For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1159 |
Number of girls on roll | 590 |
Number of boys on roll | 569 |
Percentage of girls on roll | 50.9 |
Percentage of boys on roll | 49.1 |
Number of eligible pupils with an EHC plan | 45 |
Percentage of eligible pupils with an EHC plan | 3.9 |
Number of eligible pupils with SEN support | 289 |
Percentage of eligible pupils with SEN support | 24.9 |
No. pupils where English not first language | 312 |
No. pupils with English first language | 841 |
No. pupils where first language is unclassified | 6 |
% pupils where English not first language | 26.9 |
% pupils with English first language | 72.6 |
No. pupils eligible for free school meals | 493 |
Number of pupils eligible for FSM at any time during the past 6 years | 511 |
Total pupils for FSMEver | 1019 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 50.1 |
School address (1) | Sandy Lane West |
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School address (2) | Littlemore |
School town | Oxford |
School postcode | OX4 6JZ |
School telephone number | 01865783237 |
School parliamentary constituency code | E14001419 |
School parliamentary constituency name | Oxford East |
Religious denomination | Church of England |
Age range | 11-19 |
Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
School admissions policy (self-declared by schools on Get Information About Schools) | NR |
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) | 1159 |
Total boys on roll (including part-time pupils) | 569 |
Total girls on roll (including part-time pupils) | 590 |
Number of pupils at the end of key stage 4 | 209 |
Number of boys at the end of key stage 4 | 110 |
% of pupils at the end of key stage 4 who are boys | 52.60% |
Number of girls at the end of key stage 4 | 99 |
% of pupils at the end key stage 4 who are girls | 47.40% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 100.9 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 75 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 38.70% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 93 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 47.90% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 26 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 13.40% |
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) | 101 |
Percentage of key stage 2 disadvantaged pupils | 48.30% |
Number of key stage 2 pupils who are not disadvantaged | 108 |
Percentage of key stage 2 pupils who are not disadvantaged | 51.70% |
Number of eligible pupils with English as additional language (EAL) | 54 |
Percentage of eligible pupils with English as additional language (EAL) | 25.80% |
Number of eligible pupils with English as first language | 154 |
Percentage of eligible pupils with English as first language | 73.70% |
Number of eligible pupils with unclassified language | 1 |
Percentage of eligible pupils with unclassified language | 0.50% |
Number of pupils at the end of key stage 4 who are non-mobile | 200 |
% of pupils at the end of key stage 4 who are non-mobile | 95.70% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 8 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3.80% |
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 | 53 |
% 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 | 25.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 45 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 21.50% |
Total sum of Attainment 8 scores | 6886.5 |
Average Attainment 8 score per pupil | 32.9 |
Total sum of Attainment 8 scores for English element | 1615 |
Average Attainment 8 score per pupil for English element | 7.7 |
Total sum of Attainment 8 scores for mathematics element | 1422 |
Average Attainment 8 score per pupil for mathematics element | 6.8 |
Total sum of Attainment 8 scores for EBacc element | 1980.5 |
Average Attainment 8 score per pupil for EBacc element | 9.5 |
Total sum of Attainment 8 scores for open element | 1869 |
Average Attainment 8 score per pupil for open element | 8.9 |
Total sum of Attainment 8 scores for open element - GCSE only | 1344.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 6.4 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 524.5 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 2.5 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.4 |
Average number of Open slots filled in Attainment 8 per pupil | 2.3 |
Number of pupils included in Progress 8 measure | 194 |
Number of pupils who have had P8 score adjusted in average | 4 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 93% |
Progress 8 measure after adjustment for extreme scores | -0.73 |
Progress 8 lower 95% confidence interval for adjusted average | -0.93 |
Progress 8 upper 95% confidence interval for adjusted average | -0.53 |
Progress 8 measure based on unadjusted pupil scores | -0.75 |
Progress 8 lower 95% confidence interval for unadjusted average | -0.95 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.54 |
Progress 8 measure for English element | -0.56 |
Lower 95% confidence interval for Progress 8 English element | -0.79 |
Upper 95% confidence interval for Progress 8 English element | -0.34 |
Progress 8 measure for mathematics element | -0.52 |
Lower 95% confidence interval for Progress 8 maths element | -0.73 |
Upper 95% confidence interval for Progress 8 maths element | -0.31 |
Progress 8 measure for EBacc element | -0.73 |
Lower 95% confidence interval for Progress 8 EBacc element | -0.96 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.5 |
Progress 8 measure for open element | -1.04 |
Lower 95% confidence interval for Progress 8 open element | -1.26 |
Upper 95% confidence interval for Progress 8 open element | -0.81 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 44.00% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 25.40% |
Total EBacc APS score per pupil | 576.98 |
Average EBacc APS score per pupil | 2.76 |
Average EBacc APS score per disadvantaged pupil | 2.24 |
Average EBacc APS score per non-disadvantaged pupil | 3.25 |
Average EBacc APS score per pupil with low prior attainment | 1.52 |
Average EBacc APS score per pupil with middle prior attainment | 3.18 |
Average EBacc APS score per pupil with high prior attainment | 4.64 |
Average EBacc APS score per pupil for whom English is an additional language | 3.66 |
Average EBacc APS score per girl | 2.83 |
Average EBacc APS score per boy | 2.7 |
Average EBacc APS score per non-mobile pupil | 2.76 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 20 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 9.60% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 4.30% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 2.90% |
Number of pupils entering the English Baccalaureate English subject area | 186 |
% of pupils entering the English Baccalaureate English subject area | 89.00% |
Number of pupils entering the English Baccalaureate Maths subject area | 196 |
% of pupils entering the English Baccalaureate Maths subject area | 93.80% |
Number of pupils entering the English Baccalaureate Science subject area | 185 |
% of pupils entering the English Baccalaureate Science subject area | 88.50% |
Number of pupils entering the English Baccalaureate Humanities subject area | 110 |
% of pupils entering the English Baccalaureate Humanities subject area | 52.60% |
Number of pupils entering the English Baccalaureate Language subject area | 43 |
% of pupils entering the English Baccalaureate Language subject area | 20.60% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 54.50% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 41.10% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 53.60% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 31.60% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 47.60% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 23.80% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 50.00% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 34.50% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 62.80% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 48.80% |
Number of pupils included in English Baccalaureate Science Value Added measure | 172 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 93% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 101 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 92% |
Number of pupils included in English Baccalaureate Language Value Added measure | 38 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 88% |
English Baccalaureate Science Value Added measure | -0.61 |
English Baccalaureate Science Value Added lower 95% confidence limit | -0.83 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.39 |
EBacc Humanities VA measure | -0.19 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.53 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.16 |
English Baccalaureate Languages Value Added measure | -0.04 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.66 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.58 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 114 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 86 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 112 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 66 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 88 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 44 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 55 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 38 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 27 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 21 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 18 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 8.60% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 179 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 85.60% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 181 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 86.60% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 172 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 93.00% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 105 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 95.50% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 42 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 97.70% |
Average Attainment 8 score per disadvantaged pupil | 26.7 |
Number of disadvantaged pupils in Progress 8 measure | 97 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 3 |
Adjusted Progress 8 measure - disadvantaged pupils | -1.11 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.39 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.82 |
Unadjusted Progress 8 measure - disadvantaged pupils | -1.13 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.42 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.84 |
Average Attainment 8 score per non-disadvantaged pupil | 38.8 |
Number of non-disadvantaged pupils in Progress 8 measure | 97 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.35 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.63 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.07 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.36 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.65 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.08 |
Average Attainment 8 score per disadvantaged pupil for English element | 6.4 |
Progress 8 measure for English element - disadvantaged pupils | -1.02 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.34 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.7 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 5.5 |
Progress 8 measure for maths element - disadvantaged pupils | -0.87 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.17 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.58 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 7.6 |
Progress 8 measure for EBacc element - disadvantaged pupils | -1.07 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.39 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.74 |
Average Attainment 8 score per disadvantaged pupil for open element | 7.1 |
Progress 8 measure for open element - disadvantaged pupils | -1.44 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.76 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.11 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 9 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.1 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.43 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.22 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 8 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.16 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.46 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.13 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 11.2 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.4 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.72 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.07 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 10.7 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.64 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.96 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.31 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 5 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 2.1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 7.8 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 2.9 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -23.3 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.27 |
Average Attainment 8 score per pupil with low prior attainment | 18.4 |
Number of pupils with low prior attainment included in Progress 8 measure | 75 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.79 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.11 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.47 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.79 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.12 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.46 |
Average Attainment 8 score per pupil with middle prior attainment | 38.3 |
Number of pupils with middle prior attainment included in Progress 8 measure | 93 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.64 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.93 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.35 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.66 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.95 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.36 |
Average Attainment 8 score per pupil with high prior attainment | 55 |
