For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 1504 |
Number of girls on roll | 724 |
Number of boys on roll | 780 |
Percentage of girls on roll | 48.1 |
Percentage of boys on roll | 51.9 |
Number of eligible pupils with an EHC plan | 29 |
Percentage of eligible pupils with an EHC plan | 1.9 |
Number of eligible pupils with SEN support | 146 |
Percentage of eligible pupils with SEN support | 9.7 |
No. pupils where English not first language | 369 |
No. pupils with English first language | 1057 |
No. pupils where first language is unclassified | 78 |
% pupils where English not first language | 24.5 |
% pupils with English first language | 70.3 |
No. pupils eligible for free school meals | 502 |
Number of pupils eligible for FSM at any time during the past 6 years | 562 |
Total pupils for FSMEver | 1448 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 38.8 |
School address (1) | Purbeck |
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School address (2) | Stantonbury |
School town | Milton Keynes |
School postcode | MK14 6BN |
School telephone number | 01908324400 |
School parliamentary constituency code | E14001370 |
School parliamentary constituency name | Milton Keynes North |
Religious denomination | None |
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) | 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) | 1504 |
Total boys on roll (including part-time pupils) | 780 |
Total girls on roll (including part-time pupils) | 724 |
Number of pupils at the end of key stage 4 | 346 |
Number of boys at the end of key stage 4 | 176 |
% of pupils at the end of key stage 4 who are boys | 50.90% |
Number of girls at the end of key stage 4 | 170 |
% of pupils at the end key stage 4 who are girls | 49.10% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 104.5 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 49 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 17.10% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 172 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 60.10% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 65 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 22.70% |
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) | 119 |
Percentage of key stage 2 disadvantaged pupils | 34.40% |
Number of key stage 2 pupils who are not disadvantaged | 227 |
Percentage of key stage 2 pupils who are not disadvantaged | 65.60% |
Number of eligible pupils with English as additional language (EAL) | 89 |
Percentage of eligible pupils with English as additional language (EAL) | 25.70% |
Number of eligible pupils with English as first language | 252 |
Percentage of eligible pupils with English as first language | 72.80% |
Number of eligible pupils with unclassified language | 5 |
Percentage of eligible pupils with unclassified language | 1.40% |
Number of pupils at the end of key stage 4 who are non-mobile | 307 |
% of pupils at the end of key stage 4 who are non-mobile | 88.70% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 6 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1.70% |
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 | 33 |
% 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 | 9.50% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 27 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 7.80% |
Total sum of Attainment 8 scores | 13433.3 |
Average Attainment 8 score per pupil | 38.8 |
Total sum of Attainment 8 scores for English element | 2968 |
Average Attainment 8 score per pupil for English element | 8.6 |
Total sum of Attainment 8 scores for mathematics element | 2816 |
Average Attainment 8 score per pupil for mathematics element | 8.1 |
Total sum of Attainment 8 scores for EBacc element | 3818.5 |
Average Attainment 8 score per pupil for EBacc element | 11 |
Total sum of Attainment 8 scores for open element | 3830.8 |
Average Attainment 8 score per pupil for open element | 11.1 |
Total sum of Attainment 8 scores for open element - GCSE only | 3398.5 |
Average Attainment 8 score per pupil for open element - GCSE only | 9.8 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 432.3 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 1.2 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.6 |
Average number of Open slots filled in Attainment 8 per pupil | 2.6 |
Number of pupils included in Progress 8 measure | 286 |
Number of pupils who have had P8 score adjusted in average | 8 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 83% |
Progress 8 measure after adjustment for extreme scores | -0.89 |
Progress 8 lower 95% confidence interval for adjusted average | -1.05 |
Progress 8 upper 95% confidence interval for adjusted average | -0.72 |
Progress 8 measure based on unadjusted pupil scores | -0.9 |
Progress 8 lower 95% confidence interval for unadjusted average | -1.07 |
Progress 8 upper 95% confidence interval for unadjusted average | -0.74 |
Progress 8 measure for English element | -0.78 |
Lower 95% confidence interval for Progress 8 English element | -0.97 |
Upper 95% confidence interval for Progress 8 English element | -0.59 |
Progress 8 measure for mathematics element | -0.63 |
Lower 95% confidence interval for Progress 8 maths element | -0.8 |
Upper 95% confidence interval for Progress 8 maths element | -0.46 |
Progress 8 measure for EBacc element | -1.04 |
Lower 95% confidence interval for Progress 8 EBacc element | -1.23 |
Upper 95% confidence interval for Progress 8 EBacc element | -0.85 |
Progress 8 measure for open element | -1.03 |
Lower 95% confidence interval for Progress 8 open element | -1.22 |
Upper 95% confidence interval for Progress 8 open element | -0.84 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 54.00% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 35.50% |
Total EBacc APS score per pupil | 1125.13 |
Average EBacc APS score per pupil | 3.25 |
Average EBacc APS score per disadvantaged pupil | 2.56 |
Average EBacc APS score per non-disadvantaged pupil | 3.62 |
Average EBacc APS score per pupil with low prior attainment | 1.51 |
Average EBacc APS score per pupil with middle prior attainment | 3.03 |
Average EBacc APS score per pupil with high prior attainment | 4.76 |
Average EBacc APS score per pupil for whom English is an additional language | 4 |
Average EBacc APS score per girl | 3.42 |
Average EBacc APS score per boy | 3.09 |
Average EBacc APS score per non-mobile pupil | 3.21 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 24 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 6.90% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 2.90% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 2.00% |
Number of pupils entering the English Baccalaureate English subject area | 317 |
% of pupils entering the English Baccalaureate English subject area | 91.60% |
Number of pupils entering the English Baccalaureate Maths subject area | 337 |
% of pupils entering the English Baccalaureate Maths subject area | 97.40% |
Number of pupils entering the English Baccalaureate Science subject area | 322 |
% of pupils entering the English Baccalaureate Science subject area | 93.10% |
Number of pupils entering the English Baccalaureate Humanities subject area | 246 |
% of pupils entering the English Baccalaureate Humanities subject area | 71.10% |
Number of pupils entering the English Baccalaureate Language subject area | 82 |
% of pupils entering the English Baccalaureate Language subject area | 23.70% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 61.80% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 48.60% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 61.60% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 43.10% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 48.40% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 33.90% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 53.30% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 38.60% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 72.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 57.30% |
Number of pupils included in English Baccalaureate Science Value Added measure | 264 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 82% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 200 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 81% |
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 | 80% |
English Baccalaureate Science Value Added measure | -0.95 |
English Baccalaureate Science Value Added lower 95% confidence limit | -1.12 |
English Baccalaureate Science Value Added upper 95% confidence limit | -0.77 |
EBacc Humanities VA measure | -0.73 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.97 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.48 |
English Baccalaureate Languages Value Added measure | -0.43 |
English Baccalaureate Languages Value Added lower 95% confidence limit | -0.91 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.04 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 214 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 168 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 213 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 149 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 156 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 109 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 131 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 95 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 59 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 47 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 23 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 6.60% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 311 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 89.90% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 330 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 95.40% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 306 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 95.00% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 234 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 95.10% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 82 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
Average Attainment 8 score per disadvantaged pupil | 30.2 |
Number of disadvantaged pupils in Progress 8 measure | 105 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 5 |
Adjusted Progress 8 measure - disadvantaged pupils | -1.32 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.59 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -1.05 |
Unadjusted Progress 8 measure - disadvantaged pupils | -1.34 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.62 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -1.07 |
Average Attainment 8 score per non-disadvantaged pupil | 43.3 |
Number of non-disadvantaged pupils in Progress 8 measure | 181 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 3 |
Adjusted Progress 8 measure - non-disadvantaged pupils | -0.64 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.84 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.43 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.65 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.86 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.44 |
Average Attainment 8 score per disadvantaged pupil for English element | 6.7 |
Progress 8 measure for English element - disadvantaged pupils | -1.3 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.61 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.99 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.4 |
Progress 8 measure for maths element - disadvantaged pupils | -1.07 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.35 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.78 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 8.5 |
Progress 8 measure for EBacc element - disadvantaged pupils | -1.44 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.75 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.13 |
Average Attainment 8 score per disadvantaged pupil for open element | 8.5 |
Progress 8 measure for open element - disadvantaged pupils | -1.46 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.77 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.16 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 9.5 |
Progress 8 measure for English element - non-disadvantaged pupils | -0.48 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.72 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.25 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9 |
Progress 8 measure for maths element - non-disadvantaged pupils | -0.38 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.59 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.16 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 12.3 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.81 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -1.05 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.57 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 12.4 |
Progress 8 measure for open element - non-disadvantaged pupils | -0.78 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -1.02 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.54 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 7.4 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1.1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 11.1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 1.3 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -19.8 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1.48 |
Average Attainment 8 score per pupil with low prior attainment | 18.3 |
Number of pupils with low prior attainment included in Progress 8 measure | 49 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | -0.74 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.13 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.34 |
Unadjusted Progress 8 measure - pupils with low prior attainment | -0.74 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -1.14 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.33 |
Average Attainment 8 score per pupil with middle prior attainment | 36.6 |
Number of pupils with middle prior attainment included in Progress 8 measure | 172 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 4 |
Adjusted Progress 8 measure - pupils with middle prior attainment | -0.94 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.15 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.73 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.95 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -1.16 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.73 |
Average Attainment 8 score per pupil with high prior attainment | 56.2 |
Number of pupils with high prior attainment included in Progress 8 measure | 65 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 4 |
Adjusted Progress 8 measure - pupils with high prior attainment | -0.85 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.2 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.51 |
Unadjusted Progress 8 measure - pupils with high prior attainment | -0.92 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.27 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | -0.57 |
Average Attainment 8 score per pupil for whom English is an additional language | 46.2 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 9.9 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 9.6 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 13.9 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 12.8 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 11.3 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.5 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 61 |
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 | 0.06 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.3 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.41 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.06 |
Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.3 |
Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.42 |
Average Attainment 8 score per girl | 41.4 |
Average Attainment 8 score per girl for English element | 9.2 |
Average Attainment 8 score per girl for mathematics element | 8.2 |
Average Attainment 8 score per girl for EBacc element | 11.8 |
Average Attainment 8 score per girl for open element | 12.2 |
Average Attainment 8 score per girl - GCSE only | 10.9 |
Average Attainment 8 score per girl - non-GCSE only | 1.3 |
Number of girls included in Progress 8 measure | 137 |
Number of girls in progress measure with adjusted scores | 6 |
Adjusted Progress 8 measure - girls | -0.84 |
Adjusted Progress 8 lower 95% confidence interval - girls | -1.08 |
Adjusted Progress 8 upper 95% confidence interval - girls | -0.6 |
Unadjusted Progress 8 measure - girls | -0.86 |
Unadjusted Progress 8 lower 95% confidence interval - girls | -1.1 |
Unadjusted Progress 8 upper 95% confidence interval - girls | -0.62 |
Average Attainment 8 score per boy | 36.4 |
Average Attainment 8 score per boy for English element | 7.9 |
Average Attainment 8 score per boy for mathematics element | 8.1 |
Average Attainment 8 score per boy for EBacc element | 10.3 |
Average Attainment 8 score per boy for open element | 10 |
Average Attainment 8 score per boy - GCSE only | 8.8 |
Average Attainment 8 score per boy - non-GCSE only | 1.2 |
Number of boys included in Progress 8 measure | 149 |
Number of boys in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - boys | -0.93 |
Adjusted Progress 8 lower 95% confidence interval - boys | -1.16 |
Adjusted Progress 8 upper 95% confidence interval - boys | -0.71 |
Unadjusted Progress 8 measure - boys | -0.94 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -1.17 |
Unadjusted Progress 8 upper 95% confidence interval - boys | -0.71 |
Average Attainment 8 score per non-mobile pupil | 38.6 |
Average Attainment 8 score per non-mobile pupil for English element | 8.6 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 8.1 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 10.8 |
Average Attainment 8 score per non-mobile pupil for open element | 11.1 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 9.7 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 1.4 |
Number of non-mobile pupils included in Progress 8 measure | 266 |
Number of non-mobile pupils in progress measure with adjusted scores | 8 |
Adjusted Progress 8 measure - non-mobile pupils | -0.91 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -1.08 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.74 |
Unadjusted Progress 8 measure - non-mobile pupils | -0.93 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -1.1 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.76 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 2 |
EBacc entered % by low prior attainment | 4.10% |
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 | 10 |
EBacc entered % by middle prior attainment | 5.80% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 2.30% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 1.20% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 7 |
EBacc entered % by high prior attainment | 10.80% |
EBacc achieved % by high prior attainment - with 9-4 passes | 7.70% |
EBacc achieved % by high prior attainment - with 9-5 passes | 6.20% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 10.10% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 5.30% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 3.40% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 2.50% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 2.60% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 1.80% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.62 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.94 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.18 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.14 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.85 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.03 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.83 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.94 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.02 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.61 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.2 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.88 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.38 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.47 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.83 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.44 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.64 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -1.07 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.17 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -1.06 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.71 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -1.16 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.83 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.54 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.56 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.48 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.32 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.9 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.67 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.6 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.52 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.14 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.42 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.46 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.36 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -1.12 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.14 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -1.09 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.43 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.83 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.11 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.65 |
% of boys with entries in all English Baccalaureate subject areas | 7.40% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 2.80% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 1.70% |
% of girls with entries in all English Baccalaureate subject areas | 6.50% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 2.90% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 2.40% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 5.90% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 2.60% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 1.60% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 14.60% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 4.50% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 3.40% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 47.40% |
