| Number of pupils entering the English Baccalaureate English subject area | 165 |
| % of pupils entering the English Baccalaureate English subject area | 92.70% |
| Number of pupils entering the English Baccalaureate Maths subject area | 172 |
| % of pupils entering the English Baccalaureate Maths subject area | 96.60% |
| Number of pupils entering the English Baccalaureate Science subject area | 168 |
| % of pupils entering the English Baccalaureate Science subject area | 94.40% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 161 |
| % of pupils entering the English Baccalaureate Humanities subject area | 90.40% |
| Number of pupils entering the English Baccalaureate Language subject area | 9 |
| % of pupils entering the English Baccalaureate Language subject area | 5.10% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 60.10% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 39.90% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 50.60% |
| % 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 | 46.40% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 22.60% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 36.00% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 18.60% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 66.70% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 66.70% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 163 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 97% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 156 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 97% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 9 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 100% |
| English Baccalaureate Science Value Added measure | -0.78 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -1 |
| English Baccalaureate Science Value Added upper 95% confidence limit | -0.55 |
| EBacc Humanities VA measure | -1.34 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -1.62 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | -1.06 |
| English Baccalaureate Languages Value Added measure | 1.55 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | 0.27 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 2.83 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 107 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 71 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 90 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 47 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 78 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 38 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 58 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 30 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 6 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 6 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 8 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 4.50% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 162 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 91.00% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 164 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 92.10% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 161 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 95.80% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 139 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 86.30% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 9 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
| Average Attainment 8 score per disadvantaged pupil | 26.1 |
| Number of disadvantaged pupils in Progress 8 measure | 52 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - disadvantaged pupils | -1.29 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.67 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.9 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -1.33 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.72 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.94 |
| Average Attainment 8 score per non-disadvantaged pupil | 39.1 |
| Number of non-disadvantaged pupils in Progress 8 measure | 121 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | -0.55 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.8 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.29 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.56 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.82 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.3 |
| Average Attainment 8 score per disadvantaged pupil for English element | 6 |
| Progress 8 measure for English element - disadvantaged pupils | -1.4 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.83 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.96 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 4.7 |
| Progress 8 measure for maths element - disadvantaged pupils | -1.5 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.9 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.09 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 6.9 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -1.44 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.88 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.99 |
| Average Attainment 8 score per disadvantaged pupil for open element | 8.5 |
| Progress 8 measure for open element - disadvantaged pupils | -1.07 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.51 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.63 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 8.6 |
| Progress 8 measure for English element - non-disadvantaged pupils | -0.54 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.83 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.25 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 7.4 |
| Progress 8 measure for maths element - non-disadvantaged pupils | -0.72 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.98 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.45 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 10.7 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.77 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -1.06 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.48 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 12.4 |
| Progress 8 measure for open element - non-disadvantaged pupils | -0.26 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.55 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.03 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 5.4 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 3.1 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 8.1 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 4.3 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -23.9 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.45 |
| Average Attainment 8 score per pupil with low prior attainment | 22.2 |
| Number of pupils with low prior attainment included in Progress 8 measure | 50 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.57 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.96 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.18 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.57 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.97 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.17 |
| Average Attainment 8 score per pupil with middle prior attainment | 37.9 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 99 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -0.76 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.04 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.49 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.77 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.06 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.49 |
| Average Attainment 8 score per pupil with high prior attainment | 50.2 |
| Number of pupils with high prior attainment included in Progress 8 measure | 24 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -1.2 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.77 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.64 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -1.34 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.92 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.77 |
| Average Attainment 8 score per pupil for whom English is an additional language | 43.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 9.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 8.2 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 13.6 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 12.1 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 8.2 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 4 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 9 |
| Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.13 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.79 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.06 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.13 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.81 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.07 |
