For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 720 |
Number of girls on roll | 349 |
Number of boys on roll | 371 |
Percentage of girls on roll | 48.5 |
Percentage of boys on roll | 51.5 |
Number of eligible pupils with an EHC plan | 26 |
Percentage of eligible pupils with an EHC plan | 3.6 |
Number of eligible pupils with SEN support | 141 |
Percentage of eligible pupils with SEN support | 19.6 |
No. pupils where English not first language | 31 |
No. pupils with English first language | 682 |
No. pupils where first language is unclassified | 7 |
% pupils where English not first language | 4.3 |
% pupils with English first language | 94.7 |
No. pupils eligible for free school meals | 117 |
Number of pupils eligible for FSM at any time during the past 6 years | 116 |
Total pupils for FSMEver | 662 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 17.5 |
School address (1) | Bowling Road |
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School address (2) | Chipping Sodbury |
School town | Bristol |
School postcode | BS37 6EW |
School telephone number | 01454862900 |
School parliamentary constituency code | E14001545 |
School parliamentary constituency name | Thornbury and Yate |
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) | 720 |
Total boys on roll (including part-time pupils) | 371 |
Total girls on roll (including part-time pupils) | 349 |
Number of pupils at the end of key stage 4 | 114 |
Number of boys at the end of key stage 4 | 50 |
% of pupils at the end of key stage 4 who are boys | 43.90% |
Number of girls at the end of key stage 4 | 64 |
% of pupils at the end key stage 4 who are girls | 56.10% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 103.8 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 30 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 27.80% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 56 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 51.90% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 22 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 20.40% |
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) | 23 |
Percentage of key stage 2 disadvantaged pupils | 20.20% |
Number of key stage 2 pupils who are not disadvantaged | 91 |
Percentage of key stage 2 pupils who are not disadvantaged | 79.80% |
Number of eligible pupils with English as additional language (EAL) | 9 |
Percentage of eligible pupils with English as additional language (EAL) | 7.90% |
Number of eligible pupils with English as first language | 105 |
Percentage of eligible pupils with English as first language | 92.10% |
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 | 110 |
% of pupils at the end of key stage 4 who are non-mobile | 96.50% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 5 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 4.40% |
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 | 22 |
% 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 | 19.30% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 17 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 14.90% |
Total sum of Attainment 8 scores | 4718 |
Average Attainment 8 score per pupil | 41.4 |
Total sum of Attainment 8 scores for English element | 1010 |
Average Attainment 8 score per pupil for English element | 8.9 |
Total sum of Attainment 8 scores for mathematics element | 912 |
Average Attainment 8 score per pupil for mathematics element | 8 |
Total sum of Attainment 8 scores for EBacc element | 1431.5 |
Average Attainment 8 score per pupil for EBacc element | 12.6 |
Total sum of Attainment 8 scores for open element | 1364.5 |
Average Attainment 8 score per pupil for open element | 12 |
Total sum of Attainment 8 scores for open element - GCSE only | 1286.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 11.3 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 78 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.7 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
Number of pupils included in Progress 8 measure | 108 |
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 | 95% |
Progress 8 measure after adjustment for extreme scores | -0.44 |
Progress 8 lower 95% confidence interval for adjusted average | -0.71 |
Progress 8 upper 95% confidence interval for adjusted average | -0.17 |
Progress 8 measure based on unadjusted pupil scores | -0.45 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.72 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.17 |
Progress 8 measure for English element | -0.51 |
Lower 95% confidence interval for Progress 8 English element | -0.81 |
Upper 95% confidence interval for Progress 8 English element | -0.2 |
Progress 8 measure for mathematics element | -0.51 |
Lower 95% confidence interval for Progress 8 maths element | -0.8 |
Upper 95% confidence interval for Progress 8 maths element | -0.23 |
Progress 8 measure for EBacc element | -0.27 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.58 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.03 |
Progress 8 measure for open element | -0.53 |
Lower 95% confidence interval for Progress 8 open element | -0.84 |
Upper 95% confidence interval for Progress 8 open element | -0.23 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 54.40% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 31.60% |
Total EBacc APS score per pupil | 441.31 |
Average EBacc APS score per pupil | 3.87 |
Average EBacc APS score per disadvantaged pupil | 3.07 |
Average EBacc APS score per non-disadvantaged pupil | 4.07 |
Average EBacc APS score per pupil with low prior attainment | 2.26 |
Average EBacc APS score per pupil with middle prior attainment | 4.02 |
Average EBacc APS score per pupil with high prior attainment | 5.36 |
Average EBacc APS score per pupil for whom English is an additional language | 4.76 |
Average EBacc APS score per girl | 3.92 |
Average EBacc APS score per boy | 3.81 |
Average EBacc APS score per non-mobile pupil | 3.91 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 70 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 61.40% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 35.10% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 16.70% |
Number of pupils entering the English Baccalaureate English subject area | 108 |
% of pupils entering the English Baccalaureate English subject area | 94.70% |
Number of pupils entering the English Baccalaureate Maths subject area | 113 |
% of pupils entering the English Baccalaureate Maths subject area | 99.10% |
Number of pupils entering the English Baccalaureate Science subject area | 111 |
% of pupils entering the English Baccalaureate Science subject area | 97.40% |
Number of pupils entering the English Baccalaureate Humanities subject area | 104 |
% of pupils entering the English Baccalaureate Humanities subject area | 91.20% |
Number of pupils entering the English Baccalaureate Language subject area | 70 |
% of pupils entering the English Baccalaureate Language subject area | 61.40% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 68.40% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 48.20% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 59.60% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 38.60% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 58.60% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 41.40% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 53.80% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 44.20% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 68.60% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 47.10% |
Number of pupils included in English Baccalaureate Science Value Added measure | 105 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 95% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 99 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 95% |
Number of pupils included in English Baccalaureate Language Value Added measure | 66 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 94% |
