Select to show only sentences for areas which are significant or exceptional

Secondary School

Address, Postcode

Release information: Provisional 2022 KS4, Provisional 2022 KS5

Release date: 15 December 2022

URN
LAESTAB
Local authority
Phase of education Secondary
Type of education Academy Converter
Important information

The IDSR can contain sensitive information regarding schools and colleges. It is your responsibility to ensure that the IDSR is stored and shared appropriately. Please see our guidance (linked to below) for our IDSR conditions of use and storage statement.

Online guidance can be found here.


Areas of interest

The following sections draw attention to only those areas which are meaningful or where statistical testing shows there is something significant to note (where they are not, text will be displayed in grey).

Warning Performance data for 2022 should not be directly compared with 2019 and earlier. Nor should comparisons be made between schools. This is because schools may have been affected differently by COVID-19.

Historic performance data from 2019 and earlier indicates the school context prior to the pandemic. For 2022, the IDSR quintiles have been removed.

Guidance

There is additional guidance which provides the criteria used to determine the sentences. You can also access the full list of possible sentences in the sentence masterlist and there are tables that provide supporting data, such as quintile boundaries.

Subjects

Subject entries at key stage 4 – 2022

Guidance

The subject heatmap, shown at the end of the IDSR, contains all the subjects entered by this school in 2022, 2021 and 2019 that were Department for Education approved. A pupil is considered to have entered the English Baccalaureate if they entered qualifications in English, mathematics, sciences, a language and either history or geography.

Early entries are not included in 2022 average point scores. Subject entries may differ from the Department for Education’s ‘Find school and college performance’ as subject discounting has been applied to the IDSR.

The Department for Education supplies the source data for this section.

There is additional guidance which provides the criteria used to determine the sentences and links to further detail for the measures.

Subject progress at key stage 5 - 2022

Subject progress at key stage 5 – 2019 to 2017 (not directly comparable to 2022)
  • There is nothing to highlight for the value added scores for qualifications of A level size and above or applied general in 2019.
Guidance

The subject heatmap, shown at the end of the IDSR, contains all the subjects entered by this school in 2022, 2021 and 2019 that were Department for Education approved.

The Department for Education supplies the source data for this section.

There is additional guidance which provides the criteria used to determine the sentences and links to further detail for the measures.

Progress

Progress at key stage 4 - 2022

Progress at key stage 4 – 2019 to 2017 (not directly comparable to 2022)
  • There is nothing to highlight for overall Progress 8 in 2019.
  • There is nothing to highlight for the English element of Progress 8 in 2019.
  • There is nothing to highlight for the mathematics element of Progress 8 in 2019.
  • The EBacc element of Progress 8 (0.4) was significantly above national and in the highest 20% in 2019.
  • There is nothing to highlight for the open element of Progress 8 in 2019.
  • English Progress 8 has declined between 2018 and 2019.
Guidance

Sentences will be triggered if the progress score for all pupils is in the highest or lowest quintile and the score is significantly different to the national score. Small cohorts of 10 or fewer will not have a sentence triggered.

The Department for Education supplies the source pupil level data for this section.

There is additional guidance which provides the criteria used to determine the sentences.

Progress at key stage 5 - 2022

Progress at key stage 5 – 2019 to 2017 (not directly comparable to 2022)
  • There is nothing to highlight for value added at A level in 2019.
  • There is nothing to highlight for value added at AS level in 2019.
  • There is nothing to highlight for value added for applied general in 2019.
Guidance

A sentence will flag for a particular qualification type when the provider’s progress score is in the highest or lowest 20% in both 2018 and 2019. A sentence will also flag for a particular qualification type if the progress score is in the highest or lowest 10% in the current year and significantly above/below national.

The Department for Education supplies the source data for this section.

There is additional guidance which provides the criteria used to determine the sentences.

Attainment

Attainment at key stage 4 - 2022

Attainment at key stage 4 – 2019 to 2017 (not directly comparable to 2022)
  • There is nothing to highlight for Attainment 8 and all elements in 2019.
Guidance

Sentences for 2022 will be triggered if the attainment score for all pupils is in the highest or lowest quintile and the score is significantly different to the national score. Small cohorts of 10 or fewer in the latest year will not have a sentence triggered.

Historic sentences covering 2019 to 2017 will be triggered if the attainment score for all pupils is in the highest or lowest quintile. Small cohorts of 10 or fewer in the latest year will not have a sentence triggered.

The Department for Education supplies the source pupil level data for this section.

There is additional guidance which provides the criteria used to determine the sentences.

Attainment at key stage 5 - 2022

Attainment at key stage 5 – 2019 to 2017 (not directly comparable to 2022)
  • There is nothing to highlight for attainment at A level in 2019.
  • There is nothing to highlight for attainment at applied general in 2019.
  • The cohort for attainment for tech level in 2019 was small (6), therefore no conclusions can be drawn from the data.
  • The cohort for completion and attainment at tech level in 2019 was small (6), therefore no conclusions can be drawn from the data.
  • This school has no technical certificate attainment data.
  • This school has no technical certificate completion and attainment data.
  • There is nothing to highlight for attainment in the best 3 A levels in 2019.
Guidance

A sentence will flag for a particular qualification type when the provider’s attainment score is in the highest or lowest 20% in 2022.

