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.

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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

• This school entered pupils early into the following subject(s) in 2021: English literature (94%). Attainment for these entries will not have counted in performance data. This is likely to have had a large impact on results.
• For the following EBacc subject(s), the average point score was in the lowest 20% and the proportion of entries was at or above the national average: English literature (0.1).
• The subjects of the EBacc form a strong academic foundation for the key stage 4 curriculum. The EBacc entry rate in this school in 2022 was 50%. The subject that appears to be the greatest barrier to more pupils studying the EBacc is languages (50%).
• There is nothing to highlight for science value added in 2022.
• Languages value added (-1.3) was significantly below national and in the lowest 20% in 2022.
• There is nothing to highlight for humanities value added in 2022.
• There is nothing to highlight for the percentage achieving grade 4+ in science in 2022.
• The percentage achieving grade 4+ in languages (42%) was significantly below national and in the lowest 20% in 2022.
• There is nothing to highlight for the percentage achieving grade 4+ in humanities in 2022.
• For the following subject(s) outside of the EBacc, the average point score was in the lowest 20% and the proportion of entries was at or above the national average: health & social care (3.3).

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

• There is no value added data available for all schools in 2022, therefore no measure can be presented in the IDSR.

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

• Overall Progress 8 (-0.7) was significantly below national and in the lowest 20% in 2022.
• The English element of Progress 8 (-0.7) was significantly below national and in the lowest 20% in 2022.
• The mathematics element of Progress 8 (-0.6) was significantly below national and in the lowest 20% in 2022.
• There is nothing to highlight for the EBacc element of Progress 8 in 2022.
• The open element of Progress 8 (-1.1) was significantly below national and in the lowest 20% in 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

• There is no value added data measure available for 2022 due to COVID-19.

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

• There is nothing to highlight for overall Attainment 8 in 2022.
• The English element of Attainment 8 (9.1) was significantly below national and in the lowest 20% in 2022.
• There is nothing to highlight for the mathematics element of Attainment 8 in 2022.
• The open element of Attainment 8 (11.6) was significantly below national and in the lowest 20% in 2022.
• There is nothing to highlight for the EBacc element of Attainment 8 in 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

• There is nothing to highlight for average point score per entry for A level in 2022.
• There is nothing to highlight for the percentage of students achieving at least AAB in 3 A levels in 2022.
• There is nothing to highlight for average point score per entry for applied general in 2022.
• There is nothing to highlight for average point score per entry for tech levels in 2022.
• There is nothing to highlight for average point score per entry for the best 3 A levels in 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

• Of the 5 pupils who did not achieve grade 4 or above in English at key stage 4:
  • 2 sat a level 2 qualification in English at key stage 5 in 2019.
  • The cohort for students sitting a level 2 qualification in English in 2019 was small (2), therefore no conclusions can be drawn from the data.
• Of the 6 pupils who did not achieve grade 4 or above in mathematics at key stage 4:
  • 4 sat a level 2 qualification in mathematics at key stage 5 in 2019.
  • The cohort for students sitting a level 2 qualification in mathematics in 2019 was small (4), therefore no conclusions can be drawn from the data.

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

• Between 2020 and 2021, 39 pupils left the school. Of these, 5 pupils left the school between Years 10 and 11 (2% of the Year 10 cohort), which was not significantly above the number anticipated for this school.
• There is nothing significant or exceptional to highlight about the number of pupils that moved into alternative provision from this school.

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

• Overall absence (11.6%) was in the highest 20% of all schools in 2021/22. It was also in the highest 20% of schools with a similar level of deprivation.
• Persistent absence (38.0%) was in the highest 20% of all schools in 2021/22. It was also in the highest 20% of schools with a similar level of deprivation.

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

• For the whole school, the rate of total suspensions (9.0%) was in the highest 20% in 2020/21. It was also in the highest 20% of schools with a similar level of deprivation in 2020/21.
• For the whole school, the rate of repeat suspensions (4.4%) was in the highest 20% in 2020/21. It was also in the highest 20% of schools with a similar level of deprivation in 2020/21.
• Of the 140 pupils in the whole school with at least one suspension in 2020/21, 49% were suspended on more than one occasion and 2.9% received 10 or more suspensions during the year.
• Of the 316 total suspensions in the whole school in 2020/21, the following reasons each accounted for more than 10%: persistent disruptive behaviour (154), verbal abuse/threatening behaviour against an adult (92), verbal abuse/threatening behaviour against a pupil (34).
• There were 2 permanent exclusions in the whole school in 2020/21. The national average for this year was 1. There were also 2 in 2019/20 and 4 in 2018/19.
• The 2 permanent exclusions in the whole school in 2020/21 were for: drug or alcohol related (1), use or threat of use of an offensive weapon or prohibited item (1).

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

• There was 1 student in key stage 5 suspended at least once in 2020/21. The national average for this year was 1. There were none in the previous two years.
• The 1 suspension at key stage 5 in 2020/21 was for abuse against sexual orientation or gender identity.
• There were no permanent exclusions at key stage 5 in 2020/21. The national average for this year was close to zero. There were no permanent exclusions in the previous two years either.

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.

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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.

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Pupil groups

Key stage 4

• For middle prior attainers, overall Attainment 8 (43.3) was significantly below national and in the lowest 20% in 2022. The mathematics element of Attainment 8 (8.5) was significantly below national and in the lowest 20% in 2022.
• For high prior attainers, the EBacc element of Progress 8 (-0.9) was significantly below national and in the lowest 20% in 2022. Humanities value added (-1.0) was significantly below national and in the lowest 20% in 2022. Overall Attainment 8 (56.5) was significantly below national and in the lowest 20% in 2022. The mathematics element of Attainment 8 (11.5) was significantly below national and in the lowest 20% in 2022.

Key stage 5

• As there are no value added or completion and attainment measures available in 2022, then no sentences about key stage 5 data have been generated for pupil groups.

Absence

• No sentences about absence have been generated for pupil groups.

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:

• this school is part of a trust which contains 8 primary schools, 3 secondary schools, no special schools, no alternative providers and no pupil referral units.
• the latest overall effectiveness grade for this school is good. As at 1 Dec 2022, the MAT grade profile was:
  • outstanding - 1
  • good - 4
  • requires improvement - 1
  • inadequate - 0
  • not yet inspected - 5

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:

• 63% of teachers had at least one period of sickness absence. This was significantly above national. In 2018/19, 68% of teachers had at least one period of sickness absence. This was significantly above national.
• There is nothing to highlight for days lost to teacher absence (5 days) in 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

• At the time of the November 2021 census, there were no full-time vacant teacher posts in the school.
• There is nothing to highlight for staff turnover in 2020/21.

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.

Local area and school links

• The school location deprivation indicator was in quintile 2 (less deprived) of all schools.
• The pupil base is in quintile 3 (average deprivation) of all schools in terms of deprivation.
• According to the January 2022 census, pupils at this school were also registered at the following registered providers:
  • Secondary - (1)
  • Secondary - (1)
  • Secondary - (1)

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

• In 2020/21, the academy trust had a revenue reserve of £1,588,000.
• In 2020/21, this school had a positive in-year balance (£526,305). This data sets out the position for this specific school, however many trusts pool budget across schools. As such, this may not give the full picture of the budgets and inspectors will want to ascertain the wider context when inspecting.
• In 2020/21, this school had a per pupil spend of £5,893.
• In 2020/21, this school received £9,390,000 in grant funding, £2,811,387 more than the national average.

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:

• 86%: White - British

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:

• 89%: White - British

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.

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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

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

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

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

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

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.

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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.