Alsop High School
Secondary Academy school in Liverpool L4 6SH
Secondary Academy school in Liverpool L4 6SH
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1490 |
| Number of girls on roll | 711 |
| Number of boys on roll | 779 |
| Percentage of girls on roll | 47.7 |
| Percentage of boys on roll | 52.3 |
| Number of eligible pupils with an EHC plan | 42 |
| Percentage of eligible pupils with an EHC plan | 2.8 |
| Number of eligible pupils with SEN support | 131 |
| Percentage of eligible pupils with SEN support | 8.8 |
| No. pupils where English not first language | 260 |
| No. pupils with English first language | 1226 |
| No. pupils where first language is unclassified | 4 |
| % pupils where English not first language | 17.4 |
| % pupils with English first language | 82.3 |
| No. pupils eligible for free school meals | 769 |
| Number of pupils eligible for FSM at any time during the past 6 years | 764 |
| Total pupils for FSMEver | 1326 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 57.6 |
| School address (1) | Queens Drive |
|---|---|
| School town | Liverpool |
| School postcode | L4 6SH |
| School telephone number | 01512351200 |
| School parliamentary constituency code | E14001339 |
| School parliamentary constituency name | Liverpool Walton |
| 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) | 1490 |
| Total boys on roll (including part-time pupils) | 779 |
| Total girls on roll (including part-time pupils) | 711 |
| Number of pupils at the end of key stage 4 | 251 |
| Number of boys at the end of key stage 4 | 129 |
| % of pupils at the end of key stage 4 who are boys | 51.40% |
| Number of girls at the end of key stage 4 | 122 |
| % of pupils at the end key stage 4 who are girls | 48.60% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 103.1 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 63 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 27.30% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 131 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 56.70% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 37 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 16.00% |
| 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) | 136 |
| Percentage of key stage 2 disadvantaged pupils | 54.20% |
| Number of key stage 2 pupils who are not disadvantaged | 115 |
| Percentage of key stage 2 pupils who are not disadvantaged | 45.80% |
| Number of eligible pupils with English as additional language (EAL) | 30 |
| Percentage of eligible pupils with English as additional language (EAL) | 12.00% |
| Number of eligible pupils with English as first language | 221 |
| Percentage of eligible pupils with English as first language | 88.00% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0.00% |
| Number of pupils at the end of key stage 4 who are non-mobile | 243 |
| % of pupils at the end of key stage 4 who are non-mobile | 96.80% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 9 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3.60% |
| 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 | 28 |
| % 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 | 11.20% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 19 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 7.60% |
| Total sum of Attainment 8 scores | 6669.8 |
| Average Attainment 8 score per pupil | 26.6 |
| Total sum of Attainment 8 scores for English element | 1507 |
| Average Attainment 8 score per pupil for English element | 6 |
| Total sum of Attainment 8 scores for mathematics element | 1442 |
| Average Attainment 8 score per pupil for mathematics element | 5.7 |
| Total sum of Attainment 8 scores for EBacc element | 1757 |
| Average Attainment 8 score per pupil for EBacc element | 7 |
| Total sum of Attainment 8 scores for open element | 1963.8 |
| Average Attainment 8 score per pupil for open element | 7.8 |
| Total sum of Attainment 8 scores for open element - GCSE only | 1061 |
| Average Attainment 8 score per pupil for open element - GCSE only | 4.2 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 902.8 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 3.6 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.1 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.1 |
| Number of pupils included in Progress 8 measure | 231 |
| Number of pupils who have had P8 score adjusted in average | 20 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 92% |
| Progress 8 measure after adjustment for extreme scores | -1.72 |
| Progress 8 lower 95% confidence interval for adjusted average | -1.9 |
| Progress 8 upper 95% confidence interval for adjusted average | -1.53 |
| Progress 8 measure based on unadjusted pupil scores | -1.79 |
| Progress 8 lower 95% confidence interval for unadjusted average | -1.98 |
| Progress 8 upper 95% confidence interval for unadjusted average | -1.61 |
| Progress 8 measure for English element | -1.82 |
| Lower 95% confidence interval for Progress 8 English element | -2.03 |
| Upper 95% confidence interval for Progress 8 English element | -1.61 |
| Progress 8 measure for mathematics element | -1.51 |
| Lower 95% confidence interval for Progress 8 maths element | -1.71 |
| Upper 95% confidence interval for Progress 8 maths element | -1.32 |
| Progress 8 measure for EBacc element | -2.01 |
| Lower 95% confidence interval for Progress 8 EBacc element | -2.22 |
| Upper 95% confidence interval for Progress 8 EBacc element | -1.8 |
| Progress 8 measure for open element | -1.75 |
| Lower 95% confidence interval for Progress 8 open element | -1.95 |
| Upper 95% confidence interval for Progress 8 open element | -1.54 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 31.10% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 15.10% |
| Total EBacc APS score per pupil | 570.66 |
| Average EBacc APS score per pupil | 2.27 |
| Average EBacc APS score per disadvantaged pupil | 1.86 |
| Average EBacc APS score per non-disadvantaged pupil | 2.77 |
| Average EBacc APS score per pupil with low prior attainment | 0.87 |
| Average EBacc APS score per pupil with middle prior attainment | 2.47 |
| Average EBacc APS score per pupil with high prior attainment | 3.74 |
| Average EBacc APS score per pupil for whom English is an additional language | 2.39 |
| Average EBacc APS score per girl | 2.23 |
| Average EBacc APS score per boy | 2.32 |
| Average EBacc APS score per non-mobile pupil | 2.27 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 100 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 39.80% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 7.20% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 2.40% |
| Number of pupils entering the English Baccalaureate English subject area | 195 |
| % of pupils entering the English Baccalaureate English subject area | 77.70% |
| Number of pupils entering the English Baccalaureate Maths subject area | 231 |
| % of pupils entering the English Baccalaureate Maths subject area | 92.00% |
| Number of pupils entering the English Baccalaureate Science subject area | 193 |
| % of pupils entering the English Baccalaureate Science subject area | 76.90% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 144 |
| % of pupils entering the English Baccalaureate Humanities subject area | 57.40% |
| Number of pupils entering the English Baccalaureate Language subject area | 106 |
| % of pupils entering the English Baccalaureate Language subject area | 42.20% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 39.00% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 26.30% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 42.20% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 20.30% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 37.80% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 16.10% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 25.70% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 15.30% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 26.40% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 15.10% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 174 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 90% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 131 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 91% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 97 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 92% |
| English Baccalaureate Science Value Added measure | -1.38 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -1.6 |
| English Baccalaureate Science Value Added upper 95% confidence limit | -1.16 |
| EBacc Humanities VA measure | -1.76 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -2.07 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | -1.46 |
| English Baccalaureate Languages Value Added measure | -1.97 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -2.36 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | -1.58 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 98 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 66 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 106 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 51 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 73 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 31 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 37 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 22 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 28 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 16 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 92 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 36.70% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 185 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 73.70% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 215 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 85.70% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 181 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 93.80% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 141 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 97.90% |
| 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 | 97.20% |
| Average Attainment 8 score per disadvantaged pupil | 21.6 |
| Number of disadvantaged pupils in Progress 8 measure | 130 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 16 |
| Adjusted Progress 8 measure - disadvantaged pupils | -2.02 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -2.27 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -1.78 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -2.14 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -2.39 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -1.9 |
| Average Attainment 8 score per non-disadvantaged pupil | 32.4 |
| Number of non-disadvantaged pupils in Progress 8 measure | 101 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 4 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | -1.32 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -1.59 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -1.04 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | -1.34 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -1.63 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -1.06 |
| Average Attainment 8 score per disadvantaged pupil for English element | 5.1 |
| Progress 8 measure for English element - disadvantaged pupils | -2.14 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -2.41 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.86 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 4.9 |
| Progress 8 measure for maths element - disadvantaged pupils | -1.77 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -2.03 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.52 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 5.6 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -2.29 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -2.57 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -2.01 |
| Average Attainment 8 score per disadvantaged pupil for open element | 6.1 |
| Progress 8 measure for open element - disadvantaged pupils | -2.25 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -2.53 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.97 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 7.1 |
| Progress 8 measure for English element - non-disadvantaged pupils | -1.41 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -1.72 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -1.09 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 6.8 |
| Progress 8 measure for maths element - non-disadvantaged pupils | -1.18 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -1.47 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.89 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 8.7 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | -1.66 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -1.98 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -1.34 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 9.9 |
| Progress 8 measure for open element - non-disadvantaged pupils | -1.1 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -1.41 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.78 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 3.5 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 2.5 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 5.1 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 4.9 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -28.4 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -2.18 |
| Average Attainment 8 score per pupil with low prior attainment | 11.8 |
| Number of pupils with low prior attainment included in Progress 8 measure | 63 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -1.53 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.88 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -1.18 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -1.53 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.88 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -1.17 |
| Average Attainment 8 score per pupil with middle prior attainment | 29.3 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 131 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 12 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -1.7 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.94 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -1.46 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -1.75 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -2 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -1.51 |
| Average Attainment 8 score per pupil with high prior attainment | 41 |
| Number of pupils with high prior attainment included in Progress 8 measure | 37 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 8 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -2.1 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -2.55 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | -1.64 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -2.39 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -2.85 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -1.92 |
| Average Attainment 8 score per pupil for whom English is an additional language | 26.1 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 5.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 5.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 8.1 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 7.2 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 4.4 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 2.8 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 19 |
| Number of pupils for whom English is an additional language in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils for whom English is an additional language | -0.78 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -1.41 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | -0.14 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | -0.84 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -1.49 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | -0.2 |
| Average Attainment 8 score per girl | 26.8 |
| Average Attainment 8 score per girl for English element | 6.4 |
| Average Attainment 8 score per girl for mathematics element | 5.3 |
| Average Attainment 8 score per girl for EBacc element | 6.8 |
| Average Attainment 8 score per girl for open element | 8.3 |
| Average Attainment 8 score per girl - GCSE only | 5.3 |
| Average Attainment 8 score per girl - non-GCSE only | 3 |
| Number of girls included in Progress 8 measure | 114 |
| Number of girls in progress measure with adjusted scores | 10 |
| Adjusted Progress 8 measure - girls | -1.66 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -1.92 |
| Adjusted Progress 8 upper 95% confidence interval - girls | -1.4 |
| Unadjusted Progress 8 measure - girls | -1.74 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -2.01 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | -1.48 |
| Average Attainment 8 score per boy | 26.4 |
| Average Attainment 8 score per boy for English element | 5.7 |
| Average Attainment 8 score per boy for mathematics element | 6.1 |
| Average Attainment 8 score per boy for EBacc element | 7.2 |
| Average Attainment 8 score per boy for open element | 7.4 |
| Average Attainment 8 score per boy - GCSE only | 3.2 |
| Average Attainment 8 score per boy - non-GCSE only | 4.2 |
| Number of boys included in Progress 8 measure | 117 |
| Number of boys in progress measure with adjusted scores | 10 |
| Adjusted Progress 8 measure - boys | -1.77 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -2.03 |
| Adjusted Progress 8 upper 95% confidence interval - boys | -1.52 |
| Unadjusted Progress 8 measure - boys | -1.84 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -2.1 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | -1.58 |
| Average Attainment 8 score per non-mobile pupil | 26.7 |
| Average Attainment 8 score per non-mobile pupil for English element | 6.1 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 5.7 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 7 |
| Average Attainment 8 score per non-mobile pupil for open element | 8 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 4.3 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 3.7 |
| Number of non-mobile pupils included in Progress 8 measure | 230 |
| Number of non-mobile pupils in progress measure with adjusted scores | 19 |
| Adjusted Progress 8 measure - non-mobile pupils | -1.71 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -1.89 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -1.52 |
| Unadjusted Progress 8 measure - non-mobile pupils | -1.78 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -1.97 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -1.6 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 4 |
| EBacc entered % by low prior attainment | 6.30% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 63 |
| EBacc entered % by middle prior attainment | 48.10% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 6.10% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 0.80% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 25 |
| EBacc entered % by high prior attainment | 67.60% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 21.60% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 10.80% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 30.90% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 50.40% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 7.40% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 2.20% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 7.00% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 2.60% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.95 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -1.43 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.67 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.4 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -1.36 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.01 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.7 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -2.47 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.77 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -1.76 |
| 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 | -1.8 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -2.55 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.02 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.94 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.09 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.71 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -1.06 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -1.66 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.47 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -1.43 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -1.16 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -1.71 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.17 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -2.18 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.3 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -2.24 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -1.36 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -2.16 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.19 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.83 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.32 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -2.07 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.8 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -3.14 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.42 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.62 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.43 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -2.45 |
| 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 | -1.32 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -2.27 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.8 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -3.3 |
| % of boys with entries in all English Baccalaureate subject areas | 41.90% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 7.80% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 3.10% |
| % of girls with entries in all English Baccalaureate subject areas | 37.70% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 6.60% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 1.60% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 40.30% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 7.40% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 2.50% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 40.00% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 6.70% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 6.70% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 23.10% |
| % of pupils achieving any qualifications | 91.60% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 22.10% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 41.70% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 0 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 0.00% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 46 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 35.10% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 25 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 67.60% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 28.70% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 33.60% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 26.70% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 31.30% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 13.20% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 17.40% |
| 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 | 17 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 13.00% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 16 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 43.20% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 17.10% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 13.10% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 16.70% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 14.80% |
| % of pupils entering more than one language | 0.00% |
| % of pupils entering biology, chemistry and physics | 0.00% |
| Average number of KS4 entries per pupil | 6 |
| Average number of KS4 entries per pupil with low prior attainment | 4.6 |
| Average number of KS4 entries per pupil with middle prior attainment | 6.4 |
| Average number of KS4 entries per pupil with high prior attainment | 6.9 |
| Average number of KS4 entries per disadvantaged pupil | 5.3 |
| Average number of KS4 entries per non-disadvantaged pupil | 6.9 |
| Average number of GCSE entries per pupil | 5.1 |
| Average number of GCSE entries per pupil with low prior attainment | 3.8 |
| Average number of GCSE entries per pupil with middle prior attainment | 5.5 |
| Average number of GCSE entries per pupil with high prior attainment | 5.8 |
| Average number of GCSE entries per disadvantaged pupil | 4.5 |
| Average number of GCSE entries per non-disadvantaged pupil | 5.8 |
| Total volume of entries without discounting | 1540 |
| 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 | 244 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 221 |
| Apprenticeships (number of pupils) | SUPP |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | SUPP |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 69 |
| Further education (number of pupils) | 41 |
| School sixth form (number of pupils) | 26 |
| 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) | SUPP |
| Activity not captured (number of pupils) | SUPP |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 95% |
| Apprenticeships (percentage) | SUPP |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | SUPP |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 86% |
| Further education (percentage) | 51% |
| School sixth form (percentage) | 33% |
| 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) | SUPP |
| Activity not captured (percentage) | SUPP |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 164 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 145 |
| 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 | 80 |
| 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) | 76 |
| Number of pupils completing key stage 4 in 2019/20 | NA |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | NA |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | NA |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | NA |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | NA |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | NA |
| Number of pupils completing key stage 4 in 2018/19 | NA |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | NA |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | NA |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | NA |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | NA |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | NA |
| 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) | 89 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 75 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 6 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 44 |
| Further education (level 3 and below) (All levels of study) (number of students) | 3 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 39 |
| Other education destinations (All levels of study) (number of students) | 2 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 25 |
| 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) | 5 |
| 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) | 7% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 49% |
| Further education (level 3 and below) (All levels of study) (percentage) | 3% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 44% |
| Other education destinations (All levels of study) (percentage) | 2% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 28% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 10% |
| Activity not captured in data (All levels of study) (percentage) | 6% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 42 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 33 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 2 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 18 |
| 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) | 15 |
| 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) | 13 |
| 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) | 6 |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 79% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 5% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 43% |
| 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) | 36% |
| 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) | 31% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 14% |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 7% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 47 |
| 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) | 42 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 4 |
| 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) | 26 |
| 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) | 24 |
| 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) | 12 |
| 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) | 3 |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 89% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 9% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 55% |
| 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) | 51% |
| 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) | 26% |
| 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) | 6% |
| 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) | 89 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 75 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 6 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 44 |
| Further education (level 3 and below) (Level 3) (number of students) | 3 |
| Higher education (level 4 and above) (Level 3) (number of students) | 39 |
| Other education destinations (Level 3) (number of students) | 2 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 25 |
| 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) | 5 |
| 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) | 7% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 49% |
| Further education (level 3 and below) (Level 3) (percentage) | 3% |
| Higher education (level 4 and above) (Level 3) (percentage) | 44% |
| Other education destinations (Level 3) (percentage) | 2% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 28% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 10% |
| Activity not captured in data (Level 3) (percentage) | 6% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 42 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 33 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 2 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 18 |
| Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | 15 |
| 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) | 13 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 6 |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | 3 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 79% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 5% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 43% |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | 36% |
| 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) | 31% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 14% |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | 7% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 47 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 42 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 4 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 26 |
| Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | 24 |
| 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) | 12 |
| 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) | 3 |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 89% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 9% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 55% |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | 51% |
| 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) | 26% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 6% |
| 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 |