Best 3 A levels applies to the subset of A level students who entered at least one full size A level (this includes double award A levels, and applied A levels, but does not include AS levels, general studies or critical thinking). If students are entered for fewer than three full size A levels, they are only included in the measure if they have not entered for other academic, applied general and tech level qualifications greater than or equal to the size of an A level. Where a student has only been at a school or college for one year, they need to have entered three A levels to be included.

The Department for Education supplies the source data for this section.

There is additional guidance which provides the criteria used to determine the sentences.

English and mathematics re-sits

Guidance

If a sixth form has students that did not achieve a grade 4 in English or mathematics, then a sentence will appear to show this cohort number. A subsequent sentence will also appear to show how many of this cohort did a resit in this subject.

Two further sentences may appear regarding the proportion of students achieving a grade 4 or above and the percentage that improved their grade, if the cohort was greater than 10 and the proportion was significant when compared to the national value.

The improvement of grade is any improvement regardless of whether the student reached grade 4.

The Department for Education supplies the source data for this section.

There is additional guidance about this section.

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Pupil movement

Guidance

This section uses the Department for Education spring school census to identify pupils who were in each school in January of one year and whether they were still in the same school in January of the following year.

It also specifies the number that left the school between Years 10 and 11. If we have identified this number as significantly higher than anticipated, based on a range of contextual factors, then this will be noted.

Pupil are identified as having an unknown destination if they do not appear in the subsequent January school census. The pupil may be overseas, attending alternative provision or independent education and the school may be aware of the pupil’s destination, however from the data we cannot identify the destination of the pupil.

There is additional guidance which provides the criteria used to determine the sentences.

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Absence

Absence for 2021/22

Absence for summer 2021 and earlier

Summer 2021 and autumn 2020 absence

  • Overall absence in summer 2021 (9.9%) was in the highest 20% of all schools. Overall absence in autumn 2020 (7.4%) was in the highest 20% of all schools.
  • There is nothing to highlight for persistent absence in summer 2021.
  • There is nothing to highlight for persistent absence in autumn 2020.

Absence for 2018/19 and earlier

  • There is nothing to highlight for overall absence in 2018/19.
  • There is nothing to highlight for persistent absence in 2018/19.
Guidance

Absence data is based on 2 terms for 2021/22. Sentences for 2021/22 will appear when the rate of overall or persistent absence in the latest year was in the highest or lowest 20% for all schools or for similar schools. Similar means the same phase of education and with a similar level of deprivation (in the same income deprivation affecting children index quintile).

Summer 2021 and autumn 2020 absence data is based on the Department for Education census collection. This is different to the daily attendance collection that schools have submitted throughout the pandemic, which is not used in the IDSR. If a pupil tested positive for COVID-19 then this absence is treated as an illness and included within the data. However other COVID-19 related absences, such as pupils being sent home to isolate, did not count as absences within the data.

Absence data is based on 3 terms for 2018/19, 2017/18 and 2016/17. Sentences will appear when the rate of overall or persistent absence in the latest year was in the highest or lowest 20% for all schools.

The information is based on Department for Education pupil level absence data collected via the school census.

There is additional guidance which provides the criteria used to determine the sentences.

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Suspensions & permanent exclusions

Whole school

Guidance

Suspensions were previously referred to as fixed term exclusions. ‘Total’ relates to the number of pupils who had 1 or more suspensions during the academic year. ‘Repeat’ relates to the number of pupils who had 2 or more suspensions.

The suspensions and permanent exclusions data is one year behind and therefore may not relate to the same cohort as other IDSR data.

The whole school measure includes all year groups in the school.

Due to the distribution of the data, primary schools will not get an IDACI comparison in this section.

The Department for Education provides the source data for this section.

There is additional guidance which provides the criteria used to determine the sentences.

There is no cohort threshold applied to the reason sentences in this section.

Key stage 5

Guidance

Due to the low number of suspensions and permanent exclusions nationally in sixth forms it has not been possible to make the same comparisons as with the whole schools measure (highest/lowest 20%). Instead, the IDSR treats suspensions as it does exclusions and displays the school number and national average. For this same reason the IDSR does not look at repeat suspensions for sixth forms or make comparisons to schools with similar levels of deprivation as with the whole school section.

Key stage 5 in this section relates to Years 12, 13 and 14 where applicable.

The Department for Education supplies the source data for this section.

There is additional guidance which provides the criteria used to determine the sentences.

There is no cohort threshold applied in this section.


Key stage 5 qualification types and retention

Qualification types

2019
(123 students)
2022
(178 students)
A level 71% 53%
Applied general 19% 20%
Tech level 5% 29%
Tech certificate 0% 0%
  • There is nothing to highlight for the proportion of students not taking any L3 or L2 DfE approved qualifications in 2022.
Guidance

This table lists the proportion of students undertaking each type of qualification. No box highlighting is applied to this table.

Students may be working towards more than 1 type of qualification and so may be counted more than once. Students taking courses that are not full qualifications are not included. Students taking academic qualifications other than A levels are not included in the table under individual qualification types but are included in the cohort information. Therefore, the numbers in each column may not add up to the total number of students and percentages may not add up to 100.

The number and proportion of students who are not taking any approved level 3 or level 2 Department for Education qualification is also included in the form of a sentence below the table.

The Department for Education provides the source data for this section.

There is additional guidance which provides the criteria used to determine the sentences.

Retention on main study programmes

2018 2019
A level 95% of 83 students 90% of 91 students
Applied general All 6 students retained and assessed 75% of 4 students
Tech level No students No students
Tech certificate No students No students


Guidance

This table provides data on the extent to which a provider retains students to the end of the main learning aim of their study programme. The measure used in this section is retained and assessed.

Highlighting is applied on this table. Blue boxes are displayed when all students were retained and the cohort was greater than 10. Orange boxes are displayed when the value is in the bottom decile when compared to all providers and the cohort is greater than 10.

Students are counted in the retained and assessed measure if they are retained to the end of their course and are assessed. The assessment may not necessarily be in the same subject or type of qualification they were aiming for when their studies began. However, the assessment must be at the same level and at least the same size as the main aim. For example, a student with an original main aim of tech level at size 1 would be considered as retained and assessed with an applied general exam result of at least size 1.

From 2019, only technical certificates are recognised as level 2 vocational qualifications in the 16 to 18 performance tables. In 2018, the Department for Education reported a broader range of qualifications. The Department for Education’s guidance on technical and vocational qualifications contains the lists of qualifications that count in 2019 performance tables.

A student’s study programme is defined based on their main aim. The Department for Education’s 16 to 18 accountability measures technical guide provides further information on how this is defined.

The Department for Education provides the source data for this section.

There is additional guidance which provides the criteria used to determine the sentences.

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Destinations

Key stage 4

2017/18
(252 pupils in scope)
2018/19
(235 pupils in scope)
2019/20
(263 pupils in scope)
Sustained education, employment or training
Average
94%
Average
94%
Average
93%
Any sustained education
Average
85%
Average
86%
Average
90%
Further education
Average
37%
Average
38%
Average
37%
School sixth form
Sig above
48%
Sig above
47%
Sig above
53%
Sixth form college
Small cohort
Sig below
0%
Sig below
0%
Other education
Small cohort
Average
1%
Average
0%
Sustained employment
Average
3%
Average
5%
Average
1%
Sustained apprenticeship
Average
6%
Average
3%
Average
2%
Destination not sustained
Average
6%
Average
5%
Average
7%
Activity not captured
Small cohort
Average
1%
Average
0%


Guidance

The data for the latest year relates to the pupils that sustained destinations in 2020/21. These are pupils that reached the end of key stage 4 in 2019/20. The row header displays the year of completed education as the latest year.

For a destination to count, pupils must sustain participation for a 6-month period.

Blue boxes will indicate if a figure was, statistically, significantly above the national average. Orange boxes will indicate when a figure was, statistically, significantly below the national average.

If data has been suppressed due to small cohorts, ‘small cohort’ will be shown in the box. Cohort suppression in this table follows the rules used by the Department for Education.

The Department for Education supplies the source data for this section.

There is additional guidance which provides further detail for this section.

Key stage 5

2017/18
(83 pupils in scope)
2018/19
(113 pupils in scope)
2019/20
(175 pupils in scope)
Sustained education, employment or training
Sig above
92%
Average
85%
Average
79%
Any sustained education
Sig above
60%
Average
50%
Average
49%
Higher education
Sig above
47%
Sig above
47%
Average
39%
Further education
Average
6%
Sig below
2%
Sig below
5%
Other education
Average
7%
Average
2%
Average
5%
Sustained employment
Average
25%
Average
25%
Average
27%
Sustained apprenticeship
Average
6%
Average
10%
Average
3%
Destination not sustained
Average
6%
Average
10%
Average
17%
Activity not captured
Average
2%
Average
5%
Average
3%


Guidance

This table displays the proportion of pupils that continued to complete specified destinations. This data is publicly available and comes from the Department for Education’s destinations collection.

The data for the latest year relates to the pupils that sustained destinations in 2020/21. These are pupils that reached the end of 16–18 study (key stage 5) in 2019/20.

Blue boxes will indicate if a figure was, statistically, significantly above the national average. Orange boxes will indicate when a figure was, statistically, significantly below the national average.

If data has been suppressed due to small cohorts, ‘small cohort’ will be shown in the box. Cohort suppression in this table follows the rules used by the Department for Education.

The Department for Education supplies the source data for this section.

There is additional guidance which provides further detail for this section.


