Ryde Academy
Secondary Academy school in Ryde PO33 3LN
Secondary Academy school in Ryde PO33 3LN
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1480 |
| Number of girls on roll | 756 |
| Number of boys on roll | 724 |
| Percentage of girls on roll | 51.1 |
| Percentage of boys on roll | 48.9 |
| Number of eligible pupils with an EHC plan | 72 |
| Percentage of eligible pupils with an EHC plan | 4.9 |
| Number of eligible pupils with SEN support | 305 |
| Percentage of eligible pupils with SEN support | 20.6 |
| No. pupils where English not first language | 73 |
| No. pupils with English first language | 1407 |
| No. pupils where first language is unclassified | 0 |
| % pupils where English not first language | 4.9 |
| % pupils with English first language | 95.1 |
| No. pupils eligible for free school meals | 374 |
| Number of pupils eligible for FSM at any time during the past 6 years | 370 |
| Total pupils for FSMEver | 1336 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 27.7 |
| School address (1) | Pell Lane |
|---|---|
| School town | Ryde |
| School postcode | PO33 3LN |
| School telephone number | 01983567331 |
| School parliamentary constituency code | E14001303 |
| School parliamentary constituency name | Isle of Wight East |
| Religious denomination | Does not apply |
| Age range | 11-18 |
| Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
| School admissions policy (self-declared by schools on Get Information About Schools) | NSE |
| School admissions policy - new definition from 2019 | OTHER NON SEL |
| School gender of entry | MIXED |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
| Total number of pupils (including part-time pupils) | 1480 |
| Total boys on roll (including part-time pupils) | 724 |
| Total girls on roll (including part-time pupils) | 756 |
| Number of pupils at the end of key stage 4 | 255 |
| Number of boys at the end of key stage 4 | 127 |
| % of pupils at the end of key stage 4 who are boys | 49.80% |
| Number of girls at the end of key stage 4 | 128 |
| % of pupils at the end key stage 4 who are girls | 50.20% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 103.4 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 60 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 24.20% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 150 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 60.50% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 38 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 15.30% |
| 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) | 70 |
| Percentage of key stage 2 disadvantaged pupils | 27.50% |
| Number of key stage 2 pupils who are not disadvantaged | 185 |
| Percentage of key stage 2 pupils who are not disadvantaged | 72.50% |
| Number of eligible pupils with English as additional language (EAL) | 9 |
| Percentage of eligible pupils with English as additional language (EAL) | 3.50% |
| Number of eligible pupils with English as first language | 246 |
| Percentage of eligible pupils with English as first language | 96.50% |
| 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 | 246 |
| % of pupils at the end of key stage 4 who are non-mobile | 96.50% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 19 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 7.50% |
| 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 | 76 |
| % 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 | 29.80% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 57 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 22.40% |
| Total sum of Attainment 8 scores | 11144.8 |
| Average Attainment 8 score per pupil | 43.7 |
| Total sum of Attainment 8 scores for English element | 2370 |
| Average Attainment 8 score per pupil for English element | 9.3 |
| Total sum of Attainment 8 scores for mathematics element | 2288 |
| Average Attainment 8 score per pupil for mathematics element | 9 |
| Total sum of Attainment 8 scores for EBacc element | 3070.5 |
| Average Attainment 8 score per pupil for EBacc element | 12 |
| Total sum of Attainment 8 scores for open element | 3416.3 |
| Average Attainment 8 score per pupil for open element | 13.4 |
| Total sum of Attainment 8 scores for open element - GCSE only | 2249.5 |
| Average Attainment 8 score per pupil for open element - GCSE only | 8.8 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 1166.8 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 4.6 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.9 |
| Number of pupils included in Progress 8 measure | 248 |
| Number of pupils who have had P8 score adjusted in average | 1 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 97% |
| Progress 8 measure after adjustment for extreme scores | -0.06 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.24 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.11 |
| Progress 8 measure based on unadjusted pupil scores | -0.07 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.25 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.11 |
| Progress 8 measure for English element | -0.18 |
| Lower 95% confidence interval for Progress 8 English element | -0.38 |
| Upper 95% confidence interval for Progress 8 English element | 0.02 |
| Progress 8 measure for mathematics element | 0.11 |
| Lower 95% confidence interval for Progress 8 maths element | -0.07 |
| Upper 95% confidence interval for Progress 8 maths element | 0.3 |
| Progress 8 measure for EBacc element | -0.26 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.47 |
| Upper 95% confidence interval for Progress 8 EBacc element | -0.06 |
| Progress 8 measure for open element | 0.09 |
| Lower 95% confidence interval for Progress 8 open element | -0.11 |
| Upper 95% confidence interval for Progress 8 open element | 0.29 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 64.70% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 43.10% |
| Total EBacc APS score per pupil | 916.67 |
| Average EBacc APS score per pupil | 3.59 |
| Average EBacc APS score per disadvantaged pupil | 2.67 |
| Average EBacc APS score per non-disadvantaged pupil | 3.94 |
| Average EBacc APS score per pupil with low prior attainment | 2.09 |
| Average EBacc APS score per pupil with middle prior attainment | 3.7 |
| Average EBacc APS score per pupil with high prior attainment | 5.55 |
| Average EBacc APS score per pupil for whom English is an additional language | 4.91 |
| Average EBacc APS score per girl | 3.82 |
| Average EBacc APS score per boy | 3.36 |
| Average EBacc APS score per non-mobile pupil | 3.64 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 31 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 12.20% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 8.60% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 6.30% |
| Number of pupils entering the English Baccalaureate English subject area | 249 |
| % of pupils entering the English Baccalaureate English subject area | 97.60% |
| Number of pupils entering the English Baccalaureate Maths subject area | 252 |
| % of pupils entering the English Baccalaureate Maths subject area | 98.80% |
| Number of pupils entering the English Baccalaureate Science subject area | 242 |
| % of pupils entering the English Baccalaureate Science subject area | 94.90% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 236 |
| % of pupils entering the English Baccalaureate Humanities subject area | 92.50% |
| Number of pupils entering the English Baccalaureate Language subject area | 31 |
| % of pupils entering the English Baccalaureate Language subject area | 12.20% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 69.00% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 54.50% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 73.70% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 49.80% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 60.30% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 38.80% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 50.00% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 36.40% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 80.60% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 61.30% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 235 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 97% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 230 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 97% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 31 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 100% |
| English Baccalaureate Science Value Added measure | -0.16 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.35 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 0.03 |
| EBacc Humanities VA measure | -0.43 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.66 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.2 |
| English Baccalaureate Languages Value Added measure | -0.09 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | -0.78 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 0.6 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 176 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 139 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 188 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 127 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 146 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 94 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 118 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 86 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 25 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 19 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 29 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 11.40% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 247 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 96.90% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 248 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 97.30% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 241 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 99.60% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 233 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 98.70% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 29 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 93.50% |
| Average Attainment 8 score per disadvantaged pupil | 33.8 |
| Number of disadvantaged pupils in Progress 8 measure | 67 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - disadvantaged pupils | -0.38 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.72 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.04 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -0.39 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.73 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.04 |
| Average Attainment 8 score per non-disadvantaged pupil | 47.5 |
| Number of non-disadvantaged pupils in Progress 8 measure | 181 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.05 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.15 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.26 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.05 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.16 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.26 |
| Average Attainment 8 score per disadvantaged pupil for English element | 7.5 |
| Progress 8 measure for English element - disadvantaged pupils | -0.47 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.86 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.08 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 6.8 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.23 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.59 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.12 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 9 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -0.56 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.95 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.17 |
| Average Attainment 8 score per disadvantaged pupil for open element | 10.4 |
| Progress 8 measure for open element - disadvantaged pupils | -0.27 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.65 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | 0.12 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 10 |
| Progress 8 measure for English element - non-disadvantaged pupils | -0.07 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.31 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.16 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 9.8 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.24 |
| 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 | 0.46 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 13.2 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.15 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.39 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.08 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 14.5 |
| Progress 8 measure for open element - non-disadvantaged pupils | 0.22 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.02 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.45 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 7 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 3.4 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 9.5 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 5 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -16.2 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -0.54 |
| Average Attainment 8 score per pupil with low prior attainment | 26.4 |
| Number of pupils with low prior attainment included in Progress 8 measure | 60 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.09 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.45 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.27 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.09 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.45 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.28 |
| Average Attainment 8 score per pupil with middle prior attainment | 45.6 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 150 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -0.03 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.26 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.2 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.03 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.27 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.2 |
| Average Attainment 8 score per pupil with high prior attainment | 63.7 |
| Number of pupils with high prior attainment included in Progress 8 measure | 38 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -0.15 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.6 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.3 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -0.15 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.61 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.31 |
| Average Attainment 8 score per pupil for whom English is an additional language | 55 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 10.7 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 12.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 16.2 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 15.7 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 9.7 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 6 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 8 |
| 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 | 0.61 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.37 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.59 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.61 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.39 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.61 |
| Average Attainment 8 score per girl | 47 |
| Average Attainment 8 score per girl for English element | 10.1 |
| Average Attainment 8 score per girl for mathematics element | 9.2 |
| Average Attainment 8 score per girl for EBacc element | 12.7 |
| Average Attainment 8 score per girl for open element | 14.9 |
| Average Attainment 8 score per girl - GCSE only | 10.5 |
| Average Attainment 8 score per girl - non-GCSE only | 4.4 |
| Number of girls included in Progress 8 measure | 123 |
| Number of girls in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - girls | 0.15 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.1 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 0.4 |
| Unadjusted Progress 8 measure - girls | 0.15 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.11 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 0.4 |
| Average Attainment 8 score per boy | 40.4 |
| Average Attainment 8 score per boy for English element | 8.5 |
| Average Attainment 8 score per boy for mathematics element | 8.7 |
| Average Attainment 8 score per boy for EBacc element | 11.3 |
| Average Attainment 8 score per boy for open element | 11.9 |
| Average Attainment 8 score per boy - GCSE only | 7.1 |
| Average Attainment 8 score per boy - non-GCSE only | 4.8 |
| Number of boys included in Progress 8 measure | 125 |
| Number of boys in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - boys | -0.27 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.52 |
| Adjusted Progress 8 upper 95% confidence interval - boys | -0.03 |
| Unadjusted Progress 8 measure - boys | -0.27 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.53 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | -0.02 |
| Average Attainment 8 score per non-mobile pupil | 44.2 |
| Average Attainment 8 score per non-mobile pupil for English element | 9.4 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 9 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 12.2 |
| Average Attainment 8 score per non-mobile pupil for open element | 13.6 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 8.9 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 4.7 |
| Number of non-mobile pupils included in Progress 8 measure | 242 |
| Number of non-mobile pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-mobile pupils | -0.03 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.21 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.15 |
| Unadjusted Progress 8 measure - non-mobile pupils | -0.03 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.21 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.15 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 2 |
| EBacc entered % by low prior attainment | 3.30% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 0.00% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 0.00% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 14 |
| EBacc entered % by middle prior attainment | 9.30% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 6.00% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 4.00% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 15 |
| EBacc entered % by high prior attainment | 39.50% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 34.20% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 26.30% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 0.00% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 16.80% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 0.00% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 0.00% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 11.90% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 8.60% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.03 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.19 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.33 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.31 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.11 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.21 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.42 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.74 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.52 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.4 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.35 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -0.58 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | NE |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.09 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.07 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.69 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.1 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.33 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.43 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.37 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.05 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.42 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.14 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.79 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.06 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.99 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.13 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.66 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.29 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.71 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.13 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.71 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.18 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.31 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | NE |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | NE |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.6 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | -0.78 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.38 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | -0.68 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.41 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | -1.57 |
| % of boys with entries in all English Baccalaureate subject areas | 11.80% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 7.90% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 5.50% |
| % of girls with entries in all English Baccalaureate subject areas | 12.50% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 9.40% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 7.00% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 12.60% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 8.90% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 6.50% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 55.60% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 33.30% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 33.30% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 59.60% |
| % of pupils achieving any qualifications | 99.20% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 41.40% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 73.50% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 9 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 15.00% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 114 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 76.00% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 37 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 97.40% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 57.50% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 71.90% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 77.80% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 65.00% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 20.00% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 51.90% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 3 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 5.00% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 69 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 46.00% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 34 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 89.50% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 37.00% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 49.20% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 55.60% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 43.50% |
| % of pupils entering more than one language | 0.80% |
| % of pupils entering biology, chemistry and physics | 19.60% |
| Average number of KS4 entries per pupil | 8.9 |
| Average number of KS4 entries per pupil with low prior attainment | 7.7 |
| Average number of KS4 entries per pupil with middle prior attainment | 9 |
| Average number of KS4 entries per pupil with high prior attainment | 10.1 |
| Average number of KS4 entries per disadvantaged pupil | 8 |
| Average number of KS4 entries per non-disadvantaged pupil | 9.2 |
| Average number of GCSE entries per pupil | 7.5 |
| Average number of GCSE entries per pupil with low prior attainment | 6.5 |
| Average number of GCSE entries per pupil with middle prior attainment | 7.7 |
| Average number of GCSE entries per pupil with high prior attainment | 8.7 |
| Average number of GCSE entries per disadvantaged pupil | 6.8 |
| Average number of GCSE entries per non-disadvantaged pupil | 7.8 |
| Total volume of entries without discounting | 2271 |
| Total volume of covid-impacted entries without discounting | 1 |
| % of covid-impacted entries out of total number of entries | 0% |
| Progress 8 banding shown on school performance tables website | Average |
| Number of pupils completing key stage 4 in 2020/21 | 219 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 197 |
| Apprenticeships (number of pupils) | 6 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 8 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 129 |
| Further education (number of pupils) | SUPP |
| School sixth form (number of pupils) | 73 |
| Sixth form college (number of pupils) | 0 |
| 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) | 5% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 85% |
| Further education (percentage) | SUPP |
| School sixth form (percentage) | 48% |
| Sixth form college (percentage) | 0% |
| 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 | 67 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 54 |
| 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 | 152 |
| 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) | 143 |
| Number of pupils completing key stage 4 in 2019/20 | 198 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 92% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 52 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 88% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 146 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
| Number of pupils completing key stage 4 in 2018/19 | 161 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 95% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 50 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 92% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | 111 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 96% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -3 |
| Upper confidence limit on the progression score for the total cohort | 8 |
| Lower confidence limit on the progression score for the total cohort | -14 |
| Cohort size | 51 |
| Progressed | 65% |
| Apprenticeships | 6% |
| Higher Education | 59% |
| Top third | 16% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 51 |
| Progressed for academic/applied general cohort | 65% |
| Progression score for academic/applied general cohort | -3 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 8 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -14 |
| 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 | SUPP |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 35 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 31 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 2 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 22 |
| Further education (level 3 and below) (All levels of study) (number of students) | 3 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 17 |
| Other education destinations (All levels of study) (number of students) | 2 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 7 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 3 |
| 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) | 89% |
| 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) | 63% |
| Further education (level 3 and below) (All levels of study) (percentage) | 9% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 49% |
| Other education destinations (All levels of study) (percentage) | 6% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 20% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 9% |
| Activity not captured in data (All levels of study) (percentage) | 3% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 7 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | 1 |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (disadvantaged) | 14% |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 28 |
| 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) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (not identified as disadvantaged) | 2 |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| 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) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (percentage) (not identified as disadvantaged) | 7% |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| 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) | SUPP |
| Activity not captured in data (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 33 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 29 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 1 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 21 |
| Further education (level 3 and below) (Level 3) (number of students) | 2 |
| Higher education (level 4 and above) (Level 3) (number of students) | 17 |
| Other education destinations (Level 3) (number of students) | 2 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 7 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 3 |
| 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) | 3% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 64% |
| Further education (level 3 and below) (Level 3) (percentage) | 6% |
| Higher education (level 4 and above) (Level 3) (percentage) | 52% |
| Other education destinations (Level 3) (percentage) | 6% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 21% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 9% |
| Activity not captured in data (Level 3) (percentage) | 3% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Further education (level 3 and below) (Level 2) (number of students) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) | NA |
| Other education destinations (Level 2) (number of students) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | NA |
| Activity not captured in data (Level 2) (number of students) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Further education (level 3 and below) (Level 2) (percentage) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) | NA |
| Other education destinations (Level 2) (percentage) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | NA |
| Activity not captured in data (Level 2) (percentage) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | NA |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | NA |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (L1, entry level and other) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (L1, entry level and other) (percentage) (not identified as disadvantaged) | SUPP |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -3 |
| Upper confidence limit on the progression score for the total cohort | 8 |
| Lower confidence limit on the progression score for the total cohort | -14 |
| Cohort size | 51 |
| Progressed | 65% |
| Apprenticeships | 6% |
| Higher Education | 59% |
| Top third | 16% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 51 |
| Progressed for academic/applied general cohort | 65% |
| Progression score for academic/applied general cohort | -3 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 8 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -14 |
| 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 | SUPP |
| Apprenticeships for disadvantaged students | SUPP |
| HE for disadvantaged students | SUPP |
| Top third for disadvantaged students | SUPP |
| Higher technical for disadvantaged students | SUPP |