Number of pupils with high prior attainment included in Progress 8 measure | 26 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.87 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.42 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.33 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.94 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.49 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.39 |
Average Attainment 8 score per pupil for whom English is an additional language | 42.6 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 9.7 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 8.1 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 13 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 11.8 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 8.3 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 3.4 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 45 |
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 | 0.08 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.33 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.5 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.08 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.34 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.5 |
Average Attainment 8 score per girl | 33.9 |
Average Attainment 8 score per girl for English element | 8.4 |
Average Attainment 8 score per girl for mathematics element | 6.1 |
Average Attainment 8 score per girl for EBacc element | 9.6 |
Average Attainment 8 score per girl for open element | 9.8 |
Average Attainment 8 score per girl - GCSE only | 6.9 |
Average Attainment 8 score per girl - non-GCSE only | 3 |
Number of girls included in Progress 8 measure | 92 |
Number of girls in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - girls | -0.54 |
Adjusted Progress 8 lower 95% confidence interval - girls | -0.82 |
Adjusted Progress 8 upper 95% confidence interval - girls | -0.25 |
Unadjusted Progress 8 measure - girls | -0.57 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -0.86 |
Unadjusted Progress 8 upper 95% confidence interval - girls | -0.27 |
Average Attainment 8 score per boy | 32.1 |
Average Attainment 8 score per boy for English element | 7.2 |
Average Attainment 8 score per boy for mathematics element | 7.4 |
Average Attainment 8 score per boy for EBacc element | 9.4 |
Average Attainment 8 score per boy for open element | 8.2 |
Average Attainment 8 score per boy - GCSE only | 6.1 |
Average Attainment 8 score per boy - non-GCSE only | 2.1 |
Number of boys included in Progress 8 measure | 102 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | -0.9 |
Adjusted Progress 8 lower 95% confidence interval - boys | -1.18 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.63 |
Unadjusted Progress 8 measure - boys | -0.91 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -1.19 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.63 |
Average Attainment 8 score per non-mobile pupil | 33.1 |
Average Attainment 8 score per non-mobile pupil for English element | 7.8 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 6.8 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 9.5 |
Average Attainment 8 score per non-mobile pupil for open element | 9 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 6.4 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 2.6 |
Number of non-mobile pupils included in Progress 8 measure | 188 |
Number of non-mobile pupils in progress measure with adjusted scores | 4 |
Adjusted Progress 8 measure - non-mobile pupils | -0.72 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.92 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.52 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.74 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.95 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.53 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 5 |
EBacc entered % by low prior attainment | 6.70% |
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 | 9 |
EBacc entered % by middle prior attainment | 9.70% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 4.30% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 2.20% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 4 |
EBacc entered % by high prior attainment | 15.40% |
EBacc achieved % by high prior attainment - with 9-4 passes | 15.40% |
EBacc achieved % by high prior attainment - with 9-5 passes | 15.40% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 8.90% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 10.20% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 2.00% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 1.00% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 6.50% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 4.60% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.25 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.76 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.86 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.82 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.43 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.1 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.14 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.6 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.2 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.18 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -1.39 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.47 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.18 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.59 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.4 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.5 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.14 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.13 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.72 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.12 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.63 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.46 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -1.06 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.29 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.43 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.33 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.73 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.28 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.63 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.54 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.73 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.32 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.6 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.36 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.57 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.35 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.52 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.24 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.44 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.11 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -2.67 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.33 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.39 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 1.46 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.1 |
% of boys with entries in all English Baccalaureate subject areas | 8.20% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 1.80% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 1.80% |
