School Data

St Michael's Catholic School

All-through Academy school in High Wycombe HP11 1PW

School Census

For the 2023/2024 academic year

Type of school State-funded secondary
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
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
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%

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