The Swan School
Secondary Free school in Oxford OX2 7WP
Secondary Free school in Oxford OX2 7WP
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 862 |
| Number of girls on roll | 397 |
| Number of boys on roll | 465 |
| Percentage of girls on roll | 46.1 |
| Percentage of boys on roll | 53.9 |
| Number of eligible pupils with an EHC plan | 21 |
| Percentage of eligible pupils with an EHC plan | 2.4 |
| Number of eligible pupils with SEN support | 111 |
| Percentage of eligible pupils with SEN support | 12.9 |
| No. pupils where English not first language | 268 |
| No. pupils with English first language | 588 |
| No. pupils where first language is unclassified | 6 |
| % pupils where English not first language | 31.1 |
| % pupils with English first language | 68.2 |
| No. pupils eligible for free school meals | 183 |
| Number of pupils eligible for FSM at any time during the past 6 years | 179 |
| Total pupils for FSMEver | 793 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 22.6 |
| School address (1) | Marston Ferry Road |
|---|---|
| School town | Oxford |
| School postcode | OX2 7WP |
| School telephone number | 01865416070 |
| School parliamentary constituency code | E14001419 |
| School parliamentary constituency name | Oxford East |
| Religious denomination | None |
| Age range | 11-18 |
| Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
| School admissions policy (self-declared by schools on Get Information About Schools) | 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) | 862 |
| Total boys on roll (including part-time pupils) | 465 |
| Total girls on roll (including part-time pupils) | 397 |
| Number of pupils at the end of key stage 4 | 122 |
| Number of boys at the end of key stage 4 | 64 |
| % of pupils at the end of key stage 4 who are boys | 52.50% |
| Number of girls at the end of key stage 4 | 58 |
| % of pupils at the end key stage 4 who are girls | 47.50% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 105.5 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 18 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 17.00% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 54 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 50.90% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 34 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 32.10% |
| Number of key stage 2 disadvantaged pupils (those who were eligible for free school meals in last 6 years or are looked after by the LA for a day or more or who have been adopted from care) | 39 |
| Percentage of key stage 2 disadvantaged pupils | 32.00% |
| Number of key stage 2 pupils who are not disadvantaged | 83 |
| Percentage of key stage 2 pupils who are not disadvantaged | 68.00% |
| Number of eligible pupils with English as additional language (EAL) | 33 |
| Percentage of eligible pupils with English as additional language (EAL) | 27.00% |
| Number of eligible pupils with English as first language | 88 |
| Percentage of eligible pupils with English as first language | 72.10% |
| Number of eligible pupils with unclassified language | 1 |
| Percentage of eligible pupils with unclassified language | 0.80% |
| Number of pupils at the end of key stage 4 who are non-mobile | 116 |
| % of pupils at the end of key stage 4 who are non-mobile | 95.10% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3.30% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 20 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 16.40% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 16 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 13.10% |
| Total sum of Attainment 8 scores | 6784.5 |
| Average Attainment 8 score per pupil | 55.6 |
| Total sum of Attainment 8 scores for English element | 1421 |
| Average Attainment 8 score per pupil for English element | 11.6 |
| Total sum of Attainment 8 scores for mathematics element | 1348 |
| Average Attainment 8 score per pupil for mathematics element | 11 |
| Total sum of Attainment 8 scores for EBacc element | 2136 |
| Average Attainment 8 score per pupil for EBacc element | 17.5 |
| Total sum of Attainment 8 scores for open element | 1879.5 |
| Average Attainment 8 score per pupil for open element | 15.4 |
| Total sum of Attainment 8 scores for open element - GCSE only | 1879.5 |
| Average Attainment 8 score per pupil for open element - GCSE only | 15.4 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 0 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 0 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.7 |
| Number of pupils included in Progress 8 measure | 106 |
| 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 | 0.55 |
| Progress 8 lower 95% confidence interval for adjusted average | 0.28 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.82 |
| Progress 8 measure based on unadjusted pupil scores | 0.53 |
| Progress 8 lower 95% confidence interval for unadjusted average | 0.25 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.8 |
| Progress 8 measure for English element | 0.51 |
| Lower 95% confidence interval for Progress 8 English element | 0.21 |
| Upper 95% confidence interval for Progress 8 English element | 0.82 |
| Progress 8 measure for mathematics element | 0.53 |
| Lower 95% confidence interval for Progress 8 maths element | 0.25 |
| Upper 95% confidence interval for Progress 8 maths element | 0.81 |
| Progress 8 measure for EBacc element | 0.9 |
| Lower 95% confidence interval for Progress 8 EBacc element | 0.58 |
| Upper 95% confidence interval for Progress 8 EBacc element | 1.21 |
| Progress 8 measure for open element | 0.17 |
| Lower 95% confidence interval for Progress 8 open element | -0.14 |
| Upper 95% confidence interval for Progress 8 open element | 0.48 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 77.00% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 66.40% |
| Total EBacc APS score per pupil | 668.01 |
| Average EBacc APS score per pupil | 5.48 |
| Average EBacc APS score per disadvantaged pupil | 3.87 |
| Average EBacc APS score per non-disadvantaged pupil | 6.23 |
| Average EBacc APS score per pupil with low prior attainment | 2.75 |
| Average EBacc APS score per pupil with middle prior attainment | 4.98 |
| Average EBacc APS score per pupil with high prior attainment | 7.19 |
| Average EBacc APS score per pupil for whom English is an additional language | 6.11 |
| Average EBacc APS score per girl | 5.95 |
| Average EBacc APS score per boy | 5.05 |
| Average EBacc APS score per non-mobile pupil | 5.56 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 101 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 82.80% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 61.50% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 50.00% |
| Number of pupils entering the English Baccalaureate English subject area | 113 |
| % of pupils entering the English Baccalaureate English subject area | 92.60% |
| Number of pupils entering the English Baccalaureate Maths subject area | 116 |
| % of pupils entering the English Baccalaureate Maths subject area | 95.10% |
| Number of pupils entering the English Baccalaureate Science subject area | 114 |
| % of pupils entering the English Baccalaureate Science subject area | 93.40% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 107 |
| % of pupils entering the English Baccalaureate Humanities subject area | 87.70% |
| Number of pupils entering the English Baccalaureate Language subject area | 103 |
| % of pupils entering the English Baccalaureate Language subject area | 84.40% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 82.00% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 76.20% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 80.30% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 68.00% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 83.30% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 69.30% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 82.20% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 75.70% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 82.50% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 70.90% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 98 |
| 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 | 92 |
| 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 | 89 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 86% |
| English Baccalaureate Science Value Added measure | 1.03 |
| English Baccalaureate Science Value Added lower 95% confidence limit | 0.75 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 1.32 |
| EBacc Humanities VA measure | 0.87 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | 0.5 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 1.23 |
| English Baccalaureate Languages Value Added measure | 0.81 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | 0.4 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 1.21 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 100 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 93 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 98 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 83 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 95 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 79 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 88 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 81 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 85 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 73 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 101 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 82.80% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 113 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 92.60% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 116 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 95.10% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 114 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 100.00% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 107 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 100.00% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 103 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
| Average Attainment 8 score per disadvantaged pupil | 39.6 |
| Number of disadvantaged pupils in Progress 8 measure | 36 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - disadvantaged pupils | -0.2 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.67 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.26 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -0.2 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.67 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.27 |
| Average Attainment 8 score per non-disadvantaged pupil | 63.1 |
| Number of non-disadvantaged pupils in Progress 8 measure | 70 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.94 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.6 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.27 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.91 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.57 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 1.24 |
| Average Attainment 8 score per disadvantaged pupil for English element | 8.8 |
| Progress 8 measure for English element - disadvantaged pupils | -0.17 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.7 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.36 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 7.9 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.11 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.6 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.37 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 12.4 |
| Progress 8 measure for EBacc element - disadvantaged pupils | 0.16 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.37 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.7 |
| Average Attainment 8 score per disadvantaged pupil for open element | 10.4 |
| Progress 8 measure for open element - disadvantaged pupils | -0.65 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.18 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.12 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 13 |
| Progress 8 measure for English element - non-disadvantaged pupils | 0.87 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.49 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 1.24 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 12.5 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.86 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.51 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 1.21 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 19.9 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 1.27 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.89 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.66 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 17.7 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.59 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.21 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.97 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 10.4 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 17.7 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -10.4 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.36 |
| Average Attainment 8 score per pupil with low prior attainment | 27.6 |
| Number of pupils with low prior attainment included in Progress 8 measure | 18 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.08 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.73 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.57 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.08 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.75 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.59 |
| Average Attainment 8 score per pupil with middle prior attainment | 50.8 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 54 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | 0.63 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.25 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.01 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.63 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.25 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 1.01 |
| Average Attainment 8 score per pupil with high prior attainment | 73.4 |
| Number of pupils with high prior attainment included in Progress 8 measure | 34 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with high prior attainment | 0.75 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.28 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.23 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | 0.69 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | 0.21 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.18 |
| Average Attainment 8 score per pupil for whom English is an additional language | 61.9 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 12.5 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 12.1 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 20 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 17.4 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 17.4 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 25 |
| 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 | 1.44 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.88 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.99 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 1.44 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.87 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 2 |
| Average Attainment 8 score per girl | 60.8 |
| Average Attainment 8 score per girl for English element | 13.1 |
| Average Attainment 8 score per girl for mathematics element | 11.6 |
| Average Attainment 8 score per girl for EBacc element | 18.9 |
| Average Attainment 8 score per girl for open element | 17.2 |
| Average Attainment 8 score per girl - GCSE only | 17.2 |
| Average Attainment 8 score per girl - non-GCSE only | 0 |
| Number of girls included in Progress 8 measure | 52 |
| Number of girls in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - girls | 1.06 |
| Adjusted Progress 8 lower 95% confidence interval - girls | 0.68 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 1.45 |
| Unadjusted Progress 8 measure - girls | 1.06 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | 0.67 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 1.46 |
| Average Attainment 8 score per boy | 50.9 |
| Average Attainment 8 score per boy for English element | 10.3 |
| Average Attainment 8 score per boy for mathematics element | 10.6 |
| Average Attainment 8 score per boy for EBacc element | 16.3 |
| Average Attainment 8 score per boy for open element | 13.8 |
| Average Attainment 8 score per boy - GCSE only | 13.8 |
| Average Attainment 8 score per boy - non-GCSE only | 0 |
| Number of boys included in Progress 8 measure | 54 |
| Number of boys in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - boys | 0.05 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.33 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 0.43 |
| Unadjusted Progress 8 measure - boys | 0.01 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.37 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 0.4 |
| Average Attainment 8 score per non-mobile pupil | 56.4 |
| Average Attainment 8 score per non-mobile pupil for English element | 11.8 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 11.2 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 17.7 |
| Average Attainment 8 score per non-mobile pupil for open element | 15.7 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 15.7 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0 |
| Number of non-mobile pupils included in Progress 8 measure | 104 |
| Number of non-mobile pupils in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - non-mobile pupils | 0.55 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.27 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.82 |
| Unadjusted Progress 8 measure - non-mobile pupils | 0.53 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.25 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.8 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 11 |
| EBacc entered % by low prior attainment | 61.10% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 16.70% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 5.60% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 44 |
| EBacc entered % by middle prior attainment | 81.50% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 53.70% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 37.00% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 32 |
| EBacc entered % by high prior attainment | 94.10% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 88.20% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 82.40% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 59.00% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 94.00% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 33.30% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 25.60% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 74.70% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 61.40% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.02 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.98 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.13 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.72 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.17 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.35 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.17 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.62 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.85 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.87 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.29 |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.74 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.74 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.44 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.93 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 1.24 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.2 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 1.52 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.83 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 1.78 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.26 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 1.37 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.58 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.63 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.62 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 1.55 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.15 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 1.3 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.45 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 1.35 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.66 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 1.68 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.66 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.23 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.02 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.26 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.37 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.39 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.46 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 2.44 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.13 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.31 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.17 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.41 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.07 |
| % of boys with entries in all English Baccalaureate subject areas | 79.70% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 53.10% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 42.20% |
| % of girls with entries in all English Baccalaureate subject areas | 86.20% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 70.70% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 58.60% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 85.30% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 63.80% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 52.60% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 87.90% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 72.70% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 57.60% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 73.80% |
| % of pupils achieving any qualifications | 95.10% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 51.30% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 89.20% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 6 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 33.30% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 42 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 77.80% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 33 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 97.10% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 68.80% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 86.20% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 81.80% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 79.30% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 41.00% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 78.30% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 11.10% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 34 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 63.00% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 32 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 94.10% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 62.50% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 70.70% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 69.70% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 68.10% |
| % of pupils entering more than one language | 13.10% |
| % of pupils entering biology, chemistry and physics | 49.20% |
| Average number of KS4 entries per pupil | 8.4 |
| Average number of KS4 entries per pupil with low prior attainment | 6 |
| Average number of KS4 entries per pupil with middle prior attainment | 8 |
| Average number of KS4 entries per pupil with high prior attainment | 9.7 |
| Average number of KS4 entries per disadvantaged pupil | 6.6 |
| Average number of KS4 entries per non-disadvantaged pupil | 9.2 |
| Average number of GCSE entries per pupil | 8.4 |
| Average number of GCSE entries per pupil with low prior attainment | 6 |
| Average number of GCSE entries per pupil with middle prior attainment | 8 |
| Average number of GCSE entries per pupil with high prior attainment | 9.7 |
| Average number of GCSE entries per disadvantaged pupil | 6.6 |
| Average number of GCSE entries per non-disadvantaged pupil | 9.2 |
| Total volume of entries without discounting | 1022 |
| 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 above average |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) | SUPP |
| Other education destinations (All levels of study) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 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) | SUPP |
| Activity not captured in data (All levels of study) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) | SUPP |
| Other education destinations (All levels of study) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | SUPP |
| Activity not captured in data (All levels of study) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
| 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) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 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) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| 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) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | NA |
| Further education (level 3 and below) (Level 3) (number of students) | NA |
| Higher education (level 4 and above) (Level 3) (number of students) | NA |
| Other education destinations (Level 3) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | NA |
| Activity not captured in data (Level 3) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | NA |
| Further education (level 3 and below) (Level 3) (percentage) | NA |
| Higher education (level 4 and above) (Level 3) (percentage) | NA |
| Other education destinations (Level 3) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | NA |
| Activity not captured in data (Level 3) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | NA |
| Other education destinations (Level 3) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | NA |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | NA |
| Other education destinations (Level 3) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | NA |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (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 3) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Further education (level 3 and below) (Level 2) (number of students) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) | NA |
| Other education destinations (Level 2) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Activity not captured in data (Level 2) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Further education (level 3 and below) (Level 2) (percentage) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) | NA |
| Other education destinations (Level 2) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Activity not captured in data (Level 2) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 1 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |