For the 2023/2024 academic year
Type of school | State-funded secondary |
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Total number of pupils on roll | 2201 |
Number of girls on roll | 1138 |
Number of boys on roll | 1063 |
Percentage of girls on roll | 51.7 |
Percentage of boys on roll | 48.3 |
Number of eligible pupils with an EHC plan | 70 |
Percentage of eligible pupils with an EHC plan | 3.2 |
Number of eligible pupils with SEN support | 268 |
Percentage of eligible pupils with SEN support | 12.2 |
No. pupils where English not first language | 817 |
No. pupils with English first language | 1381 |
No. pupils where first language is unclassified | 3 |
% pupils where English not first language | 37.1 |
% pupils with English first language | 62.7 |
No. pupils eligible for free school meals | 316 |
Number of pupils eligible for FSM at any time during the past 6 years | 314 |
Total pupils for FSMEver | 2061 |
Percentage of pupils eligible for FSM at any time during the past 6 years | 15.2 |
Alphabetic index | 25902 |
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School address (1) | Daws Hill Lane |
School town | High Wycombe |
School postcode | HP11 1PW |
School telephone number | 1494535196 |
School parliamentary constituency code | E14001600 |
School parliamentary constituency name | Wycombe |
Converter academy: URN | 0 |
Religious denomination | Roman Catholic |
Age range | 3-19 |
School published in secondary school (key stage 4) performance tables | 0 |
School published in school and college (key stage 5) performance tables | 0 |
Total number of pupils (including part-time pupils) | 2201 |
Number of pupils aged 11 | 61 |
Published eligible pupil number | 60 |
Eligible boys on school roll at time of tests | 28 |
Eligible girls on school roll at time of tests | 32 |
Percentage of eligible boys on school roll at time of tests | 47% |
Percentage of eligible girls on school roll at time of tests | 53% |
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) | 5 |
Percentage of key stage 2 disadvantaged pupils | 8% |
Number of key stage 2 pupils who are not disadvantaged | 55 |
Percentage of key stage 2 pupils who are not disadvantaged | 92% |
Number of eligible pupils with English as additional language (EAL) | 19 |
Percentage of eligible pupils with English as additional language (EAL) | 32% |
Number of eligible pupils classified as non-mobile | 58 |
Percentage of eligible pupils classified as non-mobile | 97% |
Percentage of pupils reaching the expected standard in reading, writing and maths | 78% |
Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 15% |
Percentage of pupils reaching the expected standard in reading | 85% |
Percentage of pupils achieving a high score in reading | 50% |
Percentage of pupils absent from or not able to access the test in reading | 0% |
Average scaled score in reading | 109 |
Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 80% |
Percentage of pupils achieving a high score in grammar, punctuation and spelling | 30% |
Percentage of pupils absent from or not able to access the test in grammar, punctuation and spelling | 0% |
Average scaled score in grammar, punctuation and spelling | 106 |
Percentage of pupils reaching the expected standard in maths | 93% |
Percentage of pupils achieving a high score in maths | 43% |
Percentage of pupils absent from or not able to access the test in maths | 0% |
Average scaled score in maths | 108 |
Percentage of pupils reaching the expected standard in writing | 83% |
Percentage of pupils working at greater depth within the expected standard in writing | 15% |
Percentage of pupils working towards the expected standard in writing | 12% |
Percentage of pupils absent or disapplied in writing TA | 0% |
Percentage of pupils reaching the expected standard in science TA | 95% |
Percentage of pupils absent or disapplied in science TA | 0% |
Percentage of boys reaching the expected standard in reading, writing and maths | 79% |
Percentage of girls reaching the expected standard in reading, writing and maths | 78% |
Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths | SUPP |
Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths | SUPP |
Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths | SUPP |
Percentage of EAL pupils reaching the expected standard in reading, writing and maths | 74% |
Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 78% |
Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 7% |
Percentage of girls reaching the HIGHected standard in reading, writing and maths | 22% |
Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | SUPP |
Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | SUPP |
Difference between school percentage of disavantaged pupils and national percentage of other pupils achieving a high score in reading, writing and maths | SUPP |
Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing | 11% |
Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 16% |
Average scaled score in reading for boys | 108 |
Average scaled score in reading for girls | 109 |
Average scaled score in reading for disadvantaged pupils | SUPP |
Average scaled score in reading for non-disadvantaged pupils | SUPP |
Average scaled score in reading for EAL pupils | 107 |
Average scaled score in reading for MOBN pupils | 109 |
Average scaled score in maths for boys | 109 |
Average scaled score in maths for girls | 107 |
Average scaled score in maths for disadvantaged pupils | SUPP |
Average scaled score in maths for non-disadvantaged pupils | SUPP |
Average scaled score in maths for EAL pupils | 107 |
Average scaled score in maths for MOBN pupils | 108 |
Average scaled score in GPS for boys | 107 |
