DSLV E-ACT Academy
All-through Academy school in Daventry NN11 4LJ
All-through Academy school in Daventry NN11 4LJ
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 1074 |
| Number of girls on roll | 523 |
| Number of boys on roll | 551 |
| Percentage of girls on roll | 48.7 |
| Percentage of boys on roll | 51.3 |
| Number of eligible pupils with an EHC plan | 12 |
| Percentage of eligible pupils with an EHC plan | 1.1 |
| Number of eligible pupils with SEN support | 154 |
| Percentage of eligible pupils with SEN support | 14.3 |
| No. pupils where English not first language | 205 |
| No. pupils with English first language | 868 |
| No. pupils where first language is unclassified | 1 |
| % pupils where English not first language | 19.1 |
| % pupils with English first language | 80.8 |
| No. pupils eligible for free school meals | 313 |
| Number of pupils eligible for FSM at any time during the past 6 years | 310 |
| Total pupils for FSMEver | 1010 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 30.7 |
| Alphabetic index | 7626 |
|---|---|
| School address (1) | Hawke Road |
| School address (2) | Southbrook |
| School town | Daventry |
| School postcode | NN11 4LJ |
| School telephone number | 1327313400 |
| School parliamentary constituency code | E14001192 |
| School parliamentary constituency name | Daventry |
| Converter academy: URN | 0 |
| Religious denomination | None |
| Age range | 3-18 |
| 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) | 1074 |
| Number of pupils aged 11 | 52 |
| Published eligible pupil number | 51 |
| Eligible boys on school roll at time of tests | 24 |
| Eligible girls on school roll at time of tests | 27 |
| 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) | 19 |
| Percentage of key stage 2 disadvantaged pupils | 37% |
| Number of key stage 2 pupils who are not disadvantaged | 32 |
| Percentage of key stage 2 pupils who are not disadvantaged | 63% |
| Number of eligible pupils with English as additional language (EAL) | 15 |
| Percentage of eligible pupils with English as additional language (EAL) | 29% |
| Number of eligible pupils classified as non-mobile | 44 |
| Percentage of eligible pupils classified as non-mobile | 86% |
| Percentage of pupils reaching the expected standard in reading, writing and maths | 53% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing | 0% |
| Percentage of pupils reaching the expected standard in reading | 69% |
| Percentage of pupils achieving a high score in reading | 16% |
| Percentage of pupils absent from or not able to access the test in reading | 0% |
| Average scaled score in reading | 101 |
| Percentage of pupils reaching the expected standard in grammar, punctuation and spelling | 59% |
| Percentage of pupils achieving a high score in grammar, punctuation and spelling | 16% |
| 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 | 100 |
| Percentage of pupils reaching the expected standard in maths | 61% |
| Percentage of pupils achieving a high score in maths | 16% |
| Percentage of pupils absent from or not able to access the test in maths | 0% |
| Average scaled score in maths | 101 |
| Percentage of pupils reaching the expected standard in writing | 61% |
| Percentage of pupils working at greater depth within the expected standard in writing | 6% |
| Percentage of pupils working towards the expected standard in writing | 22% |
| Percentage of pupils absent or disapplied in writing TA | 0% |
| Percentage of pupils reaching the expected standard in science TA | 69% |
| Percentage of pupils absent or disapplied in science TA | 0% |
| Percentage of boys reaching the expected standard in reading, writing and maths | 58% |
| Percentage of girls reaching the expected standard in reading, writing and maths | 48% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths | 42% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading, writing and maths | 59% |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils reaching the expected standard in reading, writing and maths | -25 |
| Percentage of EAL pupils reaching the expected standard in reading, writing and maths | 67% |
| Percentage of non-mobile pupils reaching the expected standard in reading, writing and maths | 57% |
| Percentage of boys achieving a high score in reading and maths and working at greater depth in writing | 0% |
| Percentage of girls reaching the HIGHected standard in reading, writing and maths | 0% |
| Percentage of disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 0% |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing | 0% |
| Difference between school percentage of disavantaged pupils and national percentage of other pupils achieving a high score in reading, writing and maths | -10 |
| Percentage of EAL pupils achieving a high score in reading and maths and working at greater depth in writing | 0% |
| Percentage of non-mobile pupils achieving a high score in reading and maths and working at greater depth in writing | 0% |
| Average scaled score in reading for boys | 101 |
| Average scaled score in reading for girls | 101 |
| Average scaled score in reading for disadvantaged pupils | 99 |
| Average scaled score in reading for non-disadvantaged pupils | 103 |
| Average scaled score in reading for EAL pupils | 103 |
| Average scaled score in reading for MOBN pupils | 102 |
| Average scaled score in maths for boys | 102 |
| Average scaled score in maths for girls | 99 |
| Average scaled score in maths for disadvantaged pupils | 98 |
| Average scaled score in maths for non-disadvantaged pupils | 102 |
| Average scaled score in maths for EAL pupils | 105 |
| Average scaled score in maths for MOBN pupils | 101 |
| Average scaled score in GPS for boys | 100 |
| Average scaled score in GPS for girls | 100 |
| Average scaled score in GPS for disadvantaged pupils | 98 |
| Average scaled score in GPS for non-disadvantaged pupils | 101 |
| Average scaled score in GPS for EAL pupils | 101 |
| Average scaled score in GPS for MOBN pupils | 101 |
| Percentage of disadvantaged pupils reaching the expected standard in reading | 58% |
| Percentage of non-disadvantaged pupils reaching the expected standard in reading | 75% |
| Percentage of disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 53% |
| Percentage of non-disadvantaged pupils reaching the expected standard in grammar, punctuation and spelling | 63% |
| Percentage of disadvantaged pupils reaching the expected standard in maths | 47% |
| Percentage of non-disadvantaged pupils reaching the expected standard in maths | 69% |
| Percentage of disadvantaged pupils reaching the expected standard in writing | 53% |
| Percentage of non-disadvantaged pupils reaching the expected standard in writing | 66% |
| Percentage of disadvantaged pupils achieving a high score in reading | 16% |
| Percentage of non-disadvantaged pupils achieving a high score in reading | 16% |
| Percentage of disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 5% |
| Percentage of non-disadvantaged pupils achieving a high score in grammar, punctuation and spelling | 22% |
| Percentage of disadvantaged pupils achieving a high score in maths | 5% |
| Percentage of non-disadvantaged pupils achieving a high score in maths | 22% |
| Percentage of disadvantaged pupils working at greater depth in writing | 5% |
| Percentage of non-disadvantaged pupils working at greater depth in writing | 6% |
| Number of eligible pupils with English as first language | 36 |
| Percentage of eligible pupils with English as first language | 71% |
| Number of eligible pupils with unclassified language | 0 |
| Percentage of eligible pupils with unclassified language | 0% |
| Number of eligible pupils with EHC plan | 0 |
| Percentage of eligible pupils with EHC plan | 0% |
| Number of eligible pupils with SEN support | 11 |
| Percentage of eligible pupils with SEN support | 22% |
| Number of eligible pupils with SEN (EHC plan or SEN support) | 11 |
| Percentage of eligible pupils with SEN (EHC plan or SEN support) | 22% |
| Number of eligible pupils 2023 | 37 |
| Percentage of key stage 2 disadvantaged pupils one year prior | 27% |
| Percentage of key stage 2 pupils who are not disadvantaged one year prior | 73% |
| Percentage of pupils reaching the expected standard in reading, writing and maths one year prior | 49% |
| Percentage of pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 0% |
| Percentage of disadvantaged pupils reaching the expected standard in reading, writing and maths one year prior | 40% |
| 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 | 52% |
| Percentage of non-disadvantaged pupils achieving a high score in reading and maths and working at greater depth in writing one year prior | 0% |
| Reading progress measure - one year prior | 0.1 |
| Reading progress measure - lower confidence limit - one year prior | -2 |
| Reading progress measure - upper confidence limit - one year prior | 2.2 |
| Writing progress measure - one year prior | -1.2 |
| Writing progress measure - lower confidence limit - one year prior | -3.2 |
| Writing progress measure - upper confidence limit - one year prior | 0.8 |
| Maths progress measure - one year prior | -1.1 |
| Maths progress measure - lower confidence limit - one year prior | -3 |
| Maths progress measure - upper confidence limit - one year prior | 0.9 |
| Average scaled score in reading - one year prior | 101 |
| Average scaled score in maths - one year prior | 99 |
| School address (1) | Hawke Road |
|---|---|
| School address (2) | Southbrook |
| School town | Daventry |
| School postcode | NN11 4LJ |
| School telephone number | 01327313400 |
| School parliamentary constituency code | E14001192 |
| School parliamentary constituency name | Daventry |
| Religious denomination | None |
| Age range | 3-18 |
| 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) | 1074 |
| Total boys on roll (including part-time pupils) | 551 |
| Total girls on roll (including part-time pupils) | 523 |
| Number of pupils at the end of key stage 4 | 152 |
| Number of boys at the end of key stage 4 | 85 |
| % of pupils at the end of key stage 4 who are boys | 55.90% |
| Number of girls at the end of key stage 4 | 67 |
| % of pupils at the end key stage 4 who are girls | 44.10% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 101.9 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 53 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 36.60% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 77 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 53.10% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 15 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 10.30% |
| 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) | 30 |
| Percentage of key stage 2 disadvantaged pupils | 19.70% |
| Number of key stage 2 pupils who are not disadvantaged | 122 |
| Percentage of key stage 2 pupils who are not disadvantaged | 80.30% |
| Number of eligible pupils with English as additional language (EAL) | 20 |
| Percentage of eligible pupils with English as additional language (EAL) | 13.20% |
| Number of eligible pupils with English as first language | 132 |
| Percentage of eligible pupils with English as first language | 86.80% |
| 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 | 142 |
| % of pupils at the end of key stage 4 who are non-mobile | 93.40% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 1 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 0.70% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) including those with or without an Education, health and care (EHC) plan | 23 |
| % 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 | 15.10% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 22 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 14.50% |
| Total sum of Attainment 8 scores | 5682 |
| Average Attainment 8 score per pupil | 37.4 |
| Total sum of Attainment 8 scores for English element | 1238 |
| Average Attainment 8 score per pupil for English element | 8.1 |
| Total sum of Attainment 8 scores for mathematics element | 1208 |
| Average Attainment 8 score per pupil for mathematics element | 7.9 |
| Total sum of Attainment 8 scores for EBacc element | 1584.5 |
| Average Attainment 8 score per pupil for EBacc element | 10.4 |
| Total sum of Attainment 8 scores for open element | 1651.5 |
| Average Attainment 8 score per pupil for open element | 10.9 |
| Total sum of Attainment 8 scores for open element - GCSE only | 1539 |
| Average Attainment 8 score per pupil for open element - GCSE only | 10.1 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 112.5 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 0.7 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.7 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.8 |
| Number of pupils included in Progress 8 measure | 145 |
| 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 | 95% |
| Progress 8 measure after adjustment for extreme scores | -0.41 |
| Progress 8 lower 95% confidence interval for adjusted average | -0.64 |
| Progress 8 upper 95% confidence interval for adjusted average | -0.17 |
| Progress 8 measure based on unadjusted pupil scores | -0.41 |
| Progress 8 lower 95% confidence interval for unadjusted average | -0.64 |
| Progress 8 upper 95% confidence interval for unadjusted average | -0.17 |
| Progress 8 measure for English element | -0.48 |
| Lower 95% confidence interval for Progress 8 English element | -0.75 |
| Upper 95% confidence interval for Progress 8 English element | -0.22 |
| Progress 8 measure for mathematics element | -0.07 |
| Lower 95% confidence interval for Progress 8 maths element | -0.31 |
| Upper 95% confidence interval for Progress 8 maths element | 0.17 |
| Progress 8 measure for EBacc element | -0.49 |
| Lower 95% confidence interval for Progress 8 EBacc element | -0.75 |
| Upper 95% confidence interval for Progress 8 EBacc element | -0.22 |
| Progress 8 measure for open element | -0.5 |
| Lower 95% confidence interval for Progress 8 open element | -0.76 |
| Upper 95% confidence interval for Progress 8 open element | -0.23 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 52.00% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 33.60% |
| Total EBacc APS score per pupil | 472.32 |
| Average EBacc APS score per pupil | 3.11 |
| Average EBacc APS score per disadvantaged pupil | 1.99 |
| Average EBacc APS score per non-disadvantaged pupil | 3.38 |
| Average EBacc APS score per pupil with low prior attainment | 1.85 |
| Average EBacc APS score per pupil with middle prior attainment | 3.67 |
| Average EBacc APS score per pupil with high prior attainment | 4.73 |
| Average EBacc APS score per pupil for whom English is an additional language | 4.02 |
| Average EBacc APS score per girl | 3.28 |
| Average EBacc APS score per boy | 2.97 |
| Average EBacc APS score per non-mobile pupil | 3.19 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 14 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 9.20% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 7.20% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 3.90% |
| Number of pupils entering the English Baccalaureate English subject area | 150 |
| % of pupils entering the English Baccalaureate English subject area | 98.70% |
| Number of pupils entering the English Baccalaureate Maths subject area | 151 |
| % of pupils entering the English Baccalaureate Maths subject area | 99.30% |
| Number of pupils entering the English Baccalaureate Science subject area | 148 |
| % of pupils entering the English Baccalaureate Science subject area | 97.40% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 128 |
| % of pupils entering the English Baccalaureate Humanities subject area | 84.20% |
| Number of pupils entering the English Baccalaureate Language subject area | 17 |
| % of pupils entering the English Baccalaureate Language subject area | 11.20% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 61.20% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 42.10% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 60.50% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 44.10% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 48.60% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 31.10% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 40.60% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 32.00% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 88.20% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 82.40% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 142 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 96% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 123 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 96% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 17 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 100% |
| English Baccalaureate Science Value Added measure | -0.5 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.74 |
| English Baccalaureate Science Value Added upper 95% confidence limit | -0.26 |
| EBacc Humanities VA measure | -0.63 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.94 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | -0.32 |
| English Baccalaureate Languages Value Added measure | 1.67 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | 0.74 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 2.6 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 93 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 64 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 92 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 67 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 72 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 46 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 52 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 41 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 15 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 14 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 14 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 9.20% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 146 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 96.10% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 144 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 94.70% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 139 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 93.90% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 120 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 93.80% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 17 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
| Average Attainment 8 score per disadvantaged pupil | 25.3 |
| Number of disadvantaged pupils in Progress 8 measure | 28 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - disadvantaged pupils | -0.84 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.36 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.31 |
| Unadjusted Progress 8 measure - disadvantaged pupils | -0.84 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -1.38 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | -0.31 |
| Average Attainment 8 score per non-disadvantaged pupil | 40.4 |
| Number of non-disadvantaged pupils in Progress 8 measure | 117 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | -0.3 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.56 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.05 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | -0.3 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | -0.56 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | -0.04 |
| Average Attainment 8 score per disadvantaged pupil for English element | 6.3 |
| Progress 8 measure for English element - disadvantaged pupils | -0.63 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -1.23 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.03 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 5.1 |
| Progress 8 measure for maths element - disadvantaged pupils | -0.69 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -1.24 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | -0.14 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 6.1 |
| Progress 8 measure for EBacc element - disadvantaged pupils | -1.14 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -1.74 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | -0.53 |
| Average Attainment 8 score per disadvantaged pupil for open element | 7.8 |
| Progress 8 measure for open element - disadvantaged pupils | -0.79 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.39 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.19 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 8.6 |
| Progress 8 measure for English element - non-disadvantaged pupils | -0.45 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.74 |
| 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 | 8.7 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.08 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | -0.19 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.35 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 11.5 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | -0.33 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.63 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | -0.03 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 11.6 |
| Progress 8 measure for open element - non-disadvantaged pupils | -0.43 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.72 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.13 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 7.1 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.8 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 10.9 |
| 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 | -24.7 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -1 |
| Average Attainment 8 score per pupil with low prior attainment | 23.3 |
| Number of pupils with low prior attainment included in Progress 8 measure | 53 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | -0.4 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.78 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.02 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | -0.4 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | -0.79 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | -0.01 |
| Average Attainment 8 score per pupil with middle prior attainment | 43.5 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 77 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | -0.36 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.68 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.04 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | -0.36 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.68 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | -0.04 |
| Average Attainment 8 score per pupil with high prior attainment | 55.9 |
| Number of pupils with high prior attainment included in Progress 8 measure | 15 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | -0.66 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.38 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.05 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | -0.66 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -1.39 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 0.07 |
| Average Attainment 8 score per pupil for whom English is an additional language | 44 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 8.6 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 9.4 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 14 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 12.1 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 11.6 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.5 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 17 |
| 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 | 0.32 |
| 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 | 1 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.32 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | -0.36 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 1.01 |
| Average Attainment 8 score per girl | 39.6 |
| Average Attainment 8 score per girl for English element | 8.9 |
| Average Attainment 8 score per girl for mathematics element | 8.1 |
| Average Attainment 8 score per girl for EBacc element | 10.9 |
| Average Attainment 8 score per girl for open element | 11.7 |
| Average Attainment 8 score per girl - GCSE only | 10.8 |
| Average Attainment 8 score per girl - non-GCSE only | 0.9 |
| Number of girls included in Progress 8 measure | 63 |
| Number of girls in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - girls | -0.37 |
| Adjusted Progress 8 lower 95% confidence interval - girls | -0.72 |
| Adjusted Progress 8 upper 95% confidence interval - girls | -0.02 |
| Unadjusted Progress 8 measure - girls | -0.37 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | -0.72 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | -0.01 |
| Average Attainment 8 score per boy | 35.7 |
| Average Attainment 8 score per boy for English element | 7.5 |
| Average Attainment 8 score per boy for mathematics element | 7.8 |
| Average Attainment 8 score per boy for EBacc element | 10.1 |
| Average Attainment 8 score per boy for open element | 10.2 |
| Average Attainment 8 score per boy - GCSE only | 9.6 |
| Average Attainment 8 score per boy - non-GCSE only | 0.6 |
| Number of boys included in Progress 8 measure | 82 |
| Number of boys in progress measure with adjusted scores | 1 |
| Adjusted Progress 8 measure - boys | -0.44 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.74 |
| Adjusted Progress 8 upper 95% confidence interval - boys | -0.13 |
| Unadjusted Progress 8 measure - boys | -0.44 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.75 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | -0.13 |
| Average Attainment 8 score per non-mobile pupil | 38.4 |
| Average Attainment 8 score per non-mobile pupil for English element | 8.3 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 8.1 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 10.8 |
| Average Attainment 8 score per non-mobile pupil for open element | 11.2 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 10.4 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.8 |
| Number of non-mobile pupils included in Progress 8 measure | 137 |
| Number of non-mobile pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-mobile pupils | -0.36 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.6 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.13 |
| Unadjusted Progress 8 measure - non-mobile pupils | -0.36 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | -0.61 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | -0.12 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 2 |
| EBacc entered % by low prior attainment | 3.80% |
| 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 | 11 |
| EBacc entered % by middle prior attainment | 14.30% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 13.00% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 6.50% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 1 |
| EBacc entered % by high prior attainment | 6.70% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 6.70% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 6.70% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 3.30% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 10.70% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 3.30% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 3.30% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 8.20% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 4.10% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.61 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.36 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.81 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.04 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.38 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.54 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.61 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.87 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.57 |
| 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 | 1.48 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.78 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.48 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -1.6 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.11 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.64 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.21 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -1.01 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.04 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.69 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -0.08 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | -1.55 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.14 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -1.59 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.23 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.92 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.03 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -1.06 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.16 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -1.05 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.1 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -1.89 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | SUPP |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 2.74 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 0.82 |
| 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 | 2.5 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.45 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | SUPP |
| % of boys with entries in all English Baccalaureate subject areas | 8.20% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 5.90% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 3.50% |
| % of girls with entries in all English Baccalaureate subject areas | 10.40% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 9.00% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 4.50% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 9.90% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 7.70% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 4.20% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 25.00% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 20.00% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 15.00% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 44.70% |
| % of pupils achieving any qualifications | 97.40% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 30.00% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 57.40% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 6 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 11.30% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 55 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 71.40% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 14 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 93.30% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 45.90% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 59.70% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 55.00% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 53.50% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 10.00% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 39.30% |
| 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 | 5.70% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 33 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 42.90% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 11 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 73.30% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 28.20% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 40.30% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 55.00% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 34.50% |
| % of pupils entering more than one language | 0.70% |
| % of pupils entering biology, chemistry and physics | 22.40% |
| Average number of KS4 entries per pupil | 7.8 |
| 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 | 8.6 |
| Average number of KS4 entries per disadvantaged pupil | 6.9 |
| Average number of KS4 entries per non-disadvantaged pupil | 8 |
| Average number of GCSE entries per pupil | 7.4 |
| Average number of GCSE entries per pupil with low prior attainment | 6.9 |
| Average number of GCSE entries per pupil with middle prior attainment | 7.6 |
| Average number of GCSE entries per pupil with high prior attainment | 8.5 |
| Average number of GCSE entries per disadvantaged pupil | 6.4 |
| Average number of GCSE entries per non-disadvantaged pupil | 7.6 |
| Total volume of entries without discounting | 1198 |
| 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 | Below average |
| Number of pupils completing key stage 4 in 2020/21 | 109 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 99 |
| Apprenticeships (number of pupils) | 8 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 6 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 69 |
| Further education (number of pupils) | 39 |
| School sixth form (number of pupils) | 30 |
| Sixth form college (number of pupils) | 0 |
| Other education destination (number of pupils) | 0 |
| 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) | 95% |
| Apprenticeships (percentage) | 9% |
| Pupils staying in employment for at least two terms after key stage 4 (percentage) | 7% |
| Pupils staying in education for at least two terms after key stage 4 (percentage) | 79% |
| Further education (percentage) | 45% |
| School sixth form (percentage) | 34% |
| Sixth form college (percentage) | 0% |
| Other education destination (percentage) | 0% |
| 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 | 22 |
| 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 | 87 |
| 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) | 83 |
| Number of pupils completing key stage 4 in 2019/20 | 111 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 94% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 34 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 85% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 77 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 97% |
| Number of pupils completing key stage 4 in 2018/19 | NA |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | NA |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | NA |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | NA |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2018/19 | NA |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | NA |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Progression score for the total cohort | -8 |
| Upper confidence limit on the progression score for the total cohort | 10 |
| Lower confidence limit on the progression score for the total cohort | -26 |
| Cohort size | 20 |
| Progressed | 60% |
| Apprenticeships | 0% |
| Higher Education | 60% |
| Top third | 0% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 20 |
| Progressed for academic/applied general cohort | 60% |
| Progression score for academic/applied general cohort | -8 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 9 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -25 |
| 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) | 18 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 17 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 1 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 11 |
| 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) | 11 |
| 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) | 5 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 1 |
| Activity not captured in data (All levels of study) (number of students) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 94% |
| 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) | 61% |
| Further education (level 3 and below) (All levels of study) (percentage) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 61% |
| 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) | 28% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 6% |
| Activity not captured in data (All levels of study) (percentage) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (disadvantaged) | 1 |
| 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) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 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) | 0 |
| 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) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) (disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (disadvantaged) | 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) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) (not identified as disadvantaged) | 17 |
| 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) | 0 |
| Higher education (level 4 and above) (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 5 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| 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) | 0% |
| Higher education (level 4 and above) (All levels of study) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 29% |
| 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) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) | 18 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 17 |
| 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) | 11 |
| Further education (level 3 and below) (Level 3) (number of students) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) | 11 |
| 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) | 5 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 1 |
| Activity not captured in data (Level 3) (number of students) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 94% |
| 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) | 61% |
| Further education (level 3 and below) (Level 3) (percentage) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) | 61% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 28% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 6% |
| Activity not captured in data (Level 3) (percentage) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (disadvantaged) | 1 |
| 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) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) (disadvantaged) | SUPP |
| 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) | SUPP |
| Activity not captured in data (Level 3) (number of students) (disadvantaged) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) (disadvantaged) | 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) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) (disadvantaged) | SUPP |
| 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) | SUPP |
| Activity not captured in data (Level 3) (percentage) (disadvantaged) | 0% |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 3) (not identified as disadvantaged) | 17 |
| 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) | 0 |
| 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) | 0 |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | 5 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 3) (number of students) (not identified as disadvantaged) | 0 |
| 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) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) (not identified as disadvantaged) | SUPP |
| 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) | 29% |
| 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) | 0% |
| 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 | -8 |
| Upper confidence limit on the progression score for the total cohort | 10 |
| Lower confidence limit on the progression score for the total cohort | -26 |
| Cohort size | 20 |
| Progressed | 60% |
| Apprenticeships | 0% |
| Higher Education | 60% |
| Top third | 0% |
| Higher technical | 0% |
| Cohort size for academic/applied general cohort | 20 |
| Progressed for academic/applied general cohort | 60% |
| Progression score for academic/applied general cohort | -8 |
| Upper confidence limit on the progression score for the academic/applied general cohort | 9 |
| Lower confidence limit on the progression score for the academic/applied/general cohort | -25 |
| 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 |