English Baccalaureate Science Value Added measure | -0.22 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.5 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.06 |
EBacc Humanities VA measure | -0.36 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.71 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.01 |
English Baccalaureate Languages Value Added measure | -0.7 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -1.17 |
English Baccalaureate Languages Value Added upper 95% confidence limit | -0.22 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 78 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 55 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 68 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 44 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 65 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 46 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 56 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 46 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 48 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 33 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 69 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 60.50% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 108 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 94.70% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 112 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.20% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 110 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.10% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 102 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.10% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 69 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 98.60% |
Average Attainment 8 score per disadvantaged pupil | 33.4 |
Number of disadvantaged pupils in Progress 8 measure | 21 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -1.22 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.83 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.61 |
Unadjusted Progress 8 measure - disadvantaged pupils | -1.22 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.84 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.6 |
Average Attainment 8 score per non-disadvantaged pupil | 43.4 |
Number of non-disadvantaged pupils in Progress 8 measure | 87 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.25 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.55 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.05 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.26 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.56 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.04 |
Average Attainment 8 score per disadvantaged pupil for English element | 7.3 |
Progress 8 measure for English element - disadvantaged pupils | -1.35 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -2.04 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.66 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 7 |
Progress 8 measure for maths element - disadvantaged pupils | -0.91 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.55 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.27 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 10 |
Progress 8 measure for EBacc element - disadvantaged pupils | -1.06 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.76 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.36 |
Average Attainment 8 score per disadvantaged pupil for open element | 9.1 |
Progress 8 measure for open element - disadvantaged pupils | -1.5 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -2.19 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.81 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 9.3 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.3 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.64 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.04 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8.3 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.42 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.73 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.11 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 13.2 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.08 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.43 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.26 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 12.7 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.3 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.64 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.04 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 8.3 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.9 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 12 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.6 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -16.6 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.38 |
Average Attainment 8 score per pupil with low prior attainment | 26.2 |
Number of pupils with low prior attainment included in Progress 8 measure | 30 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.2 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.71 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.31 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.2 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.72 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.31 |
Average Attainment 8 score per pupil with middle prior attainment | 42.8 |
Number of pupils with middle prior attainment included in Progress 8 measure | 56 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.41 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.78 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.04 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.41 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.79 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.03 |
Average Attainment 8 score per pupil with high prior attainment | 56 |
Number of pupils with high prior attainment included in Progress 8 measure | 22 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.84 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.43 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.25 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.87 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.48 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.27 |
Average Attainment 8 score per pupil for whom English is an additional language | 48.1 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 9.6 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 15.3 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 13.3 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 13.1 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.1 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 6 |
Number of pupils for whom English is an additional language in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils for whom English is an additional language | 0.07 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -1.06 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.21 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.07 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -1.08 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.23 |
Average Attainment 8 score per girl | 42.4 |
Average Attainment 8 score per girl for English element | 9.6 |
Average Attainment 8 score per girl for mathematics element | 7.6 |
Average Attainment 8 score per girl for EBacc element | 12.4 |
Average Attainment 8 score per girl for open element | 12.8 |
Average Attainment 8 score per girl - GCSE only | 11.8 |
Average Attainment 8 score per girl - non-GCSE only | 1 |
Number of girls included in Progress 8 measure | 62 |
Number of girls in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - girls | -0.2 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.55 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.15 |
