AIM Academy North London
Secondary Academy school in London N9 8DQ
Secondary Academy school in London N9 8DQ
For the 2023/2024 academic year
| Type of school | State-funded secondary |
|---|---|
| Total number of pupils on roll | 587 |
| Number of girls on roll | 283 |
| Number of boys on roll | 304 |
| Percentage of girls on roll | 48.2 |
| Percentage of boys on roll | 51.8 |
| Number of eligible pupils with an EHC plan | 17 |
| Percentage of eligible pupils with an EHC plan | 2.9 |
| Number of eligible pupils with SEN support | 110 |
| Percentage of eligible pupils with SEN support | 18.7 |
| No. pupils where English not first language | 482 |
| No. pupils with English first language | 105 |
| No. pupils where first language is unclassified | 0 |
| % pupils where English not first language | 82.1 |
| % pupils with English first language | 17.9 |
| No. pupils eligible for free school meals | 198 |
| Number of pupils eligible for FSM at any time during the past 6 years | 233 |
| Total pupils for FSMEver | 563 |
| Percentage of pupils eligible for FSM at any time during the past 6 years | 41.4 |
| School address (1) | 34 Turin Road |
|---|---|
| School town | London |
| School postcode | N9 8DQ |
| School telephone number | 02084438500 |
| School parliamentary constituency code | E14001221 |
| School parliamentary constituency name | Edmonton and Winchmore Hill |
| Religious denomination | None |
| Age range | 11-19 |
| Contingency flag - school results 'significantly affected'. This field is zero for all schools. | 0 |
| School admissions policy (self-declared by schools on Get Information About Schools) | NR |
| 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) | 587 |
| Total boys on roll (including part-time pupils) | 304 |
| Total girls on roll (including part-time pupils) | 283 |
| Number of pupils at the end of key stage 4 | 103 |
| Number of boys at the end of key stage 4 | 54 |
| % of pupils at the end of key stage 4 who are boys | 52.40% |
| Number of girls at the end of key stage 4 | 49 |
| % of pupils at the end key stage 4 who are girls | 47.60% |
| KS4 cohort average KS2 Scaled Score (average of English reading and maths) | 96.5 |
| Number of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 47 |
| % of pupils at the end of key stage 4 with low prior attainment at the end of key stage 2 | 56.00% |
| Number of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 30 |
| % of pupils at the end of key stage 4 with middle prior attainment at the end of key stage 2 | 35.70% |
| Number of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 7 |
| % of pupils at the end of key stage 4 with high prior attainment at the end of key stage 2 | 8.30% |
| 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) | 47 |
| Percentage of key stage 2 disadvantaged pupils | 45.60% |
| Number of key stage 2 pupils who are not disadvantaged | 56 |
| Percentage of key stage 2 pupils who are not disadvantaged | 54.40% |
| Number of eligible pupils with English as additional language (EAL) | 83 |
| Percentage of eligible pupils with English as additional language (EAL) | 80.60% |
| Number of eligible pupils with English as first language | 20 |
| Percentage of eligible pupils with English as first language | 19.40% |
| 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 | 93 |
| % of pupils at the end of key stage 4 who are non-mobile | 90.30% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 3 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) with an Education, health and care (EHC) plan | 2.90% |
| 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 | 30 |
| % 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 | 29.10% |
| Number of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 27 |
| % of pupils at the end of key stage 4 with special educational needs (SEN) without an Education, health and care (EHC) plan | 26.20% |
| Total sum of Attainment 8 scores | 3800.8 |
| Average Attainment 8 score per pupil | 36.9 |
| Total sum of Attainment 8 scores for English element | 836 |
| Average Attainment 8 score per pupil for English element | 8.1 |
| Total sum of Attainment 8 scores for mathematics element | 776 |
| Average Attainment 8 score per pupil for mathematics element | 7.5 |
| Total sum of Attainment 8 scores for EBacc element | 1290.5 |
| Average Attainment 8 score per pupil for EBacc element | 12.5 |
| Total sum of Attainment 8 scores for open element | 898.3 |
| Average Attainment 8 score per pupil for open element | 8.7 |
| Total sum of Attainment 8 scores for open element - GCSE only | 808 |
| Average Attainment 8 score per pupil for open element - GCSE only | 7.8 |
| Total sum of Attainment 8 scores for open element - non-GCSE only | 90.3 |
| Average Attainment 8 score per pupil for open element - non-GCSE only | 0.9 |
| Average number of EBacc slots filled in Attainment 8 per pupil | 2.8 |
| Average number of Open slots filled in Attainment 8 per pupil | 2.6 |
| Number of pupils included in Progress 8 measure | 84 |
| Number of pupils who have had P8 score adjusted in average | 0 |
| % of pupils at the end of key stage 4 included in Progress 8 measure | 82% |
| Progress 8 measure after adjustment for extreme scores | 0.36 |
| Progress 8 lower 95% confidence interval for adjusted average | 0.06 |
| Progress 8 upper 95% confidence interval for adjusted average | 0.66 |
| Progress 8 measure based on unadjusted pupil scores | 0.36 |
| Progress 8 lower 95% confidence interval for unadjusted average | 0.05 |
| Progress 8 upper 95% confidence interval for unadjusted average | 0.67 |
| Progress 8 measure for English element | 0.37 |
| Lower 95% confidence interval for Progress 8 English element | 0.02 |
| Upper 95% confidence interval for Progress 8 English element | 0.71 |
| Progress 8 measure for mathematics element | 0.54 |
| Lower 95% confidence interval for Progress 8 maths element | 0.22 |
| Upper 95% confidence interval for Progress 8 maths element | 0.86 |
| Progress 8 measure for EBacc element | 1.02 |
| Lower 95% confidence interval for Progress 8 EBacc element | 0.67 |
| Upper 95% confidence interval for Progress 8 EBacc element | 1.37 |
| Progress 8 measure for open element | -0.43 |
| Lower 95% confidence interval for Progress 8 open element | -0.77 |
| Upper 95% confidence interval for Progress 8 open element | -0.08 |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 49.50% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 26.20% |
| Total EBacc APS score per pupil | 385.82 |
| Average EBacc APS score per pupil | 3.75 |
| Average EBacc APS score per disadvantaged pupil | 3.92 |
| Average EBacc APS score per non-disadvantaged pupil | 3.6 |
| Average EBacc APS score per pupil with low prior attainment | 2.94 |
| Average EBacc APS score per pupil with middle prior attainment | 4.54 |
| Average EBacc APS score per pupil with high prior attainment | 7.31 |
| Average EBacc APS score per pupil for whom English is an additional language | 3.74 |
| Average EBacc APS score per girl | 3.99 |
| Average EBacc APS score per boy | 3.52 |
| Average EBacc APS score per non-mobile pupil | 3.91 |
| Number of key stage 4 pupils with entries in all English Baccalaureate subject areas | 86 |
| % of key stage 4 pupils with entries in all English Baccalaureate subject areas | 83.50% |
| % of pupils achieving the English Baccalaureate with 9-4 passes | 24.30% |
| % of pupils achieving the English Baccalaureate with 9-5 passes | 15.50% |
| Number of pupils entering the English Baccalaureate English subject area | 99 |
| % of pupils entering the English Baccalaureate English subject area | 96.10% |
| Number of pupils entering the English Baccalaureate Maths subject area | 103 |
| % of pupils entering the English Baccalaureate Maths subject area | 100.00% |
| Number of pupils entering the English Baccalaureate Science subject area | 100 |
| % of pupils entering the English Baccalaureate Science subject area | 97.10% |
| Number of pupils entering the English Baccalaureate Humanities subject area | 89 |
| % of pupils entering the English Baccalaureate Humanities subject area | 86.40% |
| Number of pupils entering the English Baccalaureate Language subject area | 94 |
| % of pupils entering the English Baccalaureate Language subject area | 91.30% |
| % of pupils achieving the EBacc English subject area with a standard 9-4 pass | 58.30% |
| % of pupils achieving the EBacc English subject area with a strong 9-5 pass | 42.70% |
| % of pupils achieving the EBacc Maths subject area with a standard 9-4 pass | 62.10% |
| % of pupils achieving the EBacc Maths subject area with a strong 9-5 pass | 33.00% |
| % of entered pupils achieving the EBacc Science subject area with a 9-4 pass | 42.00% |
| % of entered pupils achieving the EBacc Science subject area with a 9-5 pass | 24.00% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-4 pass | 37.10% |
| % of entered pupils achieving the EBacc Humanities subject area with a 9-5 pass | 28.10% |
| % of entered pupils achieving the EBacc Language subject area with a 9-4 pass | 72.30% |
| % of entered pupils achieving the EBacc Language subject area with a 9-5 pass | 64.90% |
| Number of pupils included in English Baccalaureate Science Value Added measure | 82 |
| Coverage of the English Baccalaureate Science Value Added indicators of those who entered for science | 82% |
| Number of pupils included in English Baccalaureate Humanities Value Added measure | 78 |
| Coverage of the English Baccalaureate Humanities Value Added indicators of those who entered for humanities | 88% |
| Number of pupils included in English Baccalaureate Language Value Added measure | 79 |
| Coverage of the English Baccalaureate Language Value Added indicators of those who entered for languages | 84% |
| English Baccalaureate Science Value Added measure | 0.05 |
| English Baccalaureate Science Value Added lower 95% confidence limit | -0.26 |
| English Baccalaureate Science Value Added upper 95% confidence limit | 0.37 |
| EBacc Humanities VA measure | -0.03 |
| English Baccalaureate Humanities Value Added lower 95% confidence limit | -0.42 |
| English Baccalaureate Humanities Value Added upper 95% confidence limit | 0.36 |
| English Baccalaureate Languages Value Added measure | 1.55 |
| English Baccalaureate Languages Value Added lower 95% confidence limit | 1.11 |
| English Baccalaureate Languages Value Added upper 95% confidence limit | 1.98 |
| Number of pupils achieving EBacc English subject area with a standard 9-4 pass | 60 |
| Number of pupils achieving EBacc English subject area with a strong 9-5 pass | 44 |
| Number of pupils achieving EBacc Maths subject area with a standard 9-4 pass | 64 |
| Number of pupils achieving EBacc Maths subject area with a strong 9-5 pass | 34 |
| Number of pupils achieving EBacc Science subject area with a 9-4 pass | 42 |
| Number of pupils achieving EBacc Science subject area with a 9-5 pass | 24 |
| Number of pupils achieving EBacc Humanities subject area with a 9-4 pass | 33 |
| Number of pupils achieving EBacc Humanities subject area with a 9-5 pass | 25 |
| Number of pupils achieving EBacc Language subject area with a 9-4 pass | 68 |
| Number of pupils achieving EBacc Language subject area with a 9-5 pass | 61 |
| Number of pupils achieving the English Baccalaureate at grades 9-1 | 74 |
| % of pupils achieving the English Baccalaureate at grades 9-1 | 71.80% |
| Number of pupils achieving EBacc English subject area at grade 9-1 | 98 |
| % of pupils achieving the EBacc English subject area at grade 9-1 | 95.10% |
| Number of pupils achieving EBacc Maths subject area at grade 9-1 | 97 |
| % of pupils achieving the EBacc Maths subject area at grade 9-1 | 94.20% |
| Number of pupils achieving EBacc Science subject area with grades 9-1 | 91 |
| % entered pupils achieving the EBacc Science subject area with grades 9-1 | 91.00% |
| Number of pupils achieving EBacc Humanities subject area with grades 9-1 | 84 |
| % entered pupils achieving the EBacc Humanities subject area with grades 9-1 | 94.40% |
| Number of pupils achieving EBacc Language subject area with grades 9-1 | 94 |
| % of entered pupils achieving the EBacc Language subject area with grades 9-1 | 100.00% |
| Average Attainment 8 score per disadvantaged pupil | 38.7 |
| Number of disadvantaged pupils in Progress 8 measure | 39 |
| Number of disadvantaged pupils in Progress 8 measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - disadvantaged pupils | 0.23 |
| Adjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.22 |
| Adjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.67 |
| Unadjusted Progress 8 measure - disadvantaged pupils | 0.23 |
| Unadjusted Progress 8 lower 95% confidence interval - disadvantaged pupils | -0.23 |
| Unadjusted Progress 8 upper 95% confidence interval - disadvantaged pupils | 0.68 |
| Average Attainment 8 score per non-disadvantaged pupil | 35.4 |
| Number of non-disadvantaged pupils in Progress 8 measure | 45 |
| Number of non-disadvantaged pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-disadvantaged pupils | 0.47 |
| Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.06 |
| Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.89 |
| Unadjusted Progress 8 measure - non-disadvantaged pupils | 0.47 |
| Unadjusted Progress 8 lower 95% confidence interval - non-disadvantaged pupils | 0.05 |
| Unadjusted Progress 8 upper 95% confidence interval - non-disadvantaged pupils | 0.89 |
| Average Attainment 8 score per disadvantaged pupil for English element | 8.7 |
| Progress 8 measure for English element - disadvantaged pupils | 0.36 |
| Lower 95% confidence interval for Progress 8 English element for disadvantaged pupils | -0.14 |
| Upper 95% confidence interval for Progress 8 English element for disadvantaged pupils | 0.87 |
| Average Attainment 8 score per disadvantaged pupil for mathematics element | 8 |
| Progress 8 measure for maths element - disadvantaged pupils | 0.46 |
| Lower 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0 |
| Upper 95% confidence interval for Progress 8 maths element for disadvantaged pupils | 0.93 |
| Average Attainment 8 score per disadvantaged pupil for EBacc element | 13 |
| Progress 8 measure for EBacc element - disadvantaged pupils | 0.82 |
| Lower 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 0.31 |
| Upper 95% confidence interval for Progress 8 EBacc element for disadvantaged pupils | 1.33 |
| Average Attainment 8 score per disadvantaged pupil for open element | 9 |
| Progress 8 measure for open element - disadvantaged pupils | -0.62 |
| Lower 95% confidence interval for Progress 8 open element for disadvantaged pupils | -1.13 |
| Upper 95% confidence interval for Progress 8 open element for disadvantaged pupils | -0.11 |
| Average Attainment 8 score per non-disadvantaged pupil for English element | 7.6 |
| Progress 8 measure for English element - non-disadvantaged pupils | 0.37 |
| Lower 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | -0.1 |
| Upper 95% confidence interval for Progress 8 English element for non-disadvantaged pupils | 0.84 |
| Average Attainment 8 score per non-disadvantaged pupil for mathematics element | 7.1 |
| Progress 8 measure for maths element - non-disadvantaged pupils | 0.6 |
| Lower 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 0.17 |
| Upper 95% confidence interval for Progress 8 maths element for non-disadvantaged pupils | 1.04 |
| Average Attainment 8 score per non-disadvantaged pupil for EBacc element | 12.1 |
| Progress 8 measure for EBacc element - non-disadvantaged pupils | 1.19 |
| Lower 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 0.71 |
| Upper 95% confidence interval for Progress 8 EBacc element for non-disadvantaged pupils | 1.66 |
| Average Attainment 8 score per non-disadvantaged pupil for open element | 8.5 |
| Progress 8 measure for open element - non-disadvantaged pupils | -0.26 |
| Lower 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | -0.73 |
| Upper 95% confidence interval for Progress 8 open element for non-disadvantaged pupils | 0.22 |
| Average Attainment 8 score per disadvantaged pupil for open element - GCSE only | 8.1 |
| Average Attainment 8 score per disadvantaged pupil for open element - non-GCSE only | 0.9 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - GCSE only | 7.6 |
| Average Attainment 8 score per non-disadvantaged pupil for open element - non-GCSE only | 0.9 |
| Difference between Attainment 8 for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | -11.3 |
| Difference between Progress 8 measure for disadvantaged pupils in school/LA and non-disadvantaged pupils nationally | 0.07 |
| Average Attainment 8 score per pupil with low prior attainment | 29.1 |
| Number of pupils with low prior attainment included in Progress 8 measure | 47 |
| Number of pupils with low prior attainments in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with low prior attainment | 0.47 |
| Adjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.07 |
| Adjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.88 |
| Unadjusted Progress 8 measure - pupils with low prior attainment | 0.47 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with low prior attainment | 0.06 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with low prior attainment | 0.89 |
| Average Attainment 8 score per pupil with middle prior attainment | 44.9 |
| Number of pupils with middle prior attainment included in Progress 8 measure | 30 |
| Number of pupils with middle prior attainment in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with middle prior attainment | 0.05 |
| Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.46 |
| Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.56 |
| Unadjusted Progress 8 measure - pupils with middle prior attainment | 0.05 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with middle prior attainment | -0.47 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with middle prior attainment | 0.56 |
| Average Attainment 8 score per pupil with high prior attainment | 70.4 |
| Number of pupils with high prior attainment included in Progress 8 measure | 7 |
| Number of pupils with high prior attainmentsin progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - pupils with high prior attainment | 0.91 |
| Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.14 |
| Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.96 |
| Unadjusted Progress 8 measure - pupils with high prior attainment | 0.91 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils with high prior attainment | -0.16 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils with high prior attainment | 1.98 |
| Average Attainment 8 score per pupil for whom English is an additional language | 36.6 |
| Average Attainment 8 score per pupil for whom English is an additional language for English element | 8.1 |
| Average Attainment 8 score per pupil for whom English is an additional language for mathematics element | 7.3 |
| Average Attainment 8 score per pupil for whom English is an additional language for EBacc element | 12.7 |
| Average Attainment 8 score per pupil for whom English is an additional language for open element | 8.5 |
| Average Attainment 8 score per pupil for whom English is an additional language - GCSE only | 7.6 |
| Average Attainment 8 score per pupil for whom English is an additional language - non-GCSE only | 0.9 |
| Number of pupils for whom English is an additional language included in Progress 8 measure | 66 |
| 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 | 0.45 |
| Adjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.11 |
| Adjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.79 |
| Unadjusted Progress 8 measure - pupils for whom English is an additional language | 0.45 |
| Unadjusted Progress 8 lower 95% confidence interval - pupils for whom English is an additional language | 0.1 |
| Unadjusted Progress 8 upper 95% confidence interval - pupils for whom English is an additional language | 0.8 |
| Average Attainment 8 score per girl | 39.7 |
| Average Attainment 8 score per girl for English element | 9.5 |
| Average Attainment 8 score per girl for mathematics element | 7.4 |
| Average Attainment 8 score per girl for EBacc element | 13.2 |
| Average Attainment 8 score per girl for open element | 9.6 |
| Average Attainment 8 score per girl - GCSE only | 8.6 |
| Average Attainment 8 score per girl - non-GCSE only | 1 |
| Number of girls included in Progress 8 measure | 41 |
| Number of girls in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - girls | 0.61 |
| Adjusted Progress 8 lower 95% confidence interval - girls | 0.18 |
| Adjusted Progress 8 upper 95% confidence interval - girls | 1.05 |
| Unadjusted Progress 8 measure - girls | 0.61 |
| Unadjusted Progress 8 lower 95% confidence interval - girls | 0.17 |
| Unadjusted Progress 8 upper 95% confidence interval - girls | 1.06 |
| Average Attainment 8 score per boy | 34.4 |
| Average Attainment 8 score per boy for English element | 6.9 |
| Average Attainment 8 score per boy for mathematics element | 7.6 |
| Average Attainment 8 score per boy for EBacc element | 12 |
| Average Attainment 8 score per boy for open element | 7.9 |
| Average Attainment 8 score per boy - GCSE only | 7.2 |
| Average Attainment 8 score per boy - non-GCSE only | 0.7 |
| Number of boys included in Progress 8 measure | 43 |
| Number of boys in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - boys | 0.11 |
| Adjusted Progress 8 lower 95% confidence interval - boys | -0.31 |
| Adjusted Progress 8 upper 95% confidence interval - boys | 0.54 |
| Unadjusted Progress 8 measure - boys | 0.11 |
| Unadjusted Progress 8 lower 95% confidence interval - boys | -0.32 |
| Unadjusted Progress 8 upper 95% confidence interval - boys | 0.54 |
| Average Attainment 8 score per non-mobile pupil | 38.4 |
| Average Attainment 8 score per non-mobile pupil for English element | 8.4 |
| Average Attainment 8 score per non-mobile pupil for mathematics element | 7.8 |
| Average Attainment 8 score per non-mobile pupil for EBacc element | 13.1 |
| Average Attainment 8 score per non-mobile pupil for open element | 9.1 |
| Average Attainment 8 score per non-mobile pupil - GCSE only | 8.3 |
| Average Attainment 8 score per non-mobile pupil - non-GCSE only | 0.8 |
| Number of non-mobile pupils included in Progress 8 measure | 77 |
| Number of non-mobile pupils in progress measure with adjusted scores | 0 |
| Adjusted Progress 8 measure - non-mobile pupils | 0.5 |
| Adjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.19 |
| Adjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.82 |
| Unadjusted Progress 8 measure - non-mobile pupils | 0.5 |
| Unadjusted Progress 8 lower 95% confidence interval - non-mobile pupils | 0.18 |
| Unadjusted Progress 8 upper 95% confidence interval - non-mobile pupils | 0.82 |
| Number of pupils in low prior attainment band with entries in all EBacc subject areas | 40 |
| EBacc entered % by low prior attainment | 85.10% |
| EBacc achieved % by low prior attainment - with standard 9-4 passes in English and maths | 8.50% |
| EBacc achieved % by low prior attainment - with 9-5 passes | 2.10% |
| Number of pupils in middle prior attainment band with entries in all EBacc subject areas | 29 |
| EBacc entered % by middle prior attainment | 96.70% |
| EBacc achieved % by middle prior attainment - with 9-4 passes | 40.00% |
| EBacc achieved % by middle prior attainment - with 9-5 passes | 23.30% |
| Number of pupils in high prior attainment band with entries in all EBacc subject areas | 7 |
| EBacc entered % by high prior attainment | 100.00% |
| EBacc achieved % by high prior attainment - with 9-4 passes | 100.00% |
| EBacc achieved % by high prior attainment - with 9-5 passes | 100.00% |
| % of disadvantaged pupils entering all English Baccalaureate subject areas | 85.10% |
| % of non-disadvantaged pupils entering all English Baccalaureate subject areas | 82.10% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 25.50% |
| % of disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 14.90% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-4 passes | 23.20% |
| % of non-disadvantaged pupils achieving the English Baccalaureate - with 9-5 passes | 16.10% |
| English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.06 |
| English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.09 |
| English Baccalaureate Science Value Added measure for pupils with high prior attainment | 1.38 |
| English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.17 |
| English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.04 |
| English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.03 |
| English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.28 |
| English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 0.64 |
| English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.18 |
| English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.09 |
| English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.92 |
| English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.88 |
| English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 2.15 |
| English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.01 |
| English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 2.02 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | 0.64 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for disadvantaged pupils | -0.3 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | 0.38 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for non-disadvantaged pupils | -0.47 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | 0.37 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with low prior attainment | -0.48 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | 0.43 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with middle prior attainment | -0.61 |
| Upper 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 2.46 |
| Lower 95% confidence limit for English Baccalaureate Science Value Added measure for pupils with high prior attainment | 0.3 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | 0.4 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for disadvantaged pupils | -0.76 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | 0.63 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for non-disadvantaged pupils | -0.44 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | 0.57 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with low prior attainment | -0.51 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | 0.37 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with middle prior attainment | -0.93 |
| Upper 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | 1.96 |
| Lower 95% confidence limit for English Baccalaureate Humanities Value Added measure for pupils with high prior attainment | -0.67 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 1.65 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for disadvantaged pupils | 0.38 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 2.61 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for non-disadvantaged pupils | 1.42 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 2.51 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with low prior attainment | 1.33 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 1.58 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with middle prior attainment | 0.18 |
| Upper 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 3.6 |
| Lower 95% confidence limit for English Baccalaureate Languages Value Added measure for pupils with high prior attainment | 0.7 |
| % of boys with entries in all English Baccalaureate subject areas | 74.10% |
| % of KS4 boys achieving the Ebacc - with 9-4 passes | 20.40% |
| % of KS4 boys achieving the Ebacc - with 9-5 passes | 18.50% |
| % of girls with entries in all English Baccalaureate subject areas | 93.90% |
| % of KS4 girls achieving the Ebacc - with 9-4 passes | 28.60% |
| % of KS4 girls achieving the Ebacc - with 9-5 passes | 12.20% |
| % of non-mobile pupils with entries in all English Baccalaureate subject areas | 86.00% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-4 passes | 26.90% |
| % of non-mobile pupils achieving the English Baccalaureate with 9-5 passes | 17.20% |
| % of pupils for whom English is an additional language with entries in all English Baccalaureate subject areas | 81.90% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-4 passes | 25.30% |
| % of pupils for whom English as an additional language achieving the English Baccalaureate with 9-5 passes | 16.90% |
| % of pupils achieving Level 2 threshold including standard passes 9-4 in both English and Maths GCSEs | 36.90% |
| % of pupils achieving any qualifications | 99.00% |
| % of disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 55.30% |
| % of non-disadvantaged pupils achieving standard 9-4 passes in GCSE English and maths | 44.60% |
| Number of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 12 |
| % of pupils in low prior attainment band who achieved standard 9-4 passes in English and maths | 25.50% |
| Number of pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 24 |
| % pupils in middle prior attainment band who achieved standard 9-4 passes in English and maths | 80.00% |
| Number of pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 7 |
| % pupils in high prior attainment band who achieved standard 9-4 passes in English and maths | 100.00% |
| % of boys achieving standard 9-4 passes in both English and mathematics GCSEs | 38.90% |
| % of girls achieving standard 9-4 passes in both English and mathematics GCSEs | 61.20% |
| % of pupils achieving standard 9-4 passes in both English and mathematics GCSEs and for whom English is an additional language | 47.00% |
| % of non-mobile pupils achieving standard 9-4 passes in both English and mathematics GCSEs | 50.50% |
| % of disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 25.50% |
| % of non-disadvantaged pupils achieving strong 9-5 passes in GCSE English and maths | 26.80% |
| Number of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 2 |
| % of pupils in low prior attainment band who achieved strong 9-5 passes in English and maths | 4.30% |
| Number of pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 14 |
| % pupils in middle prior attainment band who achieved strong 9-5 passes in English and maths | 46.70% |
| Number of pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 7 |
| % pupils in high prior attainment band who achieved strong 9-5 passes in English and maths | 100.00% |
| % of boys achieving strong 9-5 passes in both English and mathematics GCSEs | 25.90% |
| % of girls achieving strong 9-5 passes in both English and mathematics GCSEs | 26.50% |
| % of pupils achieving strong 9-5 passes in both English and mathematics GCSEs and for whom English is an additional language | 25.30% |
| % of non-mobile pupils achieving strong 9-5 passes in both English and mathematics GCSEs | 29.00% |
| % of pupils entering more than one language | 15.50% |
| % of pupils entering biology, chemistry and physics | 0.00% |
| Average number of KS4 entries per pupil | 6.8 |
| Average number of KS4 entries per pupil with low prior attainment | 6.8 |
| Average number of KS4 entries per pupil with middle prior attainment | 7 |
| Average number of KS4 entries per pupil with high prior attainment | 7.4 |
| Average number of KS4 entries per disadvantaged pupil | 6.8 |
| Average number of KS4 entries per non-disadvantaged pupil | 6.8 |
| Average number of GCSE entries per pupil | 6.5 |
| Average number of GCSE entries per pupil with low prior attainment | 6.5 |
| Average number of GCSE entries per pupil with middle prior attainment | 6.9 |
| Average number of GCSE entries per pupil with high prior attainment | 7.1 |
| Average number of GCSE entries per disadvantaged pupil | 6.5 |
| Average number of GCSE entries per non-disadvantaged pupil | 6.5 |
| Total volume of entries without discounting | 706 |
| Total volume of covid-impacted entries without discounting | 0 |
| % of covid-impacted entries out of total number of entries | 0% |
| Progress 8 banding shown on school performance tables website | Above average |
| Number of pupils completing key stage 4 in 2020/21 | 99 |
|---|---|
| Pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 83 |
| Apprenticeships (number of pupils) | 0 |
| Pupils staying in employment for at least two terms after key stage 4 (number of pupils) | 4 |
| Pupils staying in education for at least two terms after key stage 4 (number of pupils) | 46 |
| Further education (number of pupils) | 22 |
| School sixth form (number of pupils) | 11 |
| Sixth form college (number of pupils) | 13 |
| 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) | 9 |
| Activity not captured (number of pupils) | 2 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) | 82% |
| Apprenticeships (percentage) | 0% |
| 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) | 75% |
| Further education (percentage) | 36% |
| School sixth form (percentage) | 18% |
| Sixth form college (percentage) | 21% |
| Other education destination (percentage) | 0% |
| Pupils not staying in education or employment for at least two terms after key stage 4 (percentage) | 15% |
| Activity not captured (percentage) | 3% |
| Number of disadvantaged pupils completing key stage 4 in 2020/21 | 38 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (number of pupils) | 33 |
| 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 | 61 |
| 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) | 50 |
| Number of pupils completing key stage 4 in 2019/20 | 103 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 76% |
| Number of disadvantaged pupils completing key stage 4 in 2019/20 | 24 |
| Disadvantaged pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 83% |
| Number of pupils not identified as disadvantaged completing key stage 4 in 2019/20 | 79 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2019/20 leavers) | 73% |
| Number of pupils completing key stage 4 in 2018/19 | 128 |
| Pupils staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 80% |
| Number of disadvantaged pupils completing key stage 4 in 2018/19 | 37 |
| 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 | 91 |
| Pupils not identified as disadvantaged staying in education or employment for at least two terms after key stage 4 (percentage) (2018/19 leavers) | 75% |
| Indicates whether school is a feeder school for sixth form centre/consortia (0=No; 1=Yes) | 0 |
|---|---|
| Number of students who reached the end of 16 to 18 study in 2021/22 (All levels of study) | 11 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) | 8 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) | 7 |
| Further education (level 3 and below) (All levels of study) (number of students) | 1 |
| Higher education (level 4 and above) (All levels of study) (number of students) | 6 |
| 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) | 1 |
| 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) | 0 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 73% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (percentage) | 64% |
| Further education (level 3 and below) (All levels of study) (percentage) | 9% |
| Higher education (level 4 and above) (All levels of study) (percentage) | 55% |
| 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) | 9% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (percentage) | 27% |
| 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) | 5 |
| Staying in education or employment for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (All levels of study) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (All levels of study) (number of students) (disadvantaged) | SUPP |
| 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) | 0% |
| 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) | SUPP |
| 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) | 6 |
| 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) | 4 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (number of students) (not identified as disadvantaged) | 0 |
| 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) | SUPP |
| 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) | 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) | 2 |
| 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) | 67% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (All levels of study) (percentage) (not identified as disadvantaged) | 0% |
| 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) | SUPP |
| 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) | 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) | 33% |
| 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) | 9 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 7 |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (number of students) | 0 |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (number of students) | 6 |
| Further education (level 3 and below) (Level 3) (number of students) | 0 |
| Higher education (level 4 and above) (Level 3) (number of students) | 6 |
| 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) | 1 |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (number of students) | 2 |
| 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) | 78% |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 3) (percentage) | 0% |
| Students staying in education for at least two terms after 16 to 18 study (Level 3) (percentage) | 67% |
| Further education (level 3 and below) (Level 3) (percentage) | 0% |
| Higher education (level 4 and above) (Level 3) (percentage) | 67% |
| Other education destinations (Level 3) (percentage) | 0% |
| Students staying in employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 11% |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 3) (percentage) | 22% |
| 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) | 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) | 2 |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) | SUPP |
| Other education destinations (Level 2) (number of students) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) | SUPP |
| Activity not captured in data (Level 2) (number of students) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) | SUPP |
| Other education destinations (Level 2) (percentage) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) | SUPP |
| Activity not captured in data (Level 2) (percentage) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) (disadvantaged) | SUPP |
| Other education destinations (Level 2) (number of students) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (number of students) (disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) (disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) (disadvantaged) | SUPP |
| Other education destinations (Level 2) (percentage) (disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (percentage) (disadvantaged) | SUPP |
| Number of students who reached the end of 16 to 18 study in 2021/22 (Level 2) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (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 2) (number of students) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (number of students) (not identified as disadvantaged) | SUPP |
| Staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Staying in apprenticeships for at least 6 months after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in education for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Further education (level 3 and below) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Higher education (level 4 and above) (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Other education destinations (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students staying in employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Students not staying in education or employment for at least two terms after 16 to 18 study (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| Activity not captured in data (Level 2) (percentage) (not identified as disadvantaged) | SUPP |
| 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 |