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
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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).
Historic performance data from 2019 and earlier indicates the school context prior to the pandemic. For 2022, the IDSR quintiles have been removed.
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).
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.
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.
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.
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.
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.
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.
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.
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.
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).
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.
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.
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 |
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% |
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% |
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.
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 |
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
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.
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.
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)
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.
Ethnicity whole school
This school has 17 out of 17 possible ethnic groups. Those with 5% or more are:
- 86%: White - British
Ethnicity key stage 5
This school has 12 out of 17 possible ethnic groups. Those with 5% or more are:
- 89%: White - British
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 |
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 |
Prior attainment at key stage 5
There is no data available for this section due to COVID-19.
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 |
Progress and attainment charts
Progress 8 - 2022
Overall P8 | English P8 | Mathematics P8 | EBacc P8 | Open P8 | |
---|---|---|---|---|---|
2022 | Sig below national |
Sig below national |
Sig below national |
Sig below national |
Sig below national |
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 |
Value added - 2022
Science VA | Languages VA | Humanities VA | |
---|---|---|---|
2022 | Sig below national |
Sig below national |
Sig below national |
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 |
Attainment 8 - 2022
Overall A8 | English A8 | Mathematics A8 | EBacc A8 | Open A8 | |
---|---|---|---|---|---|
2022 | Sig below national |
Sig below national |
Sig below national |
Sig below national |
Sig below national |
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 |
Attainment thresholds - 2022
Science % 4+ | Languages % 4+ | Humanities % 4+ | A level AAB % | |
---|---|---|---|---|
2022 |
In line with national |
Sig below national |
In line with national |
In line with national |
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 |
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 |
In line with national |
In line with national |
Sig above national |
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 |
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 |
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 |