Unadjusted Progress 8 measure - girls | -0.2 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.56 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.16 |
Average Attainment 8 score per boy | 40.1 |
Average Attainment 8 score per boy for English element | 8 |
Average Attainment 8 score per boy for mathematics element | 8.5 |
Average Attainment 8 score per boy for EBacc element | 12.7 |
Average Attainment 8 score per boy for open element | 10.9 |
Average Attainment 8 score per boy - GCSE only | 10.7 |
Average Attainment 8 score per boy - non-GCSE only | 0.3 |
Number of boys included in Progress 8 measure | 46 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | -0.76 |
Adjusted Progress 8 lower 95% confidence interval - boys | -1.17 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.35 |
Unadjusted Progress 8 measure - boys | -0.78 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -1.2 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.36 |
Average Attainment 8 score per non-mobile pupil | 41.8 |
Average Attainment 8 score per non-mobile pupil for English element | 8.9 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 8.1 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 12.7 |
Average Attainment 8 score per non-mobile pupil for open element | 12.1 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 11.4 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.7 |
Number of non-mobile pupils included in Progress 8 measure | 106 |
Number of non-mobile pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-mobile pupils | -0.43 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.7 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.16 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.43 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.71 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.16 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 6 |
EBacc entered % by low prior attainment | 20.00% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 6.70% |
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 | 41 |
EBacc entered % by middle prior attainment | 73.20% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 33.90% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 10.70% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 19 |
EBacc entered % by high prior attainment | 86.40% |
EBacc achieved % by high prior attainment - with 9-4 passes | 72.70% |
EBacc achieved % by high prior attainment - with 9-5 passes | 50.00% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 47.80% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 64.80% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 17.40% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 8.70% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 39.60% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 18.70% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.1 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.26 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.54 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.8 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.08 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.36 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.51 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.07 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.25 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.17 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.09 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.57 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.22 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.82 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.67 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.16 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.43 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.23 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.39 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.64 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.44 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.12 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.64 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.09 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.16 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.41 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -2.09 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.21 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.56 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.31 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.03 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.03 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.99 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.87 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.73 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.4 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -2.03 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.16 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.19 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.66 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.48 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.03 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -1.17 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.34 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -2.1 |
% of boys with entries in all English Baccalaureate subject areas | 58.00% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 32.00% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 20.00% |
% of girls with entries in all English Baccalaureate subject areas | 64.10% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 37.50% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 14.10% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 62.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 35.50% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 16.40% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 66.70% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 55.60% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 33.30% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 50.00% |
% of pupils achieving any qualifications | 99.10% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 30.40% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 60.40% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 2 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 6.70% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 37 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 66.10% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 20 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 90.90% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 56.00% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 53.10% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 55.60% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 55.50% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 21.70% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 34.10% |
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 | 30.40% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 17 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 77.30% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 32.00% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 31.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 33.30% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 31.80% |
% of pupils entering more than one language | 4.40% |
% of pupils entering biology, chemistry and physics | 23.70% |
Average number of KS4 entries per pupil | 7.8 |
Average number of KS4 entries per pupil with low prior attainment | 6.7 |
Average number of KS4 entries per pupil with middle prior attainment | 8 |
Average number of KS4 entries per pupil with high prior attainment | 8.7 |
Average number of KS4 entries per disadvantaged pupil | 7 |
Average number of KS4 entries per non-disadvantaged pupil | 8 |