Average scaled score in GPS for girls | 105 |
Average scaled score in GPS for disadvantaged pupils | SUPP |
Average scaled score in GPS for non-disadvantaged pupils | SUPP |
Average scaled score in GPS for EAL pupils | 106 |
Average scaled score in GPS for MOBN pupils | 106 |
Percentage of disadvantaged pupils reaching the expected standard in reading | SUPP |
Percentage of non-disadvantaged pupils reaching the expected standard in reading | SUPP |
Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | SUPP |
Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | SUPP |
Percentage of disadvantaged pupils reaching the expected standard in maths | SUPP |
Percentage of non-disadvantaged pupils reaching the expected standard in maths | SUPP |
Percentage of disadvantaged pupils reaching the expected standard in writing | SUPP |
Percentage of non-disadvantaged pupils reaching the expected standard in writing | SUPP |
Percentage of disadvantaged pupils achieving a high score in reading | SUPP |
Percentage of non-disadvantaged pupils achieving a high score in reading | SUPP |
Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | SUPP |
Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | SUPP |
Percentage of disadvantaged pupils achieving a high score in maths | SUPP |
Percentage of non-disadvantaged pupils achieving a high score in maths | SUPP |
Percentage of disadvantaged pupils working at greater depth in writing | SUPP |
Percentage of non-disadvantaged pupils working at greater depth in writing | SUPP |
Number of eligible pupils with English as first language | 41 |
Percentage of eligible pupils with English as first language | 68% |
Number of eligible pupils with unclassified language | 0 |
Percentage of eligible pupils with unclassified language | 0% |
Number of eligible pupils with EHC plan | 2 |
Percentage of eligible pupils with EHC plan | 3% |
Number of eligible pupils with SEN support | 6 |
Percentage of eligible pupils with SEN support | 10% |
Number of eligible pupils with SEN (EHC plan or SEN support) | 8 |
Percentage of eligible pupils with SEN (EHC plan or SEN support) | 13% |
Number of eligible pupils 2023 | 60 |
Percentage of key stage 2 disadvantaged pupils one year prior | 10% |
Percentage of key stage 2 pupils who are not disadvantaged one year prior | 90% |
Percentage of pupils reaching the expected standard in reading, writing and maths one year prior | 68% |
Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 7% |
Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 50% |
Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 0% |
Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 70% |
Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 7% |
Reading progress measure - one year prior | 3.9 |
Reading progress measure - lower confidence limit - one year prior | 2.2 |
Reading progress measure - upper confidence limit - one year prior | 5.5 |
Writing progress measure - one year prior | 0 |
Writing progress measure - lower confidence limit - one year prior | -1.6 |
Writing progress measure - upper confidence limit - one year prior | 1.6 |
Maths progress measure - one year prior | 3.2 |
Maths progress measure - lower confidence limit - one year prior | 1.7 |
Maths progress measure - upper confidence limit - one year prior | 4.8 |
Average scaled score in reading - one year prior | 108 |
Average scaled score in maths - one year prior | 106 |
School address (1) | Daws Hill Lane |
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School town | High Wycombe |
School postcode | HP11 1PW |
School telephone number | 01494535196 |
School parliamentary constituency code | E14001600 |
School parliamentary constituency name | Wycombe |
Religious denomination | Roman Catholic |
Age range | 3-19 |
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 | NON SEL IN HIGHLY SEL AREA |
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) | 2201 |
Total boys on roll (including part-time pupils) | 1063 |
Total girls on roll (including part-time pupils) | 1138 |
Number of pupils at the end of key stage 4 | 294 |
Number of boys at the end of key stage 4 | 123 |
% of pupils at the end of key stage 4 who are boys | 41.80% |
Number of girls at the end of key stage 4 | 171 |
% of pupils at the end key stage 4 who are girls | 58.20% |
KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 103.6 |
Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 68 |
% of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 24.70% |
Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 166 |
% of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 60.40% |
Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 41 |
% of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 14.90% |
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) | 35 |
Percentage of key stage 2 disadvantaged pupils | 11.90% |
Number of key stage 2 pupils who are not disadvantaged | 259 |
Percentage of key stage 2 pupils who are not disadvantaged | 88.10% |
Number of eligible pupils with English as additional language (EAL) | 92 |
Percentage of eligible pupils with English as additional language (EAL) | 31.30% |
Number of eligible pupils with English as first language | 202 |
Percentage of eligible pupils with English as first language | 68.70% |
Number of eligible pupils with unclassified language | 0 |
Percentage of eligible pupils with unclassified language | 0.00% |
Number of pupils at the end of key stage 4 who are non-mobile | 277 |
% of pupils at the end of key stage 4 who are non-mobile | 94.20% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 10 |
% of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3.40% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 64 |
% 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 | 21.80% |
Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 54 |
% of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 18.40% |
Total sum of Attainment 8 scores | 14186.3 |
Average Attainment 8 score per pupil | 48.3 |
Total sum of Attainment 8 scores for English element | 3107 |
Average Attainment 8 score per pupil for English element | 10.6 |
Total sum of Attainment 8 scores for mathematics element | 2716 |
Average Attainment 8 score per pupil for mathematics element | 9.2 |
Total sum of Attainment 8 scores for EBacc element | 4174 |
Average Attainment 8 score per pupil for EBacc element | 14.2 |
Total sum of Attainment 8 scores for open element | 4189.3 |
Average Attainment 8 score per pupil for open element | 14.2 |
Total sum of Attainment 8 scores for open element - GCSE only | 3966 |
Average Attainment 8 score per pupil for open element - GCSE only | 13.5 |
Total sum of Attainment 8 scores for open element - non-GCSE only | 223.3 |
Average Attainment 8 score per pupil for open element - non-GCSE only | 0.8 |
Average number of EBacc slots filled in Attainment 8 per pupil | 2.9 |
Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
Number of pupils included in Progress 8 measure | 275 |
Number of pupils who have had P8 score adjusted in average | 2 |
% of pupils at the end of key stage 4 included in Progress 8 measure | 94% |
Progress 8 measure after adjustment for extreme scores | 0.33 |
Progress 8 lower 95% confidence interval for adjusted average | 0.16 |
Progress 8 upper 95% confidence interval for adjusted average | 0.5 |
Progress 8 measure based on unadjusted pupil scores | 0.33 |
Progress 8 lower 95% confidence interval for unadjusted average | 0.16 |
Progress 8 upper 95% confidence interval for unadjusted average | 0.5 |
Progress 8 measure for English element | 0.42 |
Lower 95% confidence interval for Progress 8 English element | 0.23 |
Upper 95% confidence interval for Progress 8 English element | 0.61 |
Progress 8 measure for mathematics element | 0.16 |
Lower 95% confidence interval for Progress 8 maths element | -0.01 |
Upper 95% confidence interval for Progress 8 maths element | 0.34 |
Progress 8 measure for EBacc element | 0.39 |
Lower 95% confidence interval for Progress 8 EBacc element | 0.2 |
Upper 95% confidence interval for Progress 8 EBacc element | 0.58 |
Progress 8 measure for open element | 0.31 |
Lower 95% confidence interval for Progress 8 open element | 0.12 |
Upper 95% confidence interval for Progress 8 open element | 0.5 |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 70.10% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 49.30% |
Total EBacc APS score per pupil | 1250.88 |
Average EBacc APS score per pupil | 4.25 |
Average EBacc APS score per disadvantaged pupil | 3.7 |
Average EBacc APS score per non-disadvantaged pupil | 4.33 |
Average EBacc APS score per pupil with low prior attainment | 2.54 |
Average EBacc APS score per pupil with middle prior attainment | 4.49 |
Average EBacc APS score per pupil with high prior attainment | 6 |
Average EBacc APS score per pupil for whom English is an additional language | 4.7 |
Average EBacc APS score per girl | 4.42 |
Average EBacc APS score per boy | 4.03 |
Average EBacc APS score per non-mobile pupil | 4.31 |
Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 113 |
% of key stage 4 pupils with entries in all English Baccalaureate subject areas | 38.40% |
% of pupils achieving the English Baccalaureate with 9-4 passes | 22.80% |
% of pupils achieving the English Baccalaureate with 9-5 passes | 12.20% |
Number of pupils entering the English Baccalaureate English subject area | 284 |
% of pupils entering the English Baccalaureate English subject area | 96.60% |
Number of pupils entering the English Baccalaureate Maths subject area | 291 |
% of pupils entering the English Baccalaureate Maths subject area | 99.00% |
Number of pupils entering the English Baccalaureate Science subject area | 285 |
% of pupils entering the English Baccalaureate Science subject area | 96.90% |
Number of pupils entering the English Baccalaureate Humanities subject area | 279 |
% of pupils entering the English Baccalaureate Humanities subject area | 94.90% |
Number of pupils entering the English Baccalaureate Language subject area | 114 |
% of pupils entering the English Baccalaureate Language subject area | 38.80% |
% of pupils achieving the EBacc English subject area with a standard 9-4 pass | 82.00% |
% of pupils achieving the EBacc English subject area with a strong 9-5 pass | 71.80% |
% of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 73.80% |
% of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 53.70% |
% of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 74.70% |
% of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 53.30% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 64.20% |
% of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 48.00% |
% of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 71.90% |
% of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 55.30% |
Number of pupils included in English Baccalaureate Science Value Added measure | 268 |
Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 94% |
Number of pupils included in English Baccalaureate Humanities Value Added measure | 262 |
Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 94% |
Number of pupils included in English Baccalaureate Language Value Added measure | 106 |
Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 93% |
English Baccalaureate Science Value Added measure | 0.35 |
English Baccalaureate Science Value Added lower 95% confidence limit | 0.17 |
English Baccalaureate Science Value Added upper 95% confidence limit | 0.52 |
EBacc Humanities VA measure | 0.12 |
English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.1 |
English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.33 |
English Baccalaureate Languages Value Added measure | 0.44 |
English Baccalaureate Languages Value Added lower 95% confidence limit | 0.07 |
English Baccalaureate Languages Value Added upper 95% confidence limit | 0.82 |
Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 241 |
Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 211 |
Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 217 |
Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 158 |
Number of pupils achieving EBacc Science subject area with a 9-4 pass | 213 |
Number of pupils achieving EBacc Science subject area with a 9-5 pass | 152 |
Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 179 |
Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 134 |
Number of pupils achieving EBacc Language subject area with a 9-4 pass | 82 |
Number of pupils achieving EBacc Language subject area with a 9-5 pass | 63 |
Number of pupils achieving the English Baccalaureate at grades 9-1 | 112 |
% of pupils achieving the English Baccalaureate at grades 9-1 | 38.10% |
Number of pupils achieving EBacc English subject area at grade 9-1 | 284 |
% of pupils achieving the EBacc English subject area at grade 9-1 | 96.60% |
Number of pupils achieving EBacc Maths subject area at grade 9-1 | 288 |
% of pupils achieving the EBacc Maths subject area at grade 9-1 | 98.00% |
Number of pupils achieving EBacc Science subject area with grades 9-1 | 282 |
% entered pupils achieving the EBacc Science subject area with grades 9-1 | 98.90% |
Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 277 |
% entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 99.30% |
Number of pupils achieving EBacc Language subject area with grades 9-1 | 113 |
% of entered pupils achieving the EBacc Language subject area with grades 9-1 | 99.10% |
Average Attainment 8 score per disadvantaged pupil | 42.6 |
Number of disadvantaged pupils in Progress 8 measure | 32 |
Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
Adjusted Progress 8 measure - disadvantaged pupils | -0.15 |
Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.64 |
Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.34 |
Unadjusted Progress 8 measure - disadvantaged pupils | -0.15 |
Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.65 |
Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.35 |
Average Attainment 8 score per non-disadvantaged pupil | 49 |
Number of non-disadvantaged pupils in Progress 8 measure | 243 |
Number of non-disadvantaged pupils in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - non-disadvantaged pupils | 0.39 |
Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.22 |
Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.57 |
Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.39 |
Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.21 |
Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.57 |
Average Attainment 8 score per disadvantaged pupil for English element | 9.4 |
Progress 8 measure for English element - disadvantaged pupils | -0.09 |
Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.65 |
Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.47 |
Average Attainment 8 score per disadvantaged pupil for mathematics element | 8.5 |
Progress 8 measure for maths element - disadvantaged pupils | -0.15 |
Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.66 |
Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.37 |
Average Attainment 8 score per disadvantaged pupil for EBacc element | 12.8 |
Progress 8 measure for EBacc element - disadvantaged pupils | 0 |
Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.56 |
Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.57 |
Average Attainment 8 score per disadvantaged pupil for open element | 12 |
Progress 8 measure for open element - disadvantaged pupils | -0.34 |
Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.9 |
Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.22 |
Average Attainment 8 score per non-disadvantaged pupil for English element | 10.7 |
Progress 8 measure for English element - non-disadvantaged pupils | 0.48 |
Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.28 |
Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.69 |
Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.3 |
Progress 8 measure for maths element - non-disadvantaged pupils | 0.2 |
Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.02 |
Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.39 |
Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 14.4 |
Progress 8 measure for EBacc element - non-disadvantaged pupils | 0.44 |
Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.24 |
Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.65 |
Average Attainment 8 score per non-disadvantaged pupil for open element | 14.6 |
Progress 8 measure for open element - non-disadvantaged pupils | 0.4 |
Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.19 |
Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.6 |
Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 11 |
Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 1 |
Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 13.8 |
Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.7 |
Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -7.4 |
Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.31 |
Average Attainment 8 score per pupil with low prior attainment | 30.2 |
Number of pupils with low prior attainment included in Progress 8 measure | 68 |
Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
Adjusted Progress 8 measure - pupils with low prior attainment | 0.23 |
Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.11 |
Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.57 |
Unadjusted Progress 8 measure - pupils with low prior attainment | 0.23 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.11 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.57 |
Average Attainment 8 score per pupil with middle prior attainment | 50.9 |
Number of pupils with middle prior attainment included in Progress 8 measure | 166 |
Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with middle prior attainment | 0.41 |
Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.19 |
Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.63 |
Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.41 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | 0.19 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.63 |
Average Attainment 8 score per pupil with high prior attainment | 65.6 |
Number of pupils with high prior attainment included in Progress 8 measure | 41 |
Number of pupils with high prior attainmentsin progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - pupils with high prior attainment | 0.17 |
Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.26 |
Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.61 |
Unadjusted Progress 8 measure - pupils with high prior attainment | 0.15 |
Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.29 |
Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.59 |
Average Attainment 8 score per pupil for whom English is an additional language | 51.5 |
Average Attainment 8 score per pupil for whom English is an additional language for English element | 11.1 |
Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 10 |
Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 15.6 |
Average Attainment 8 score per pupil for whom English is an additional language for open element | 14.8 |
Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 13.7 |
Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 1.1 |
Number of pupils for whom English is an additional language included in Progress 8 measure | 84 |
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 | 0.65 |
Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.35 |
Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.95 |
Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.65 |
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 | 0.96 |
Average Attainment 8 score per girl | 50.3 |
Average Attainment 8 score per girl for English element | 11.3 |
Average Attainment 8 score per girl for mathematics element | 9.1 |
Average Attainment 8 score per girl for EBacc element | 14.4 |
Average Attainment 8 score per girl for open element | 15.4 |
Average Attainment 8 score per girl - GCSE only | 15 |
Average Attainment 8 score per girl - non-GCSE only | 0.5 |
Number of girls included in Progress 8 measure | 163 |
Number of girls in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - girls | 0.49 |
Adjusted Progress 8 lower 95% confidence interval - girls | 0.27 |
Adjusted Progress 8 upper 95% confidence interval - girls | 0.71 |
Unadjusted Progress 8 measure - girls | 0.48 |
Unadjusted Progress 8 lower 95% confidence interval - girls | 0.26 |
Unadjusted Progress 8 upper 95% confidence interval - girls | 0.7 |
Average Attainment 8 score per boy | 45.4 |
Average Attainment 8 score per boy for English element | 9.5 |
Average Attainment 8 score per boy for mathematics element | 9.4 |
Average Attainment 8 score per boy for EBacc element | 13.9 |
Average Attainment 8 score per boy for open element | 12.6 |
Average Attainment 8 score per boy - GCSE only | 11.4 |
Average Attainment 8 score per boy - non-GCSE only | 1.2 |
Number of boys included in Progress 8 measure | 112 |
Number of boys in progress measure with adjusted scores | 1 |
Adjusted Progress 8 measure - boys | 0.1 |
Adjusted Progress 8 lower 95% confidence interval - boys | -0.16 |
Adjusted Progress 8 upper 95% confidence interval - boys | 0.36 |
Unadjusted Progress 8 measure - boys | 0.1 |
Unadjusted Progress 8 lower 95% confidence interval - boys | -0.17 |
Unadjusted Progress 8 upper 95% confidence interval - boys | 0.37 |
Average Attainment 8 score per non-mobile pupil | 48.7 |
Average Attainment 8 score per non-mobile pupil for English element | 10.7 |
Average Attainment 8 score per non-mobile pupil for mathematics element | 9.3 |
Average Attainment 8 score per non-mobile pupil for EBacc element | 14.3 |
Average Attainment 8 score per non-mobile pupil for open element | 14.4 |
Average Attainment 8 score per non-mobile pupil - GCSE only | 13.6 |
Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.8 |
Number of non-mobile pupils included in Progress 8 measure | 270 |
Number of non-mobile pupils in progress measure with adjusted scores | 2 |
Adjusted Progress 8 measure - non-mobile pupils | 0.36 |
Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.19 |
Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.52 |
Unadjusted Progress 8 measure - non-mobile pupils | 0.35 |
Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.18 |
Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.52 |
Number of pupils in low prior attainment band with entries in all EBacc subject areas | 11 |
EBacc entered % by low prior attainment | 16.20% |
EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 2.90% |
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 | 72 |
EBacc entered % by middle prior attainment | 43.40% |
EBacc achieved % by middle prior attainment - with 9-4 passes | 25.30% |
EBacc achieved % by middle prior attainment - with 9-5 passes | 12.70% |
Number of pupils in high prior attainment band with entries in all EBacc subject areas | 23 |
EBacc entered % by high prior attainment | 56.10% |
EBacc achieved % by high prior attainment - with 9-4 passes | 48.80% |
EBacc achieved % by high prior attainment - with 9-5 passes | 29.30% |
% of disadvantaged pupils entering all English Baccalaureate subject areas | 20.00% |
% of non-disadvantaged pupils entering all English Baccalaureate subject areas | 40.90% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 5.70% |
% of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 2.90% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 25.10% |
% of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 13.50% |
English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.31 |
English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.39 |
English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.24 |
English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.05 |
English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.38 |
English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.27 |
English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.08 |
English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.03 |
English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.27 |
English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.17 |
English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 0.51 |
English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.58 |
English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.01 |
English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.65 |
English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.43 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.57 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.46 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.57 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.2 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.67 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.05 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.61 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.16 |
Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.68 |
Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.21 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.36 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.91 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.4 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.06 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.72 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.18 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.36 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.19 |
Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.58 |
Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.52 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 2.11 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | -0.8 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.81 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.04 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.67 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | -0.65 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.03 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.12 |
Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.79 |
Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.81 |
% of boys with entries in all English Baccalaureate subject areas | 29.30% |
% of KS4 boys achieving the Ebacc - with 9-4 passes | 13.00% |
% of KS4 boys achieving the Ebacc - with 9-5 passes | 5.70% |
% of girls with entries in all English Baccalaureate subject areas | 45.00% |
% of KS4 girls achieving the Ebacc - with 9-4 passes | 29.80% |
% of KS4 girls achieving the Ebacc - with 9-5 passes | 17.00% |
% of non-mobile pupils with entries in all English Baccalaureate subject areas | 39.70% |
% of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 23.80% |
% of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 12.60% |
% of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 52.20% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 30.40% |
% of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 18.50% |
% of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 67.30% |
% of pupils achieving any qualifications | 99.00% |
% of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 54.30% |
% of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 72.20% |
Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 15 |
% of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 22.10% |
Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 137 |
% pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 82.50% |
Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 40 |
% pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 97.60% |
% of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 63.40% |
% of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 74.90% |
% of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 76.10% |
% of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 71.10% |
% of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 40.00% |
% of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 50.60% |
Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 5 |
% of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 7.40% |
Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 93 |
% pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 56.00% |
Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 36 |
% pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 87.80% |
% of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 48.00% |
% of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 50.30% |
% of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 53.30% |
% of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 50.20% |
% of pupils entering more than one language | 2.00% |
% of pupils entering biology, chemistry and physics | 18.40% |
Average number of KS4 entries per pupil | 8 |
Average number of KS4 entries per pupil with low prior attainment | 7.4 |
Average number of KS4 entries per pupil with middle prior attainment | 8.1 |
Average number of KS4 entries per pupil with high prior attainment | 8.4 |
Average number of KS4 entries per disadvantaged pupil | 7.9 |
Average number of KS4 entries per non-disadvantaged pupil | 8 |
Average number of GCSE entries per pupil | 7.7 |
Average number of GCSE entries per pupil with low prior attainment | 7 |
Average number of GCSE entries per pupil with middle prior attainment | 7.9 |
Average number of GCSE entries per pupil with high prior attainment | 8.2 |
Average number of GCSE entries per disadvantaged pupil | 7.6 |
Average number of GCSE entries per non-disadvantaged pupil | 7.7 |
Total volume of entries without discounting | 2348 |
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 | Above average |
Number of pupils completing key stage 4 in 2020/21 | 144 |
---|---|
Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 136 |
Apprenticeships (number of pupils) | 5 |
Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 3 |
Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 112 |
Further education (number of pupils) | 35 |
School sixth form (number of pupils) | 60 |
Sixth form college (number of pupils) | SUPP |
Other education destination (number of pupils) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (number of pupils) | SUPP |
Activity not captured (number of pupils) | SUPP |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 94% |
Apprenticeships (percentage) | 4% |
Pupils staying in employment for at least two terms after key stage 4 (percentage) | 2% |
Pupils staying in education for at least two terms after key stage 4 (percentage) | 88% |
Further education (percentage) | 28% |
School sixth form (percentage) | 47% |
Sixth form college (percentage) | SUPP |
Other education destination (percentage) | SUPP |
Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | SUPP |
Activity not captured (percentage) | SUPP |
Number of disadvantaged pupils completing key stage 4 in 2020/21 | 17 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 16 |
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 | 127 |
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) | 120 |
Number of pupils completing key stage 4 in 2019/20 | 134 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 99% |
Number of disadvantaged pupils completing key stage 4 in 2019/20 | 16 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | SUPP |
Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 118 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | SUPP |
Number of pupils completing key stage 4 in 2018/19 | 140 |
Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
Number of disadvantaged pupils completing key stage 4 in 2018/19 | 19 |
Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 89% |
Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 121 |
Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 97% |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 11 |
Upper confidence limit on the progression score for the total cohort | 23 |
Lower confidence limit on the progression score for the total cohort | -1 |
Cohort size | 46 |
Progressed | 78% |
Apprenticeships | 4% |
Higher Education | 74% |
Top third | 7% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 46 |
Progressed for academic/applied general cohort | 78% |
Progression score for academic/applied general cohort | 11 |
Upper confidence limit on the progression score for the academic/applied general cohort | 22 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 0 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 82% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 82% |
Top third for disadvantaged students | 0% |
Higher technical for disadvantaged students | 0% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 52 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 46 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 3 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 34 |
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) | 34 |
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) | 5 |
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) | 88% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 6% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 65% |
Further education (level 3 and below) (All levels of study) (percentage) | 0% |
Higher education (level 4 and above) (All levels of study) (percentage) | 65% |
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) | 10% |
Activity not captured in data (All levels of study) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 6 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 0 |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 5 |
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) | 5 |
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) | 0 |
Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 0% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 83% |
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) | 83% |
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) | 0% |
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) | 46 |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 3 |
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) | 29 |
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) | 29 |
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) | 5 |
Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 7% |
Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 63% |
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) | 63% |
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) | 11% |
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) | 52 |
Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 46 |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 3 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 34 |
Further education (level 3 and below) (Level 3) (number of students) | 0 |
Higher education (level 4 and above) (Level 3) (number of students) | 34 |
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) | 9 |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 5 |
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) | 88% |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 6% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 65% |
Further education (level 3 and below) (Level 3) (percentage) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) | 65% |
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) | 10% |
Activity not captured in data (Level 3) (percentage) | 2% |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 6 |
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) | 0 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | 5 |
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) | 5 |
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) | 0 |
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) | 0% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 83% |
Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | 0% |
Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | 83% |
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) | 0% |
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) | 46 |
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) | 3 |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 29 |
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) | 29 |
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) | 5 |
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) | 7% |
Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | 63% |
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) | 63% |
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) | 11% |
Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Further education (level 3 and below) (Level 2) (number of students) | NA |
Higher education (level 4 and above) (Level 2) (number of students) | NA |
Other education destinations (Level 2) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
Activity not captured in data (Level 2) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Further education (level 3 and below) (Level 2) (percentage) | NA |
Higher education (level 4 and above) (Level 2) (percentage) | NA |
Other education destinations (Level 2) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
Activity not captured in data (Level 2) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) | NA |
Other education destinations (L1, entry level and other) (number of students) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | NA |
Activity not captured in data (L1, entry level and other) (number of students) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) | NA |
Other education destinations (L1, entry level and other) (percentage) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | NA |
Activity not captured in data (L1, entry level and other) (percentage) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | NA |
Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | NA |
Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | NA |
Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
---|---|
Progression score for the total cohort | 11 |
Upper confidence limit on the progression score for the total cohort | 23 |
Lower confidence limit on the progression score for the total cohort | -1 |
Cohort size | 46 |
Progressed | 78% |
Apprenticeships | 4% |
Higher Education | 74% |
Top third | 7% |
Higher technical | 0% |
Cohort size for academic/applied general cohort | 46 |
Progressed for academic/applied general cohort | 78% |
Progression score for academic/applied general cohort | 11 |
Upper confidence limit on the progression score for the academic/applied general cohort | 22 |
Lower confidence limit on the progression score for the academic/applied/general cohort | 0 |
Cohort size for TLEV cohort | 0 |
Progressed for TLEV cohort | 0% |
Score for TLEV cohort | NA |
Upper confidence limit on the progression score for the TLEV cohort | NA |
Lower confidence limit on the progression score for the TLEV cohort | NA |
Cohort size for other level 3 qualifications cohort | 0 |
Progressed for other level 3 qualifications cohort | 0% |
Score for other level 3 qualifications cohort | NA |
Upper confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Lower confidence limit on the progression score for the other level 3 qualifications cohort | NA |
Progressed for disadvantaged students | 82% |
Apprenticeships for disadvantaged students | 0% |
HE for disadvantaged students | 82% |
Top third for disadvantaged students | 0% |
Higher technical for disadvantaged students | 0% |