% of girls with entries in all English Baccalaureate subject areas | 11.10% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 7.10% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 4.00% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 9.50% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 4.00% |
% 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 | 22.20% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 11.10% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 7.40% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 38.30% |
% of pupils achieving any qualifications | 90.40% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 30.70% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 56.50% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 12 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 16.00% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 52 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 55.90% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 23 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 88.50% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 44.50% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 43.40% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 57.40% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 44.50% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 17.80% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 32.40% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2.70% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 25 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 26.90% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 22 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 84.60% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 24.50% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 26.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 31.50% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 25.50% |
% of pupils entering more than one language | 3.80% |
% of pupils entering biology, chemistry and physics | 19.10% |
Average number of KS4 entries per pupil | 6.2 |
Average number of KS4 entries per pupil with low prior attainment | 5.1 |
Average number of KS4 entries per pupil with middle prior attainment | 6.8 |
Average number of KS4 entries per pupil with high prior attainment | 7.1 |
Average number of KS4 entries per disadvantaged pupil | 5.5 |
Average number of KS4 entries per non-disadvantaged pupil | 6.8 |
Average number of GCSE entries per pupil | 5.6 |
Average number of GCSE entries per pupil with low prior attainment | 4.6 |
Average number of GCSE entries per pupil with middle prior attainment | 6.1 |
Average number of GCSE entries per pupil with high prior attainment | 6.4 |
Average number of GCSE entries per disadvantaged pupil | 5 |
Average number of GCSE entries per non-disadvantaged pupil | 6.2 |
Total volume of entries without discounting | 1373 |
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 | 185 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 161 |
Apprenticeships (number of pupils) | 3 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 6 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 73 |
Further education (number of pupils) | 24 |
School sixth form (number of pupils) | 46 |
Sixth form college (number of pupils) | 0 |
Other education destination (number of pupils) | 3 |
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) | 93% |
Apprenticeships (percentage) | 3% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 7% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 83% |
Further education (percentage) | 27% |
School sixth form (percentage) | 52% |
Sixth form college (percentage) | 0% |
Other education destination (percentage) | 3% |
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 | 97 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 79 |
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 | 88 |
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) | 82 |
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) | 30 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 25 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 4 |
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) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) | 12 |
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) | 9 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 4 |
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) | 83% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 13% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 40% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 40% |
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) | 30% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 13% |
Activity not captured in data (All levels of study) (percentage) | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 10 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 9 |
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) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 4 |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 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) | 90% |
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) | 0% |
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) | 40% |
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) | 20 |
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) | 16 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 5 |
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) | 80% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 25% |
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) | 29 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 24 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 4 |
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) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 12 |
Other education destinations (Level 3) (number of students) | 0 |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 8 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 4 |
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) | 83% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 14% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 41% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 41% |
Other education destinations (Level 3) (percentage) | 0% |
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) | 14% |
Activity not captured in data (Level 3) (percentage) | 3% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
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) | SUPP |
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) | SUPP |
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) | SUPP |
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) | SUPP |
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) | SUPP |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 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) | SUPP |
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) | SUPP |
Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 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) | 1 |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
Other education destinations (L1, entry level and other) (number of students) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
Other education destinations (L1, entry level and other) (percentage) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |