Example secondary IDSR

URN: 999999         LAESTAB: 9999999        

Local authority: NA

Phase of education: NA         Type of education: NA

Release information: Revised 2024 KS4, Revised 2024 16 to 18

Release date: 6 March 2025        IDSR news page        IDSR guidance

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Important information

The IDSR summarises and analyses the available data about a school. It is also designed to align with our school inspection handbook, to inform inspectors’ conversations with school leaders. It is not intended to be an exhaustive profile of a school or to provide any judgement or assessment of the school.

The IDSR can contain sensitive information about schools and colleges. It is your responsibility to make sure you store and share the IDSR securely. Please see our guidance (linked to below) for our IDSR conditions of use and storage statement.

Data is presented in the IDSR based on the URN to which it is assigned. Where a school’s URN has changed within the timeframes represented in the IDSR, data will be displayed in different reports.

Online guidance can be found here.

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School characteristics

	2022	2023	2024
School number on roll	Below average 792	Below average 797	Below average 802
Sixth form number on roll	Below average 168	Close to average 182	Close to average 162
School % FSM6	Above average 31	Above average 31	Close to average 30
School % SEN support	Well below average 9	Well below average 9	Below average 10
Sixth form % SEN support	Well below average 3	Well below average 3	Below average 4
School % EHC plan	Well below average 0.9	Well below average 0.6	Well below average 2
Sixth form % EHC plan	Close to average 0.6	Close to average 0.6	Close to average 0.6
School % EAL	Well above average 65	Well above average 69	Well above average 71
Sixth form % EAL	Well above average 43	Well above average 54	Well above average 60
School % stability	Close to average 94	Close to average 92	Close to average 92
Pupil base deprivation	Well above average	Well above average	Well above average
School location deprivation	Well above average	Well above average	Well above average

Guidance

The chart shows school level information for 2022, 2023, and 2024. The information is based on the January census returns for those years, as supplied by the Department for Education.

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 the 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.

Except for the school location deprivation measure, schools are compared with other schools in the same phase: primary (including middle deemed primary) or secondary (including middle deemed secondary and all throughs). Special schools are compared against the national distribution for secondary schools.

FSM6 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).

Information regarding the level of deprivation in the local area in which the school resides, together with an aggregated pupil-derived deprivation indicator is provided. Each deprivation indicator is based on the English indices of deprivation from 2019.

You can read further information about the data used for the local area deprivation. For deprivation measures, ‘Above average’ means “more deprived” and ‘Below average’ means “less deprived”.

There is additional guidance about this section.

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Year group characteristics 2024

	Number on roll	% FSM6	% EAL
Year 7	146	30	64
Year 8	123	25	82
Year 9	127	30	80
Year 10	127	31	77
Year 11	122	35	70
Year 12	81	No data	59
Year 13	82	No data	62

Guidance

The year group characteristics table shows information about pupil characteristics for each year group.

The table presents data for pupils who were recorded as part of the January 2024 school census. As such, the data presented against each year group is about the cohort that was in that year group last academic year. For example, the data in the year 7 column is about the cohort who were in year 7 in the 2023/24 academic year, not the cohort who are in year 7 in the current (2024/25) academic year.

The measures included in the table are:

• the number of pupils on roll
• the percentage of pupils in receipt of FSM at the time of the October census; these pupils are those who are or have been eligible for FSM and have claimed them some time in the last 6 years (available for year groups from Reception to year 11 inclusive; FSM data is not collected for sixth forms)
• the percentage of pupils whose first language is not English or is believed to be other than English

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

There is additional guidance about this section.

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Prior attainment 2024

	Reading	Writing	Mathematics
Year 7	Close to national	Above national	Close to national
Year 8	Close to national	Below national	Close to national
Year 9	No data due to Covid	No data due to Covid	No data due to Covid
Year 10	No data due to Covid	No data due to Covid	No data due to Covid
Year 11	Close to national	Above national	Close to national

Guidance

The prior attainment table shows how the school’s pupils performed at key stage 2 in relation to the rest of their year group nationally.

The table presents data for pupils who were recorded as part of the January 2024 school census. As such, the data presented against each year group is about the cohort that was in that year group last academic year. For example, the data in the year 7 column is about the cohort who were in year 7 in the 2023/24 academic year, not the cohort who are in year 7 in the current (2024/25) academic year.

The data content of the table focuses on the performance of these secondary-age pupils in their key stage 2 assessments:

• the cohorts who were in Years 7, 8, and 11 in 2023/24 sat assessments when they were in key stage 2. The data for these year groups is based on the proportion of the school cohort who achieved the expected standard at key stage 2.
• the cohorts who were in Years 9 and 10 in 2023/24 did not sit assessments when they were in key stage 2 because of the COVID-19 pandemic. As such, there is no prior attainment data available.

Where the text states ‘Above national’ and the box is shaded blue, this indicates that the proportion achieving the expected standard 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 source data for this table is the Department for Education January 2024 census.

There is additional guidance about this section.

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Ethnicity 2024

Whole school

Sixth form

Table

Ethnicity group	Ethnicity	School %	School national %	Sixth form %	Sixth form national %
Asian or Asian British	Bangladeshi	4.9	1.8	3.8	2.6
Asian or Asian British	Chinese	0.0	0.8	0.0	0.9
Asian or Asian British	Indian	3.1	4.0	1.4	5.6
Asian or Asian British	Pakistani	80.8	4.5	87.1	4.8
Asian or Asian British	Any other Asian background	0.4	2.2	0.1	3.3
Black or Black British	African	0.1	4.8	0.0	6.6
Black or Black British	Caribbean	0.0	0.9	0.0	1.0
Black or Black British	Any other Black background	0.0	0.8	0.0	0.9
Mixed	White and Asian	0.5	1.7	0.0	1.9
Mixed	White and Black African	0.1	0.9	0.0	0.9
Mixed	White and Black Caribbean	0.0	1.6	0.0	1.1
Mixed	Any other Mixed background	0.9	2.8	0.7	2.9
White	British	0.0	61.4	0.0	55.2
White	Gypsy/Roma	0.0	0.3	0.0	0.1
White	Irish	0.0	0.2	0.0	0.4
White	Traveller of Irish heritage	0.0	0.1	0.0	0.0
White	Any other White background	0.4	7.2	0.0	6.9
Any other ethnic group	Any other ethnic group	3.0	2.4	1.4	2.8

Guidance

The source data for this table is the Department for Education January 2024 census.

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

The % value displayed on the bar is the school proportion.

If the school has a sixth form, a separate ethnicity chart will be displayed.

There is additional guidance about this section.

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SEN characteristics 2024

Type of resourced provision: No resourced provision
Capacity:
Type of SEN provision:
Number of pupils with SEN who are also FSM6 and/or CLA: 34

SEN primary need	SEN support (73)
	Y7	Y8	Y9	Y10	Y11	Y12	Y13	Total
Specific Learning Difficulty	0	3	1	0	0	2	0	6
Moderate Learning Difficulty	5	2	3	6	10	0	2	28
Social, Emotional and Mental Health	2	5	1	4	1	0	0	13
Speech, Language and Communication Needs	7	0	1	5	0	0	0	13
Hearing Impairment	1	0	0	0	0	0	0	1
Physical Disability	2	0	2	2	1	1	0	8
School Support NSA	1	0	0	1	1	0	0	3
Other Difficulty/Disability	0	0	0	0	1	0	0	1
Year group totals	18	10	8	18	14	3	2	73

SEN primary need	EHC plan (8)
	Y7	Y8	Y9	Y10	Y11	Y12	Y13	Total
Severe Learning Difficulty	0	0	0	2	0	0	0	2
Speech, Language and Communication Needs	1	1	0	1	0	0	0	3
Visual Impairment	0	0	0	0	0	0	1	1
Physical Disability	0	0	1	0	0	0	0	1
Autistic Spectrum Disorder	0	0	0	1	0	0	0	1
Year group totals	1	1	1	4	0	0	1	8

Guidance

The tables display the number of pupils in the school with SEN and what the primary need category is. Separate tables for pupils with SEN 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 text above the tables displays if the school has any resourced provision. This could be a SEN unit, resourced provision or both. The capacity represents the capacity of the provision displayed. The type of SEN provision will list, where applicable, the type of SEN provided for. This section also displays how many pupils with SEN have received FSM at any time during the last 6 years and/or are children looked after (CLA) (in the care of the local authority for a day or more or who have been adopted from care).

The Department for Education January 2024 census provides data for this table.

There is additional guidance about this section.

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The trust

As of 1 March 2025:

• this school is part of a Trust which contains 13 primary schools, 2 secondary schools, no special schools, no alternative providers and no pupil referral units.
• the latest inspection outcome for this school is: graded, not in a category of concern.
• the MAT grade profile was:

Schools last inspected prior to September 2024

• outstanding graded - 0
• good graded - 5
• requires improvement graded - 0
• inadequate graded - 1
• ungraded, school remains good - 2

Schools inspected from September 2024 onwards

• graded, not in a category of concern - 3
• graded, serious weaknesses - 0
• graded, special measures - 0
• ungraded, improved significantly - 0
• ungraded, standards maintained - 0
• ungraded, some aspects not as strong - 0

Schools not yet inspected

• not yet received graded or ungraded inspection - 4

Guidance

The source data for this section is Ofsted inspection outcome data and the Department for Education’s Get Information about Schools (GIAS) service as at the month of the release.

It provides the multi-academy trust (MAT) to which the school belongs, the school’s latest inspection outcome and the number of schools, by phase, in the trust. All-through schools are counted as secondary schools. Colleges are not counted.

It also provides the grade profile of the schools within the MAT, using the latest inspection outcome each school has received under its current URN. Schools inspected in the academic year 2024/25 will not receive an overall effectiveness grade. As such, the grade profile is split into 2 sections:

• schools last inspected before September 2024
• schools inspected from September 2024 onwards

Each school’s latest inspection outcome, whether relating to a graded or ungraded inspection, will be used. If a school was last inspected under a different URN before it joined the MAT, the school will be counted in the ‘not yet received graded or ungraded inspection’ group until it is inspected as part of the MAT. However, if a school was last inspected before it joined the MAT but still possesses the same URN as it had on inspection, the outcome from that inspection will be counted in the grade profile.

There is additional guidance about this section.

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Staffing

• The proportion of education support staff relative to teaching staff was in the lowest 20% in 2023.
• There is nothing to highlight for per pupil spending on staff related areas compared to similar schools in 2022/23.
• The percentage of teachers with at least one period of sickness absence was significantly below national in: 2021/22, 2020/21.
• 10 days on average were lost to teacher sickness absence in 2022/23. This was in the highest 20% nationally.
• At the time of the November 2023 census, there were 3 full-time vacant teacher posts in the school.
• There is nothing to highlight for staff turnover in 2022, 2021 or 2020.

Guidance

This section presents information on several areas relating to staffing.

Sickness absence data for 2020/21 was collected in the November 2022 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.

Information relating to school spending is sourced from the Education and Skills Funding Agency’s 2022/23 data. All other information is sourced from the Department for Education’s November 2023 and earlier school workforce censuses.

There is additional guidance about this section.

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Absence

School

	Absence
	2021/22 (3 term)	2022/23 (3 term)	2023/24 (2 term)
School %	7.2	7.9	6.6
Comparison to all schools	–	–	–
Comparison to schools with a similar level of deprivation	–	Lowest 20%	Lowest 20%

	Persistent absentees
	2021/22 (3 term)	2022/23 (3 term)	2023/24 (2 term)
School %	29.7	23.9	19.5
Comparison to all schools	–	–	–
Comparison to schools with a similar level of deprivation	–	Lowest 20%	Lowest 20%

Local authority

	Absence
	2023/24 (Whole academic year)	2024/25 (Year to date)	03 Feb - 07 Feb 2025 (Weekly)
Local authority %	12.7	10.0	12.3
Comparison to all local authorities	Highest 20%	Highest 20%	Highest 20%

Guidance

School-level absence data is based on 2 terms for 2023/24, and 3 terms for 2022/23 and 2021/22. The chart shows when the school percentage for absence or persistent absentees was in the highest or lowest 20% for ‘all schools’ or for ‘schools with a similar level of deprivation’. For the ‘all schools’ comparison, schools are compared with other schools in the same phase: primary (including middle deemed primary) or secondary (including middle deemed secondary and all throughs). Special schools are compared against the national distribution for secondary schools. For the ‘schools with a similar level of deprivation’ comparison, schools are compared with other schools in the same phase of education and with a similar level of deprivation (in the same IDACI quintile based on deprivation of the pupils in the school cohort).

Comparison data is only shown when the school is in the highest or lowest 20%.

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

Local authority-level absence data is based on the previous academic year and the current academic year up to and including the most recent week about which we hold data, which is also displayed separately. The chart shows when the local authority percentage for absence was in the highest or lowest 20% for all local authorities.

Comparison data is only shown when the local authority is in the highest or lowest 20%. Special schools are compared with the national value for secondary schools.

The information is based on pupil level daily attendance data submitted by schools to the Department for Education.

There is additional guidance about this section.

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Suspensions and permanent exclusions

Whole school suspensions

	2020/21	2021/22	2022/23
Total number of suspensions	4	2	4

Reasons for suspensions in the whole school in 2022/23

Physical assault against a pupil	3
Physical assault against an adult	1
Inappropriate use of social media or online technology	1

	2020/21	2021/22	2022/23
Total number of pupils with 1 or more suspensions	4 (1.5% of cohort)	2 (1.4% of cohort)	4 (1.5% of cohort)
Comparison to all schools	–	–	–
Comparison to schools with a similar level of deprivation	–	–	–

Total number of pupils with 2 or more suspensions	0	0	0
Comparison to all schools	–	–	–
Comparison to schools with a similar level of deprivation	–	–	–

Total number of pupils with 10 or more suspensions

0

0

0

Whole school permanent exclusions

	2020/21	2021/22	2022/23
Total number of permanent exclusions	0	0	2
National average permanent exclusions	1	2	2

Reasons for permanent exclusions in the whole school in 2022/23

Use or threat of use of an offensive weapon or prohibited item	3

Guidance

Suspensions were previously referred to as fixed term exclusions.

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.

The chart shows when the school percentage of pupils with 1 or more suspensions or 2 or more suspensions was in the highest 20% for ‘all schools’ or for ‘schools with a similar level of deprivation’. For the ‘all schools’ comparison, schools are compared with other schools in the same phase: primary (including middle deemed primary) or secondary (including middle deemed secondary and all throughs). Special schools are compared against the national distribution for secondary schools. For the ‘schools with a similar level of deprivation’ comparison, schools are compared with other schools in the same phase of education and with a similar level of deprivation (in the same IDACI quintile based on deprivation of the pupils in the school cohort). The similar deprivation comparison will not be visible for primary schools – we do not produce the comparison due to very low suspension rates.

The comparison data is only shown when the school is in the highest 20%.

There is no cohort threshold applied to the reasons table in this section. Up to 3 reasons can be recorded for each suspension or permanent exclusion. As such, the total number of reasons may exceed the total number of suspensions or permanent exclusions. The reasons table will only appear if there have been suspensions or permanent exclusions in the latest year.

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

There is additional guidance about this section.

16 to 18 suspensions

	2020/21	2021/22	2022/23
Total number of suspensions	2	0	0

	2020/21	2021/22	2022/23
Total number of pupils with 1 or more suspensions	2	0	0
National average pupils with 1 or more suspensions	1	1	1

16 to 18 permanent exclusions

	2020/21	2021/22	2022/23
Total number of permanent exclusions	0	0	0
National average permanent exclusions	0	0	0

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 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 the school percentage for pupils with 2 or more suspensions for sixth forms or make comparisons to schools with similar levels of deprivation as with the whole school section.

16 to 18 in this section relates to Years 12, 13 and 14 where applicable.

There is no cohort threshold applied in this section.

Up to 3 reasons can be recorded for each suspension or permanent exclusion. As such, the total number of reasons may exceed the total number of suspensions or permanent exclusions. The reasons sections will only appear if there have been suspensions or permanent exclusions in the latest year.

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 2022 and 2023	Between 2023 and 2024
Number of pupils leaving the school	24	22
Between Years 10 and 11	2	2
As a proportion of the Year 10 cohort	Not significant2%	Not significant2%
Of which, no recorded information in the January census	2	2
Between other school years	22	20
Of which, no recorded information in the January census	4	4

Guidance

This section uses the Department for Education January 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.

There is additional guidance about this section.

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Links to alternative provision and other providers

Autumn 2024

URN	UKPRN	Companies House number	Postcode	Provider type	Provider name	Total pupils	Full time	Part time
777777	-	-	Postcode	Type of provider	Name of provider	2 (1)	1 (0)	1 (1)

Guidance

The table shows information about alternative provision placements. This section will appear for all schools that submitted information on alternative provision placements in the latest data.

The placements include alternative provision, companies, providers registered with the UK Register of Learning Providers, further education and other schools.

The total number of pupils is shown, as well as the number of pupils attending full time and part time. Numbers in brackets are additional pupils who were attending the alternative provision but left during the census period.

This is sourced from the Department for Education’s alternative placements data.

There is additional guidance about this section.

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Subject entries at key stage 4

• The EBacc entry rate in this school in 2024 was 94%.

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

2022 cohort = 133;   2023 cohort = 130;   2024 cohort = 121

Subject cluster	Subject	Qualification type	2022 entries	2023 entries	2024 entries	2024 average point score
English	English Language	EBacc GCSE	133	131	119	Highest 20%
	English Literature	EBacc GCSE	132	131	118	Highest 20%
Mathematics	Mathematics	EBacc GCSE	134	131	121
Science	Biology	EBacc GCSE	48	41	45
	Chemistry	EBacc GCSE	48	41	45
	Physics	EBacc GCSE	48	41	45
	Science: Double Award	EBacc GCSE	88	92	76
Languages	Arabic	EBacc GCSE	25	30	26
	French	EBacc GCSE	34	43	38	Lowest 20%
	Urdu	EBacc GCSE	53	60	59
Humanities	Geography	EBacc GCSE	79	49	75
	History	EBacc GCSE	55	84	45
Arts, media and publishing	Art & Design (Textiles)	GCSE	7	7	9
	Multimedia	Level 1/2		22
Business, administration, finance and law	Small Business Management	Level 1/2			11
Health, public services and care	Health Studies	Level 1/2	73	39	44
History, philosophy and theology	Religious Studies	GCSE	133	131	119	Highest 20%
Leisure, travel and tourism	Sports / Movement Science	Level 1/2	13	19	14	Highest 20%
Retail and commercial enterprise	Hospitality / Catering Studies	Level 1/2	15	5

Guidance

This section may contain up to two parts - the first is a bullet point about EBacc entry at this school, the second is a table that provides details about the subjects entered by pupils at this school.

The EBacc entry bullet point describes the EBacc entry rate for the school in 2024. It is shown for every school where there were at least 11 pupils reaching the end of key stage 4 in 2024. It may be followed by another sentence that details the subject cluster with the lowest rate of EBacc entry (if the entry rate for that cluster was below 75%).

The table about subjects entered shows all the subjects entered by pupils at this school in 2024, 2023 and 2022 and the number of entries for each. It also highlights if the school had a high or low average point score in a particular subject compared to other schools, where applicable.

The entries figure represents the number of exam entries in a given subject rather than the number of pupils entered. Therefore, if a pupil was entered for the same qualification in two different exam seasons, this would count as 2 entries. Discounting has not been applied to this table and this includes entries that may not have counted in performance measures.

For technical awards, any entries for a level 1 qualification may be grouped with those for the level 2 qualification in the same subject. Such figures will be represented as a single row where the ‘Qualification type’ is listed as ‘Level 1/2.’

A shaded box and corresponding text will appear if the average point score for pupils in a particular subject is in the highest or lowest 20% of all schools and only if entry levels were at or above national entries.

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.

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Progress and attainment at key stage 4

  School difference from national has improved from comparator year
  School difference from national has improved slightly from comparator year
  Similar to comparator year or fewer than 11 pupils
  School difference from national has weakened slightly from comparator year
  School difference from national has weakened from comparator year

	2024 cohort/ entries	Performance in 2024	2024 value	2024 nat value	2024 vs 2023	2023 vs 2022
Overall P8	118	Sig above national and 91st percentile	0.8	0.0
English P8	118	Sig above national and 93rd percentile	0.8	0.0
EBacc P8	118	Sig above national and 91st percentile	0.9	0.0
Open P8	118	Sig above national and 96th percentile	1.1	0.0
Science VA	117	Sig above national and 86th percentile	0.6	0.0
Humanities VA	116	Sig above national and 76th percentile	0.5	0.0
Overall A8	122	Sig above national and 79th percentile	53	46
English A8	122	Sig above national and 81st percentile	11.3	9.8
EBacc A8	122	Sig above national and 80th percentile	15.8	13.4
Open A8	122	Sig above national and 86th percentile	16.5	13.5
English % 5+	118	Sig above national and 80th percentile	75	60
Science % 5+	119	Sig above national and 79th percentile	60	47
English % 4+	118	Sig above national and 82nd percentile	89	74

Non-significant data

	2024 cohort/ entries	Performance in 2024	2024 value	2024 nat value	2024 vs 2023	2023 vs 2022
Mathematics P8	118	Not sig different to national and 52nd percentile	0.1	0.0
Languages VA	115	Not sig different to national and 47th percentile	0.1	0.0
Mathematics A8	122	Not sig different to national and 51st percentile	9.2	9.1
Mathematics % 5+	119	Not sig different to national and 45th percentile	50	52
Humanities % 5+	118	Not sig different to national and 62nd percentile	54	51
Languages % 5+	116	Not sig different to national and 39th percentile	54	58
Mathematics % 4+	119	Not sig different to national and 46th percentile	71	70
Science % 4+	119	Not sig different to national and 67th percentile	73	66
Humanities % 4+	118	Not sig different to national and 67th percentile	70	63
Languages % 4+	116	Not sig different to national and 36th percentile	69	72

Guidance

Arrows indicate whether the school, when compared to the national, has changed. A dark shaded upward arrow indicates that the school difference from national has improved from the comparator year (difference of at least 2 standard deviations).

A lighter shade upward arrow indicates the school difference from national has improved slightly from the comparator year (difference of at least 1 standard deviation). Arrows pointing downwards indicate a worsening in the difference to national, with the same shading rules.

A horizontal line means the school is similar to the comparator year (difference was less than 1 standard deviation OR there were fewer than 11 pupils in either of the years).

Cohort/entries shows the number of pupils included in the measure. Measures such as progress scores include only pupils with prior attainment. Some key stage 4 measures may only include the pupils entered for that subject area.

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

There is additional guidance about this section.

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Destinations after key stage 4

All pupils

	2020 leavers (128 pupils in scope)	2021 leavers (132 pupils in scope)	2022 leavers (134 pupils in scope)
Sustained education, employment or training	Average 90%	Average 93%	Average 93%
Any sustained education	Average 87%	Average 91%	Average 89%
Sustained employment	Average 1%	Average 1%	Average 1%
Sustained apprenticeship	Average 1%	Average 0%	Average 1%
Destination not sustained	Average 3%	Average 4%	Average 1%
Activity not captured	Average 4%	Average 1%	Average 3%

Disadvantaged pupils

	2020 leavers (44 pupils in scope)	2021 leavers (36 pupils in scope)	2022 leavers (38 pupils in scope)
Sustained education, employment or training	Average 85%	Average 99%	Average 93%
Any sustained education	Average 80%	Small cohort	Average 85%
Sustained employment	Small cohort	Average 0%	Small cohort
Sustained apprenticeship	Small cohort	Small cohort	Small cohort
Destination not sustained	Small cohort	Average 0%	Small cohort
Activity not captured	Small cohort	Average 0%	Small cohort

Guidance

The data for the latest year relates to the pupils that sustained destinations in 2022/23. These are pupils that reached the end of key stage 4 in 2021/22. The column 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.

Disadvantaged pupils are those who were eligible for FSM at any time during the last 6 years and/or looked after children (in the care of the local authority for a day or more or who have been adopted from care).

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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Qualification types and retention at 16 to 18

Qualification types

	2022 (65 students)	2023 (98 students)	2024 (81 students)
A level	34%	51%	51%
Applied general	71%	65%	61%
Tech level	1%	1%	1%
Tech certificate	1%	1%	1%

• The proportion of students not taking any L3 or L2 DfE approved qualifications (2%) was in the lowest 20% in 2024, as well as in 2023.

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 one 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 percentages in each column 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

	2019	2022	2023
A level	(96% of 37 students)	(99% of 17 students)	(99% of 30 students)
Applied general	(90% of 45 students)	(95% of 51 students)	(91% of 72 students)
Tech level	No students	No students	No students
Tech certificate	No students	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 have been 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 16 to 18 qualifications guidance contains the full list of qualifications that count in the performance tables each year from 2018 to 2026.

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 contains further detail and links to additional Department for Education resources.

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Subject entries at 16 to 18

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

2022 cohort = 70;   2023 cohort = 99;   2024 cohort = 84

Subject cluster	Subject	Qualification family	Qualification type	2022 entries	2023 entries	2024 entries
Arts, media and publishing	Art and Design (Textiles)	A level	GCE A level			5
Business, administration, finance and law	Business Studies	Applied general	OCR Cambridge Technical Certificate at Level 3	12		25
	Business Studies	Applied general	OCR Cambridge Technical Extended Certificate at Level 3	12		18
Health, public services and care	Health Studies	Applied general	OCR Cambridge Technical Diploma at Level 3	24	32	20
	Health Studies	Applied general	OCR Cambridge Technical Extended Certificate at Level 3		5
	Health Studies	Applied general	OCR Cambridge Technical Extended Diploma at Level 3	19	27	21
History, philosophy and theology	Religious Studies	A level	GCE A level			5
Languages, literature and culture	English Literature	A level	GCE A level	5	16	9
Leisure, travel and tourism	Sports Studies	Applied general	BTEC National Extended Certificate L3 - Band F - P-D*	11	14	10
Preparation for life and work	Study Skills	Other academic	Extended Project (Diploma)	9	20	15
Science and mathematics	Applied Sciences	Applied general	BTEC National Diploma L3 - Band J - PP-D*D*	13	20	16
	Applied Sciences	Applied general	BTEC National Extended Certificate L3 - Band F - P-D*	12	10
	Biology	A level	GCE A level	17	19	26
	Chemistry	A level	GCE A level	14	20	21
	Chemistry	A level	GCE AS level		4
	Mathematical Studies	Other academic	Core Maths Qualifications at Level 3	16	18	10
	Mathematics	A level	GCE A level	5	11	12
	Psychology	A level	GCE A level	25	51	35
Social sciences	Geography	A level	GCE A level			6
	Sociology	A level	GCE A level	10	11	12

Guidance

This section shows all the subjects entered by students at this school in 2024, 2023 and 2022 and the number of entries for each.

The entries figure represents the number of exam entries in a given subject rather than the number of pupils entered. Therefore, if a student was entered for the same qualification in two different exam seasons, this would count as 2 entries. Discounting has not been applied to this table and this includes entries that may not have counted in performance measures.

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

There is additional guidance which provides further detail for the measures.

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Progress and attainment at 16 to 18

  School difference from national has improved from comparator year
  School difference from national has improved slightly from comparator year
  Similar to comparator year or fewer than 11 pupils
  School difference from national has weakened slightly from comparator year
  School difference from national has weakened from comparator year

	2024 cohort/ entries	Performance in 2024	2024 value	2024 nat value	2024 vs 2023	2023 vs 2022
Applied general APS	136.1	Sig above national and 95th percentile	39	29
Applied general VA	70	Sig above national and 74th percentile	0.1	0	No data	No data

Non-significant data

	2024 cohort/ entries	Performance in 2024	2024 value	2024 nat value	2024 vs 2023	2023 vs 2022
A level APS	104.1	Not sig different to national and 63rd percentile	35	34
Best 3 A levels APS	29	Not sig different to national and 69th percentile	36	35
A level AAB %	29	Not sig different to national and 90th percentile	26	17
A level VA	98	Not sig different to national and 32nd percentile	0.1	0	No data	No data

Guidance

Arrows indicate whether the school, when compared to the national, has changed. A dark shaded upward arrow indicates that the school difference from national has improved from the comparator year (difference of at least 2 standard deviations).

A lighter shade upward arrow indicates the school difference from national has improved slightly from the comparator year (difference of at least 1 standard deviation). Arrows pointing downwards indicate a worsening in the difference to national, with the same shading rules.

A horizontal line means the school is similar to the comparator year (difference was less than 1 standard deviation OR there were fewer than 11 pupils in either of the years).

For the ‘Best 3 A levels APS’ and ‘A level AAB %’ measures, cohort/entries shows the number of students included in those measure. For all other APS measures, cohort/entries shows the total size of entries that count towards those measures. For the VA measures, cohort/entries shows the total number of entries in that qualification type by students with prior attainment.

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

There is additional guidance about this section.

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Destinations after 16 to 18

All students

	2020 leavers (98 pupils in scope)	2021 leavers (72 pupils in scope)	2022 leavers (67 pupils in scope)
Sustained education, employment or training	Average 77%	Sig below 72%	Sig below 55%
Any sustained education	Sig above 71%	Average 50%	Average 41%
Sustained employment	Sig below 4%	Average 16%	Sig below 8%
Sustained apprenticeship	Sig below 0%	Average 5%	Average 4%
Destination not sustained	Average 8%	Sig above 20%	Sig above 29%
Activity not captured	Average 11%	Average 5%	Average 13%

Disadvantaged students

	2020 leavers (30 pupils in scope)	2021 leavers (21 pupils in scope)	2022 leavers (17 pupils in scope)
Sustained education, employment or training	Average 68%	Average 74%	Average 43%
Any sustained education	Average 65%	Small cohort	Average 30%
Sustained employment	Small cohort	Small cohort	Average 12%
Sustained apprenticeship	Small cohort	Small cohort	Average 0%
Destination not sustained	Average 16%	Small cohort	Average 37%
Activity not captured	Average 13%	Small cohort	Average 18%

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 column header displays the year of completed education as the latest year.

The data for the latest year relates to the pupils that sustained destinations in 2022/23. These are students that reached the end of 16 to 18 study in 2021/22.

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.

Disadvantaged pupils are those who were eligible for FSM at any time during the last 6 years and/or looked after children (in the care of the local authority for a day or more or who have been adopted from care).

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

Secondary - 2024 data

	FSM and/or CLA	Low prior	Middle prior	High prior
Mathematics P8	–	–	–	Sig below national
Languages % 4+	–	–	Sig above national	–
Languages VA	–	–	Sig above national	Sig below national
Mathematics A8	–	–	–	Sig below national

16 to 18 - 2024 data

	GCSE Grades 0-3	GCSE Grades 4-6	GCSE Grades 7-9
A level VA	–	Sig below national	–
Applied general VA	–	Sig above national	–

Absence - 2023/24 (2 term)

	FSM	SEN	EAL
Absence	Lowest 20%	–	–
Persistent Absentees	Lowest 20%	–	–

Guidance

This section may contain up to four tables of measures, depending on the school phase. The ‘Primary’, ‘Secondary’ and/or ‘16 to 18’ tables display the performance of pupil groups at the corresponding phase of education. For ‘Primary’ and ‘Secondary’, measures are generated for the pupil groups FSM and/or children looked after (CLA) and low/middle/high prior attainers. For ‘16 to 18’, value added measures are generated for the GCSE grades 0-3/4-6/7-9 prior attainment bands. The ‘Absence’ table displays if the school’s absence percentage is in the highest or lowest 20% of pupils eligible for FSM, pupils with SEN and pupils with English as an additional language. Only the latest year’s data is assessed in this section. Cohorts of less than 11 are not included in this section.

For the tables of performance measures, shaded boxes and text will appear for a pupil group measure if both the measure is significantly different to the national comparator for that pupil group and the national comparison for a pupil group differs to the national comparison for the whole school. For example, if Progress 8 for all pupils was not significantly different to national but Progress 8 for low prior attainers was significantly above national, the low attainers group will be highlighted. If Progress 8 for all pupils and Progress 8 for low prior attainers were both significantly above national, then the group will not be highlighted.

The text and shading are based on the significance of the comparison to national for the pupil group. For these comparisons, the pupil group measure is compared with the corresponding national value for that pupil group, with the exception of the FSM and/or CLA pupil group which is compared with the national for pupils who are not FSM and/or CLA.

For the ‘Primary’ table, please also note the following points:

• We do not currently present key stage 2 prior attainment groups. Once the first cohort of pupils assessed using the reception baseline reach year 6, these will be reintroduced.
• Pupil groups measures are based on the expected standard and do not appear for the high standard.
• Pupil groups measures for phonics and multiplication tables checks (MTC) do not appear in this section.

For the ‘Absence’ table, the shading and text generally follow the same rules as for the tables of performance measures, except that for absence the text and shading are based on quintile (highest/lowest 20%). For example, if the school percentage of persistent absentees for all pupils was not in the highest 20% nationally, but the school percentage of persistent absentees for pupils with SEN was in the highest 20% nationally, the SEN pupil group will be highlighted. If the school percentage of persistent absentees for all pupils and pupils with SEN were both in the highest 20% nationally, then the group will not be highlighted.

Tables are not produced for suspensions and permanent exclusions measures.

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