Average number of GCSE entries per pupil | 7.5 |
Average number of GCSE entries per pupil with low prior attainment | 6.3 |
Average number of GCSE entries per pupil with middle prior attainment | 7.7 |
Average number of GCSE entries per pupil with high prior attainment | 8.3 |
Average number of GCSE entries per disadvantaged pupil | 6.7 |
Average number of GCSE entries per non-disadvantaged pupil | 7.7 |
Total volume of entries without discounting | 893 |
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 | Below average |
Number of pupils completing key stage 4 in 2020/21 | 145 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 136 |
Apprenticeships (number of pupils) | 9 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 11 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 96 |
Further education (number of pupils) | 52 |
School sixth form (number of pupils) | 27 |
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) | 5 |
Activity not captured (number of pupils) | 0 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 96% |
Apprenticeships (percentage) | 7% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 9% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 79% |
Further education (percentage) | 43% |
School sixth form (percentage) | 22% |
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) | 4% |
Activity not captured (percentage) | 0% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 24 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 20 |
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 | 121 |
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) | 116 |
Number of pupils completing key stage 4 in 2019/20 | 133 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 98% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 16 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 88% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 117 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 99% |
Number of pupils completing key stage 4 in 2018/19 | 138 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 19 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 95% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 119 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -2 |
Upper confidence limit on the progression score for the total cohort | 12 |
Lower confidence limit on the progression score for the total cohort | -16 |
Cohort size | 32 |
Progressed | 78% |
Apprenticeships | 6% |
Higher Education | 72% |
Top third | 44% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 32 |
Progressed for academic/applied general cohort | 78% |
Progression score for academic/applied general cohort | -2 |
Upper confidence limit on the progression score for the academic/applied general cohort | 11 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -15 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 0% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 0% |
Top third for disadvantaged students | 0% |
Higher technical for disadvantaged students | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 28 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 26 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 2 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 12 |
Further education (level 3 and below) (All levels of study) (number of students) | 1 |
Higher education (level 4 and above) (All levels of study) (number of students) | 11 |
Other education destinations (All levels of study) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 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) | 1 |
Activity not captured in data (All levels of study) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 93% |
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) | 43% |
Further education (level 3 and below) (All levels of study) (percentage) | 4% |
Higher education (level 4 and above) (All levels of study) (percentage) | 39% |
Other education destinations (All levels of study) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 43% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 4% |
Activity not captured in data (All levels of study) (percentage) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 3 |
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) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 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) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 25 |
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) | 2 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 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) | 9 |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 11 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 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) | 8% |
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) | 36% |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 44% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 28 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 26 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 2 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 12 |
Further education (level 3 and below) (Level 3) (number of students) | 1 |
Higher education (level 4 and above) (Level 3) (number of students) | 11 |
Other education destinations (Level 3) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 12 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 1 |
Activity not captured in data (Level 3) (number of students) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 93% |
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) | 43% |
Further education (level 3 and below) (Level 3) (percentage) | 4% |
Higher education (level 4 and above) (Level 3) (percentage) | 39% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 43% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 4% |
Activity not captured in data (Level 3) (percentage) | 4% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 3 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
Other education destinations (Level 3) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
Other education destinations (Level 3) (percentage) (disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 25 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 2 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
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) | 9 |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 11 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 8% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
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) | 36% |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 44% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
Other education destinations (L1, entry level and other) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Activity not captured in data (L1, entry level and other) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
Other education destinations (L1, entry level and other) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Activity not captured in data (L1, entry level and other) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | -2 |
Upper confidence limit on the progression score for the total cohort | 12 |
Lower confidence limit on the progression score for the total cohort | -16 |
Cohort size | 32 |
Progressed | 78% |
Apprenticeships | 6% |
Higher Education | 72% |
Top third | 44% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 32 |
Progressed for academic/applied general cohort | 78% |
Progression score for academic/applied general cohort | -2 |
Upper confidence limit on the progression score for the academic/applied general cohort | 11 |
Lower confidence limit on the progression score for the academic/applied/general cohort | -15 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 0% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 0% |
Top third for disadvantaged students | 0% |
Higher technical for disadvantaged students | 0% |