| Average Attainment 8 score per girl | 36.3 |
| Average Attainment 8 score per girl for English element | 8.4 |
| Average Attainment 8 score per girl for mathematics element | 6.1 |
| Average Attainment 8 score per girl for EBacc element | 9.3 |
| Average Attainment 8 score per girl for open element | 12.5 |
| Average Attainment 8 score per girl - GCSE only | 7.5 |
| Average Attainment 8 score per girl - non-GCSE only | 5.1 |
| Number of girls included in Progress 8 measure | 88 |
| Number of girls in progress measure with adjusted scores | 2 |
| Adjusted Progress 8 measure - girls | -0.6 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.9 |
| Adjusted Progress 8 upper 95% confidence interval - girls | -0.31 |
| Unadjusted Progress 8 measure - girls | -0.62 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.92 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | -0.32 |
| Average Attainment 8 score per boy | 34.2 |
| Average Attainment 8 score per boy for English element | 7.3 |
| Average Attainment 8 score per boy for mathematics element | 7.1 |
| Average Attainment 8 score per boy for EBacc element | 9.8 |
| Average Attainment 8 score per boy for open element | 9.9 |
| Average Attainment 8 score per boy - GCSE only | 7.1 |
| Average Attainment 8 score per boy - non-GCSE only | 2.8 |
| Number of boys included in Progress 8 measure | 85 |
| Number of boys in progress measure with adjusted scores | 3 |
| Adjusted Progress 8 measure - boys | -0.94 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -1.24 |
| Adjusted Progress 8 upper 95% confidence interval - boys | -0.64 |
| Unadjusted Progress 8 measure - boys | -0.97 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -1.28 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | -0.66 |
| Average Attainment 8 score per non-mobile pupil | 35.3 |
| Average Attainment 8 score per non-mobile pupil for English element | 7.8 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 6.6 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 9.5 |
| Average Attainment 8 score per non-mobile pupil for open element | 11.3 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 7.3 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 4 |
| Number of non-mobile pupils included in Progress 8 measure | 168 |
| Number of non-mobile pupils in progress measure with adjusted scores | 5 |
| Adjusted Progress 8 measure - non-mobile pupils | -0.77 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.99 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.56 |
| Unadjusted Progress 8 measure - non-mobile pupils | -0.8 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -1.01 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.58 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 3 |
| EBacc entered % by low prior attainment | 6.00% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 5 |
| EBacc entered % by middle prior attainment | 5.10% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 2.00% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 1.00% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 1 |
| EBacc entered % by high prior attainment | 4.20% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 4.20% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 4.20% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 1.90% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 6.40% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 0.00% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 2.40% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 1.60% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.43 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.82 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.24 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.21 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.6 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.13 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.45 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.26 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.8 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -1.17 |
| 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 | SUPP |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.31 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.8 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.62 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.33 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.86 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.87 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.53 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -1.11 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.63 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.85 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.27 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -2.33 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.84 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -1.5 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.58 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.68 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.09 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.81 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.52 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -2 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 2.67 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.05 |
| 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 | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 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 | 4.60% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 2.30% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 1.10% |
| % of girls with entries in all English Baccalaureate subject areas | 5.50% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 1.10% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 1.10% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 5.30% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 1.80% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 1.20% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 33.30% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 8.30% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 8.30% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 41.00% |
| % of pupils achieving any qualifications | 96.60% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 24.50% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 55.20% |
| 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 | 10.00% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 53 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 53.50% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 20 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 83.30% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 52.90% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 39.60% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 66.70% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 45.90% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 3.80% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 26.40% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 0.00% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 20 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 20.20% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 14 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 58.30% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 23.00% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 16.50% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 25.00% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 19.40% |
| % of pupils entering more than one language | 0.60% |
| % of pupils entering biology, chemistry and physics | 21.30% |
| Average number of KS4 entries per pupil | 7.6 |
| Average number of KS4 entries per pupil with low prior attainment | 6.8 |
| Average number of KS4 entries per pupil with middle prior attainment | 7.9 |
| Average number of KS4 entries per pupil with high prior attainment | 8.1 |
| Average number of KS4 entries per disadvantaged pupil | 7 |
| Average number of KS4 entries per non-disadvantaged pupil | 7.9 |
| Average number of GCSE entries per pupil | 6.4 |
| Average number of GCSE entries per pupil with low prior attainment | 5.4 |
| Average number of GCSE entries per pupil with middle prior attainment | 6.7 |
| Average number of GCSE entries per pupil with high prior attainment | 7 |
| Average number of GCSE entries per disadvantaged pupil | 5.8 |
| Average number of GCSE entries per non-disadvantaged pupil | 6.6 |
| Total volume of entries without discounting | 1377 |
| 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 | 192 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 175 |
| Apprenticeships (number of pupils) | 13 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 5 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 105 |
| Further education (number of pupils) | 50 |
| School sixth form (number of pupils) | 52 |
| Sixth form college (number of pupils) | SUPP |
| Other education destination (number of pupils) | SUPP |
| Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 6 |
| Activity not captured (number of pupils) | 2 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 94% |
| Apprenticeships (percentage) | 10% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 4% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 80% |
| Further education (percentage) | 38% |
| School sixth form (percentage) | 40% |
| Sixth form college (percentage) | SUPP |
| Other education destination (percentage) | SUPP |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 5% |
| Activity not captured (percentage) | 2% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 61 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 52 |
| 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 | 131 |
| 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) | 123 |
| Number of pupils completing key stage 4 in 2019/20 | 215 |
| 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 | 50 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 82% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 165 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 98% |
| Number of pupils completing key stage 4 in 2018/19 | 230 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 59 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 171 |
| 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 | -9 |
| Upper confidence limit on the progression score for the total cohort | 1 |
| Lower confidence limit on the progression score for the total cohort | -19 |
| Cohort size | 60 |
| Progressed | 62% |
| Apprenticeships | 2% |
| Higher Education | 58% |
| Top third | 22% |
| Higher technical | 2% |
| Cohort size for academic/applied general cohort | 52 |
| Progressed for academic/applied general cohort | 67% |
| Progression score for academic/applied general cohort | -7 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 3 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -17 |
| Cohort size for TLEV cohort | 8 |
| Progressed for TLEV cohort | 25% |
| Score for TLEV cohort | -20 |
| Upper confidence limit on the progression score for the TLEV cohort | 14 |
| Lower confidence limit on the progression score for the TLEV cohort | -54 |
| 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 | 67% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 77 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 65 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 2 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 32 |
| Further education (level 3 and below) (All levels of study) (number of students) | 5 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 26 |
| Other education destinations (All levels of study) (number of students) | 1 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 31 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 9 |
| Activity not captured in data (All levels of study) (number of students) | 3 |
| 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) | 3% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 42% |
| Further education (level 3 and below) (All levels of study) (percentage) | 6% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 34% |
| Other education destinations (All levels of study) (percentage) | 1% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 40% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 12% |
| Activity not captured in data (All levels of study) (percentage) | 4% |
| 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) | 8 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 4 |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 4 |
| 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) | 80% |
| 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) | 40% |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 40% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 20% |
| 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) | 67 |
| 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) | 57 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
| 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) | 28 |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 5 |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 27 |
| 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) | 7 |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 85% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 3% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 42% |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 7% |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 40% |
| 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) | 10% |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 4% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 77 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 65 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 2 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 32 |
| Further education (level 3 and below) (Level 3) (number of students) | 5 |
| Higher education (level 4 and above) (Level 3) (number of students) | 26 |
| Other education destinations (Level 3) (number of students) | 1 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 31 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 9 |
| Activity not captured in data (Level 3) (number of students) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 84% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 3% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 42% |
| Further education (level 3 and below) (Level 3) (percentage) | 6% |
| Higher education (level 4 and above) (Level 3) (percentage) | 34% |
| Other education destinations (Level 3) (percentage) | 1% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 40% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 12% |
| 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) | 10 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 8 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 4 |
| Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 4 |
| 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) | 80% |
| 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) | 40% |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 40% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 20% |
| 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) | 67 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 57 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 2 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 28 |
| Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | 5 |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 27 |
| 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) | 7 |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 3 |
| 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) | 3% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 42% |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 7% |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 40% |
| 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) | 4% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Further education (level 3 and below) (Level 2) (number of students) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) | NA |
| Other education destinations (Level 2) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Activity not captured in data (Level 2) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Further education (level 3 and below) (Level 2) (percentage) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) | NA |
| Other education destinations (Level 2) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Activity not captured in data (Level 2) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
| Other education destinations (L1, entry level and other) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
| Other education destinations (L1, entry level and other) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -9 |
| Upper confidence limit on the progression score for the total cohort | 1 |
| Lower confidence limit on the progression score for the total cohort | -19 |
| Cohort size | 60 |
| Progressed | 62% |
| Apprenticeships | 2% |
| Higher Education | 58% |
| Top third | 22% |
| Higher technical | 2% |
| Cohort size for academic/applied general cohort | 52 |
| Progressed for academic/applied general cohort | 67% |
| Progression score for academic/applied general cohort | -7 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 3 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -17 |
| Cohort size for TLEV cohort | 8 |
| Progressed for TLEV cohort | 25% |
| Score for TLEV cohort | -20 |
| Upper confidence limit on the progression score for the TLEV cohort | 14 |
| Lower confidence limit on the progression score for the TLEV cohort | -54 |
| 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 | 67% |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | SUPP |