Pupil groups

Key stage 4

Key stage 5

Absence

Guidance

Sentences related to the performance of pupil groups will only appear for the pupil groups disadvantaged and low/middle/high prior attainers. Absence sentences are generated for FSM, SEND and EAL. They will be displayed where the group differs to that of the whole school. Exclusions and phonics pupil groups will not appear in this section.

If performance does not differ from that of the school, no sentences will appear.

In 2022 it was not possible to calculate prior attainment groups for KS1 pupils due to this cohort not having EYFS data due to COVID-19.

In 2022 it was not possible to calculate pupil group measures for KS5 due to no value added or completion and attainment data being available as a result of COVID-19.

For KS1 and KS2, the disadvantaged group for 2022 has not been calculated due to the lag in receiving CLA data. This group will be added in a subsequent release.

There is additional guidance which provides the criteria used to determine the sentences.

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School and local context

School characteristics

2020 2021 2022
School number on roll
Well above average
1571
Well above average
1548
Well above average
1566
Sixth form number on roll
Well above average
327
Well above average
344
Well above average
331
School % FSM
Close to average
27
Close to average
26
Close to average
26
School % SEND support
Well below average
5
Well below average
6
Well below average
5
Sixth form % SEND support
Below average
3
Below average
3
Well below average
2
School % EHC plan
Close to average
1.5
Close to average
1.6
Close to average
2.2
Sixth form % EHC plan
Close to average
0.6
Well below average
0
Well below average
0
School % EAL
Close to average
8
Close to average
9
Close to average
9
Sixth form % EAL
Close to average
7
Below average
6
Below average
5
School % stability
Above average
94
Above average
94
Close to average
93


Guidance

The chart shows school level information for 2020, 2021 and 2022.

If the text states ‘Well above average’ and the box is shaded blue this means the figure is in the highest 20% compared to all schools. If the text states ‘Well below average’ and the box is shaded orange this means that the figure is in lowest 20% compared to all schools. If the text states ‘Above average’ this means the figure puts the school in the 21%-40% of schools category. If it states ‘Below average’ the figure puts the school in the 61%-80% of schools category.

Average in this chart refers to median.

FSM in this chart refers to the percentage of pupils in receipt of FSM at the time of the January census; these pupils are those who are or have been eligible for FSM and have claimed them some time in the last 6 years.

Stability is a measure of the percentage of students who were admitted to the school at the standard time of admission. The stability percentage is calculated by dividing the number of pupils who meet the stability criteria by the number of all eligible pupils (pupils in Years 1 to 11 with a single or main dual registration at the school at the time of the January school census).

The data is based on three January census returns from the Department for Education.

There is additional guidance about this section.

Trust information

As at December 2022:

Guidance

This section provides information about the trust or local authority that the school is part of. For multi-academy trusts the overall effectiveness grades relate to inspections under the current URN.

The latest overall effectiveness grade for the school is of the latest full section 5 inspection.

The information in this section comes from Ofsted sources (overall effectiveness) and the Department for Education Get Information About Schools data source.

There is additional guidance about this section.

Staff absence

During 2020/21:

To reduce burden during the pandemic, schools were not required to provide information on teacher absences for 2019/20.

Guidance

Sickness absence data for 2020/21 was collected in the November 2021 census and was affected by the COVID-19 pandemic.

It is not possible to draw accurate comparisons with previous time periods due to factors including partially limited school openings, delivery of education via virtual means, and potential differences in the recording of sickness absence. The figures relate to sickness absence only and do not include non-attendance due to, for example, isolation and shielding.

Data for the percentage of teachers with at least one period of sickness absence is displayed for 2020/21 and 2018/19 (pre COVID-19). This is to help inspectors assess the impact the pandemic had on the school workforce.

Data on school workforce attendance during the pandemic has been collected via the Department for Education education settings survey.

There is additional guidance about this section.

Staff retention

Guidance

Information on staff turnover as at the 2021 school workforce census is calculated using the number of full time equivalent (FTE) turnover leavers and the total FTE staff at the school. A school will be highlighted as having high staff turnover if the turnover rate was in the highest 20% of schools for the previous 2 years. Low staff turnover is not highlighted. Special schools are compared to primaries.

Turnover and leavers at a school level can be volatile from year to year. The size of a school can have a large impact on rates of leavers and turnover.

The Department for Education published school workforce information provides data for the vacant post measures as at November 2021.

The Department for Education also supplies the staff turnover source data.

There is additional guidance about this section.

Guidance

The local area section provides information about the level of deprivation in the local area in which the school resides, together with an aggregated pupil-derived deprivation indicator. Each deprivation indicator is based on the English indices of deprivation from 2019.

The Department for Education January 2022 census provides the data relating to the pupil base level of deprivation. You can read further information about the data used for the local area deprivation.

This section also provides information about other schools and alternative provision providers that pupils in this school were dual registered at according to the January 2022 census. The number of pupils at the school is shown in brackets.

There is additional guidance about this section.

Finance

Guidance

For academies within MATs, central trust income and expenditure is also considered.

The source for the school finance information is the data underpinning the Department for Education’s school financial benchmarking tool. The data was captured on the 28 April 2022.

There is additional guidance about this section.

Ethnicity whole school

This school has 17 out of 17 possible ethnic groups. Those with 5% or more are:

Guidance

Ethnicity information comes from the January 2022 school census. The groups ‘Any other ethnic group’, ‘Parent/pupil preferred not to say’ and ‘Ethnicity not known’ are not included in the count of the total number of groups but may be listed in the top 5 largest groups.

The whole school measure includes all year groups in the school.

There is additional guidance about this section.

Ethnicity key stage 5

This school has 12 out of 17 possible ethnic groups. Those with 5% or more are:

Guidance

Ethnicity information comes from the January 2022 school census. The groups ‘Any other ethnic group’, ‘Parent/pupil preferred not to say’ and ‘Ethnicity not known’ are not included in the count of the total number of groups but may be listed in the top 5 largest groups.

Key stage 5 in this section relates to Years 12, 13 and 14 where applicable.

There is additional guidance about this section.


Year group context

Characteristics

Number on roll % FSM % EAL
Year 7
250
26
9
Year 8
250
27
8
Year 9
251
28
12
Year 10
251
21
11
Year 11
Below other years
233
27
10
Year 12
168
Data not collected at key stage 5
-
8
Year 13
163
Data not collected at key stage 5
-
3


Guidance
The chart shows school level year group characteristics for the following measures:
  • number on roll
  • the percentage of pupils in receipt of FSM at the time of the January census; these pupils are those who are or have been eligible for FSM and have claimed them some time in the last 6 years (Reception to Year 11)
  • the percentage of pupils who speak English as an additional language

Shading on the chart indicates when the year group was different to other year groups in the school.

Blue boxes indicate if a figure was above other year groups. Orange boxes will indicate when a figure was below other year groups.

Year groups are compared to others according to phase e.g. Year 1 would be compared to Years 2 to 6 for an all through school but not to Years 7 to 11. Years 12 and 13 have no box highlighting.

The Department for Education January 2022 census provides data for this table.

There is additional guidance about this section.

Prior attainment

Reading Writing Mathematics
Year 7 No data No data No data
Year 8 No data No data No data
Year 9 Close to national Close to national Close to national
Year 10 Close to national Close to national Close to national
Year 11 Close to national Close to national Close to national


Guidance
The prior attainment table presents how pupils in the school performed at the previous key stage in relation to their year group.

Prior attainment is based on the following factors:
  • for Years 1, 2, 3 and 4 it was not possible to calculate prior attainment due to the data file not being available
  • for Years 5 and 6 prior attainment is based on the percentage who achieved at least the expected standard at key stage 1
  • for Years 7 and 8 there is no prior attainment data due to COVID-19
  • for Years 9, 10 and 11 prior attainment is based on those achieving the expected standard at key stage 2

Where the text states ‘Above national’ and the box is shaded blue, this indicates that the figure was at least 1 standard deviation above the national. Where the text states ‘Below national’ and the box is shaded orange, this indicates that the figure was at least 1 standard deviation below the national.

Small cohorts refer to those that are fewer than 11 or were too small to have a valid significance output.

The Department for Education January 2022 census provides data for this table.

There is additional guidance about this section.

Prior attainment at key stage 5

There is no data available for this section due to COVID-19.

Guidance

There is no data to produce this section in 2022.

SEND characteristics

Type of resourced provision: No resourced provision
Number of pupils with SEND who are also disadvantaged: 51

SEND primary need SEND support (81)
Y7 Y8 Y9 Y10 Y11 Y12 Y13 Total
Specific Learning Difficulty 11 11 9 4 6 1 0 42
Moderate Learning Difficulty 0 0 0 6 0 1 0 7
Social, Emotional and Mental Health 1 6 1 5 2 2 1 18
Speech, Language and Communication Needs 2 2 1 1 1 0 0 7
Hearing Impairment 0 0 0 0 0 2 0 2
Physical Disability 0 1 0 0 1 0 0 2
Autistic Spectrum Disorder 1 1 0 0 1 0 0 3
Year group totals 15 21 11 16 11 6 1 81


SEND primary need EHC plan (34)
Y7 Y8 Y9 Y10 Y11 Y12 Y13 Total
Specific Learning Difficulty 0 1 2 2 1 0 0 6
Moderate Learning Difficulty 1 0 0 0 2 0 0 3
Severe Learning Difficulty 0 0 1 0 0 0 0 1
Social, Emotional and Mental Health 3 3 1 2 2 0 0 11
Speech, Language and Communication Needs 3 0 1 1 1 0 0 6
Visual Impairment 1 0 0 0 0 0 0 1
Physical Disability 0 2 0 1 0 0 0 3
Autistic Spectrum Disorder 0 1 0 2 0 0 0 3
Year group totals 8 7 5 8 6 0 0 34


Guidance

The tables display the number of pupils in the school with SEND and what the need category is. Separate tables for pupils who have SEND support and those with an EHC plan are presented if the school has any pupils within these categories.

No highlighting is applied to this table, figures are presented purely for information.

The Department for Education January 2022 census provides data for this table.

There is additional guidance about this section.

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Progress and attainment charts

Progress 8 - 2022

Overall P8 English P8 Mathematics P8 EBacc P8 Open P8
2022

Sig below national
(229 pupils)

Sig below national
(229 pupils)

Sig below national
(229 pupils)

Sig below national
(229 pupils)

Sig below national
(229 pupils)


Progress 8 three-year trend – 2019 to 2017 (not directly comparable to 2022)
Significantly above national Significantly below national Markedly higher than the previous year Q1 Highest quintile
Not significant X Small cohort Markedly lower than previous year Q5 Lowest quintile
( ) Eligible cohort

Progress 8 trend

Table
Measure Year Cohort Quintile Significance Trend
Overall P8 2017 197 3 Not significant
Overall P8 2018 247 2 Significantly above
Overall P8 2019 230 2 Not significant
English P8 2017 197 3 Not significant
English P8 2018 247 3 Not significant
English P8 2019 230 4 Significantly below Below previous year
Mathematics P8 2017 197 3 Not significant
Mathematics P8 2018 247 2 Significantly above
Mathematics P8 2019 230 3 Not significant
EBacc P8 2017 197 2 Significantly above
EBacc P8 2018 247 2 Significantly above
EBacc P8 2019 230 1 Significantly above
Open P8 2017 197 3 Not significant
Open P8 2018 247 2 Significantly above
Open P8 2019 230 3 Not significant
Guidance

This section shows the relative performance of the school for Progress 8 and each of the Progress 8 elements in 2022 versus the national using significance tests. A blue box indicates when a figure was, statistically, significantly above the national average. Orange boxes will indicate when a figure was, statistically, significantly below the national average. Quintiles have not been used in this chart to avoid direct comparison between schools during a volatile period. Note that sentences in the areas to investigate section will still report on the highest and lowest 20% along with significance.

Historic performance covering 2019 to 2017 shows the relative performance of the school for Progress 8 and each of the Progress 8 elements for each of the last 3 years. It indicates the quintile position, where each quintile represents 20% of schools. Red boxes will indicate when a figure was, statistically, significantly below the national average. Green boxes will indicate when a figure was, statistically, significantly above the national average. The arrows indicate an increase or decrease in progress score. These align with the progress trend sentences.

The Department for Education supplies the source pupil level data for this section.

There is additional guidance about this chart.

Value added - 2022

Science VA Languages VA Humanities VA
2022

Sig below national
[221 entries]

Sig below national
[116 entries]

Sig below national
[214 entries]


Value added three-year trend – 2019 to 2017 (not directly comparable to 2022)
Significantly above national Significantly below national Q1 Highest quintile [ ] Entries
Not significant X Small cohort Q5 Lowest quintile


Value Added trend

KS5 Value Added trend


Table
Measure Year Cohort Quintile Significance
Science VA 2017 196 1 Significantly above
Science VA 2018 243 1 Significantly above
Science VA 2019 229 1 Significantly above
Languages VA 2017 51 4 Not significant
Languages VA 2018 58 4 Not significant
Languages VA 2019 70 3 Not significant
Humanities VA 2017 118 1 Significantly above
Humanities VA 2018 161 2 Not significant
Humanities VA 2019 201 3 Not significant
A level VA 2017 147 2 Not significant
A level VA 2018 187 4 Significantly below
A level VA 2019 207 4 Significantly below
Applied general VA 2017 5 5 Small cohort
Applied general VA 2018 26 3 Not significant
Applied general VA 2019 25 3 Not significant
Guidance

This section shows the relative performance of the school for value added in key stage 4 EBacc pillars in 2022 using significance tests. Orange boxes will indicate when a figure was, statistically, significantly below the national average. Blue boxes will indicate when a figure was, statistically, significantly above the national average. Quintiles have not been used in this chart to avoid direct comparison between schools during a volatile period. Note that sentences in the areas to investigate section will still report on the highest and lowest 20% along with significance. It has not been possible to show KS5 data in 2022 due to the value added measure not being available due to COVID-19.

Historic performance covering 2019 to 2017 shows the relative performance of the school for value added in key stage 4 EBacc pillars and key stage 5 for each of the last 3 years. It indicates the quintile position, where each quintile represents 20% of schools. Red boxes will indicate when a figure was, statistically, significantly below the national average. Green boxes will indicate when a figure was, statistically, significantly above the national average.

The Department for Education supplies the source pupil level data for this section.

There is additional guidance about this chart.

Attainment 8 - 2022

Overall A8 English A8 Mathematics A8 EBacc A8 Open A8
2022

Sig below national
(232 pupils)

Sig below national
(232 pupils)

Sig below national
(232 pupils)

Sig below national
(232 pupils)

Sig below national
(232 pupils)


Attainment 8 three-year trend – 2019 to 2017 (not directly comparable to 2022)
Quintile Q1 Highest quintile ( ) Eligible cohort
X Small cohort Q5 Lowest quintile

Attainment 8 trend

Table
Measure Year Cohort Quintile Significance
Overall A8 2017 201 3 Not significant
Overall A8 2018 252 3 Not significant
Overall A8 2019 235 3 Not significant
English A8 2017 201 3 Not significant
English A8 2018 252 3 Not significant
English A8 2019 235 4 Not significant
Mathematics A8 2017 201 3 Not significant
Mathematics A8 2018 252 3 Not significant
Mathematics A8 2019 235 3 Not significant
EBacc A8 2017 201 2 Not significant
EBacc A8 2018 252 3 Not significant
EBacc A8 2019 235 2 Not significant
Open A8 2017 201 3 Not significant
Open A8 2018 252 3 Not significant
Open A8 2019 235 3 Not significant
Guidance

This section shows the relative performance of the school for Attainment 8 and each of the Attainment 8 elements in 2022 using significance tests. A blue box indicates when a figure was, statistically, significantly below the national average. Orange boxes will indicate when a figure was, statistically, significantly above the national average. Quintiles have not been used in this chart to avoid direct comparison between schools during a volatile period. Note that sentences in the areas to investigate section will still report on the highest and lowest 20% along with significance.

Historic performance covering 2019 to 2017 shows the relative performance of the school for Attainment 8 and each of the Attainment 8 elements for each of the last 3 years. It indicates the quintile position, where each quintile represents 20% of schools. Red boxes will indicate when a figure was, statistically, significantly below the national average. Green boxes will indicate when a figure was, statistically, significantly above the national average.

The Department for Education supplies the source pupil level data for this section.

There is additional guidance about this chart.

Attainment thresholds - 2022

Science % 4+ Languages % 4+ Humanities % 4+ A level AAB %

2022

In line with national
[224 entries]

Sig below national
[116 entries]

In line with national
[216 entries]

In line with national
(68 student(s))


Attainment thresholds three-year trend – 2019 to 2017 (not directly comparable to 2022)
Quintile Q1 Highest quintile ( ) Cohort
X Small cohort Q5 Lowest quintile [ ] Entries


EBacc trend

KS5 attainment threshold trend


Table
Measure Year Cohort Quintile Significance
Science % 4+ 2017 200 2 Not significant
Science % 4+ 2018 248 2 Not significant
Science % 4+ 2019 234 2 Not significant
Languages % 4+ 2017 53 3 Not significant
Languages % 4+ 2018 61 4 Not significant
Languages % 4+ 2019 72 4 Not significant
Humanities % 4+ 2017 120 1 Not significant
Humanities % 4+ 2018 164 3 Not significant
Humanities % 4+ 2019 206 4 Not significant
A level AAB % 2018 52 1 Not significant
A level AAB % 2019 55 2 Not significant
Guidance

This section shows the relative performance of the school for attainment in key stage 4 EBacc pillars and key stage 5 in 2022. Orange boxes will indicate when a figure was, statistically, significantly below the national average. Blue boxes will indicate when a figure was, statistically, significantly above the national average. Quintiles have not been used in this chart to avoid direct comparison between schools during a volatile period. Note that sentences in the areas to investigate section will still report on the highest and lowest 20% along with significance.

Historic performance covering 2019 to 2017 shows the relative performance of the school for attainment in key stage 4 EBacc pillars and key stage 5 for each of the last 3 years. It indicates the quintile position, where each quintile represents 20% of schools. Red boxes will indicate when a figure was, statistically, significantly below the national average. Green boxes will indicate when a figure was, statistically, significantly above the national average.

The Department for Education supplies the source pupil level data for this section.

There is additional guidance about this chart.

Key stage 5 attainment - 2022

A level APS Best 3 A levels APS Applied general APS Tech level (L3) APS Tech certificate (L2) APS

2022

In line with national
[250 entries]

In line with national
(68 student(s))

In line with national
[59 entries]

Sig above national
[153 entries]

N/A


Key stage 5 attainment two-year trend – 2019 to 2018 (not directly comparable to 2022)
Quintile Q1 Highest quintile ( ) Cohort
X Small cohort Q5 Lowest quintile [ ] Entries

KS5 attainment trend

Table
Measure Year Cohort Quintile Significance
A level APS 2018 246 2 Not significant
A level APS 2019 219 3 Not significant
Best 3 A levels APS 2018 52 1 Not significant
Best 3 A levels APS 2019 55 3 Not significant
Applied general APS 2018 28 1 Not significant
Applied general APS 2019 25 2 Not significant
Tech level (L3) APS 2019 6 1 Small cohort
Guidance

This section shows the relative performance of the school for key stage 5 average point scores in 2022. Orange boxes will indicate when a figure was, statistically, significantly below the national average. Blue boxes will indicate when a figure was, statistically, significantly above the national average. Quintiles have not been used in this chart to avoid direct comparison between schools during a volatile period. Note that sentences in the areas to investigate section will still report on the highest and lowest 20% along with significance.

The values quoted in brackets are either the overall cohort or the overall entries for the measure.

Historic performance covering 2019 and 2018 shows the relative performance of the school for key stage 5 average point scores for each of the last 2 years. It indicates the quintile position, where each quintile represents 20% of schools. Red boxes will indicate when a figure was, statistically, significantly below the national average. Green boxes will indicate when a figure was, statistically, significantly above the national average.

The Department for Education supplies the source pupil level data for this section.

There is additional guidance about this chart.


Subject entries

Subject entries at key stage 4

A darker shade of purple indicates a higher number of entries for the subject.

2019 cohort = 235;   2021 cohort = 238;   2022 cohort = 232

Subject cluster Subject Qualification
type
2019
entries
2021
entries
2022
entries
Agriculture, horticulture and animal care Animal care Level 1/2 3
Art & design Art & design GCSE 58 19 39
Art & design Level 1 1
Art & design Level 2 17
Business, administration & finance Business studies GCSE 49 63 69
Personal finance Level 2 233
Construction, engineering & manufacturing Building / Construction Operations Level 1/2 22
Construction Level 1/2 9 29
Engineering Level 1/2 19
Engineering Studies BTEC Level 1/2 23
Design & technology Design & technology GCSE 78 22 16
Graphic Design Other at level 1 2
Graphic Design Other at level 2 22
English English language EBacc GCSE 233 237 227
English literature EBacc GCSE 234 237 225
Health, public services and care Hair & beauty Level 2 16
Health & social care Level 1/2 30 50
Health Studies OCR Level 1/2 55
Home economics: food GCSE 45
Hospitality & catering Level 1/2 17 40
Humanities Geography EBacc GCSE 144 103 123
History EBacc GCSE 87 135 100
ICT Applied information technology Level 2 38
Interactive Video Other at level 1 7
Interactive Video Other at level 2 20
Languages, literature and culture French EBacc GCSE 16 29 42
German EBacc GCSE 35 35 26
Other modern languages EBacc GCSE 1 3
Polish EBacc GCSE 1 3
Spanish EBacc GCSE 21 68 46
Mathematics & statistics Mathematics EBacc GCSE 235 236 226
Statistics GCSE 21 23 11
Media Digital media production Level 1/2 19
Media studies GCSE 18 31
Media/Film/Tv Studies GCSE 23
Performing arts Drama/performing arts GCSE 34 39 25
Music Level 1/2 15
Music performance Level 2 23
Music performance: Group Level 1/2 18
Physical education & sport Physical education GCSE 26 51 23
Sport studies Level 1/2 9
Science Biology EBacc GCSE 56 31 30
Chemistry EBacc GCSE 56 31 30
Computer science EBacc GCSE 31 36 27
Double science EBacc GCSE 178 206 194
Physics EBacc GCSE 56 31 30
Social studies Sociology GCSE 50 51 46


Guidance

This section shows all the subjects entered by this school in 2022, 2021 and 2019. There was no subject entry data for 2020. There may be some differences between 2021 entries and other years as the data was supplied differently. For example, ‘other modern languages’ is separated out for 2021. Early entries were not included in 2021.

Subject entries may differ from the Department for Education’s ‘Find school and college performance’ as subject discounting has been applied to the IDSR.

The Department for Education supplies the source pupil level data for this section.

There is additional guidance which provides the criteria used to determine the sentences and links to further detail for the measures.

Subject entries at key stage 5 – level 3

A darker shade of purple indicates a higher number of entries for the subject.

2022 entry data for KS5 is not available until revised data has been released.

2019 cohort = 123;   2021 cohort = 149

Subject cluster Subject Qualification
type
2019
entries
2021
entries
2022
entries
Art & design Art and Design (Fine Art) A level 4 3
Art and Design (Graphics) A level 6 8
Photography A level 7 5
Business, administration & finance Business Studies A level 5 14
Business Studies Applied general 4 2
Economics A level 4 13
Construction, engineering & manufacturing Engineering Studies Tech level 10
English English Literature A level 6 9
Health, public services and care Health Studies Applied general 8 17
Humanities Geography A level 13 19
History A level 13 10
Religious Studies A level 7
ICT Computer Architecture / Systems Applied general 13 13
Languages, literature and culture Spanish A level 1
Mathematics & statistics Mathematics A level 22 18
Media Film Studies A level 8
Media/Film/Tv Studies A level 3 9
Sound Recording Tech level 2
Performing arts Drama and Theatre Studies A level 7 7
Physical education & sport Physical Education / Sports Studies A level 9 8
Sports Studies Applied general 1
Sports Studies Tech level 110
Science Biology A level 22 26
Chemistry A level 19 10
Computer Studies / Computing A level 8
Physics A level 18 4
Social studies Psychology A level 28 33
Sociology A level 13 11


Guidance

This section shows all the subjects entered for this school in 2022, 2021 and 2019, however 2022 entries are not currently available. There was no subject entry data for 2020.

The Department for Education supplies the source pupil level data for this section.

There is additional guidance which provides the criteria used to determine the sentences and links to further detail for the measures.