% of pupils achieving any qualifications | 97.70% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 33.60% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 64.80% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 7 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 14.30% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 92 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 53.50% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 58 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 89.20% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 51.10% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 57.10% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 65.20% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 53.10% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 21.80% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 42.70% |
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 | 4.10% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 49 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 28.50% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 50 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 76.90% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 33.00% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 38.20% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 44.90% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 34.50% |
% of pupils entering more than one language | 2.00% |
% of pupils entering biology, chemistry and physics | 17.30% |
Average number of KS4 entries per pupil | 6.8 |
Average number of KS4 entries per pupil with low prior attainment | 5.6 |
Average number of KS4 entries per pupil with middle prior attainment | 6.8 |
Average number of KS4 entries per pupil with high prior attainment | 7.5 |
Average number of KS4 entries per disadvantaged pupil | 6.1 |
Average number of KS4 entries per non-disadvantaged pupil | 7.2 |
Average number of GCSE entries per pupil | 6.6 |
Average number of GCSE entries per pupil with low prior attainment | 5.4 |
Average number of GCSE entries per pupil with middle prior attainment | 6.5 |
Average number of GCSE entries per pupil with high prior attainment | 7.2 |
Average number of GCSE entries per disadvantaged pupil | 5.9 |
Average number of GCSE entries per non-disadvantaged pupil | 6.9 |
Total volume of entries without discounting | 2409 |
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 | 273 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 254 |
Apprenticeships (number of pupils) | 3 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 13 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 147 |
Further education (number of pupils) | 104 |
School sixth form (number of pupils) | 41 |
Sixth form college (number of pupils) | 0 |
Other education destination (number of pupils) | 2 |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | 9 |
Activity not captured (number of pupils) | 0 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 95% |
Apprenticeships (percentage) | 2% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 8% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 85% |
Further education (percentage) | 60% |
School sixth form (percentage) | 24% |
Sixth form college (percentage) | 0% |
Other education destination (percentage) | 1% |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 5% |
Activity not captured (percentage) | 0% |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 101 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 91 |
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 | 172 |
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) | 163 |
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) | 48 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 42 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 1 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 33 |
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) | 33 |
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) | 8 |
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) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 88% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 2% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 69% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 69% |
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) | 17% |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 8% |
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) | 11 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 10 |
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) | 9 |
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) | 9 |
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) | 1 |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 91% |
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) | 82% |
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) | 82% |
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) | 9% |
Activity not captured in data (All levels of study) (percentage) (disadvantaged) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 37 |
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) | 32 |
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) | 24 |
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) | 24 |
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) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 86% |
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) | 65% |
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) | 65% |
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) | SUPP |
Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 8% |
Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | 5% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 48 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 42 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 1 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 33 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 33 |
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) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 88% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 2% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 69% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 69% |
Other education destinations (Level 3) (percentage) | 0% |
Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 17% |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 8% |
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) | 11 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 10 |
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) | 9 |
Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | 9 |
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) | 1 |
Activity not captured in data (Level 3) (number of students) (disadvantaged) | 0 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 91% |
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) | 82% |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | 82% |
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) | 9% |
Activity not captured in data (Level 3) (percentage) (disadvantaged) | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 37 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 32 |
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) | 24 |
Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | 24 |
Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | 0 |
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) | 3 |
Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 2 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 86% |
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) | 65% |
Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | 65% |
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) | 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) | 8% |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | 5% |
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 |