Example secondary IDSR

Release date: 27 March 2026        IDSR news page        IDSR guidance

Important information

The IDSR summarises and analyses the data (statistical information) that is available about a school. It is designed to be used alongside our school inspection toolkit, to guide inspectors’ conversations with school leaders. It is not meant to provide a complete picture of a school or any judgement or assessment of a school.

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

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.

School details

URN: 999999         LAESTAB: 9999999        

Local authority: NA

Phase of education: NA         Type of education: NA

Ofsted: find an inspection report

Ofsted: explore an area

Get information about this school (GIAS)

The trust

Data source: the Ofsted inspection outcome data and the DfE’s GIAS service

Guidance

This section provides the name of the multi-academy trust (MAT) that the school belongs to, the number of schools in that MAT, by phase, and the grade profile of the MAT. Colleges are not counted. Schools inspected under the renewed education inspection framework (EIF) from November 2025 onwards will be graded in up to 9 evaluation areas. Schools inspected in the academic year 2024/25 did not receive an overall effectiveness grade.

The grade profile of the schools within the MAT uses the latest inspection outcome each school has received under its current URN, whether relating to a graded or ungraded inspection, and is split into 4 sections:

• schools inspected from November 2025
• schools last inspected in the 2024/25 academic year
• schools last inspected prior to September 2024
• schools not yet inspected

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 of the MAT.

There is additional guidance about this section.

As of 23 March 2026:

• this school is part of a Trust which contains 13 primary schools, no middle deemed primary schools, 2 secondary schools, no middle deemed secondary schools, no all-through schools, no special schools and no alternative providers.
• the MAT grade profile was:

Schools inspected from November 2025 onwards

There have been no inspections of schools in this trust since November 2025.

Schools last inspected in the 2024/25 academic year

• graded, not in a category of concern - 5
• graded, serious weaknesses - 1
• graded, special measures - 0
• ungraded, improved significantly - 1
• ungraded, standards maintained - 1
• ungraded, some aspects not as strong - 0

Schools last inspected prior to September 2024

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

Schools not yet inspected

• not yet received graded or ungraded inspection - 2

Contents

Context of the school

School characteristics

Data source: the DfE’s January school census for 2025, 2024 and 2023, and children in need census for 2024, 2023 and 2022

Guidance

The chart shows school-level and local area-level information for the last 3 years. For a school that has a sixth form, an additional row will show information relating to Years 12, 13 and, where applicable, 14.

Other than for special schools, for each measure, text and shading are used to show where the school sits within the national distribution of all schools, or to show the banding of the local area average within the national distribution of all schools. The local averages are based on the DfE spring census of pupils at schools in the same phase. Local area averages are not shown for the school number on roll, location deprivation or stability measures.

Local area is based on the middle-layer super output area (MSOA) in which the school resides. MSOAs comprise between 2,000 and 6,000 households and have a resident population of, generally, between 5,000 and 15,000 people. MSOAs fit within local authorities. The MSOA used in the IDSR for each school will be displayed at the top of this section. For more information about MSOAs, visit the Office for National Statistics website.

The possible National distribution bandings in this section are:

• Well above average (blue shading)
• Above average
• Close to average
• Below average
• Well below average (orange shading)

The banding shows how the school or local average figure compares with the national figure. If the value is more than 0.5 standard deviations (SDs) above the national rate, it is classed as ‘Above average’. If it is more than 0.5 SDs below the national rate, it is classed as ‘Below average’. If it is more than one SD above the national rate, it is classed as ‘Well above average’ and highlighted in blue. If it is more than one SD below the national rate, it is classed as ‘Well below average’ and highlighted in orange. Otherwise, it is ‘Close to average’ and shown in grey.

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-through schools).

FSM6 in this chart refers to the percentage of pupils who are or have been eligible for free school meals and have claimed them during Reception to Year 11 sometime in the last 6 years.

Stability is a measure of the percentage of pupils 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 stability measure is not available for school sixth forms.

Information regarding the level of deprivation in the school’s location is provided, along with aggregated pupil-derived deprivation indicators at school, sixth form (where applicable) and local area level. Each deprivation indicator is based on the English indices of deprivation from 2025.

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.

	2023	2024	2025
School number on roll	Close to average 1158	Close to average 1163	Close to average 1140
Sixth form number on roll	Below average 111	Below average 113	Below average 104
School % FSM6	Above average 35	Close to average 35	Above average 39
Local area % FSM6	Well above average 45	Well above average 42	Well above average 46
School % SEN support	Close to average 12	Close to average 14	Close to average 13
Sixth form % SEN support	Well below average 2	Well below average 2	Below average 3
Local area % SEN support	Above average 16	Close to average 16	Above average 18
School % EHC plan	Close to average 3	Close to average 3	Close to average 4
Sixth form % EHC plan	Close to average 4	Above average 5	Close to average 1
Local area % EHC plan	Close to average 3	Close to average 3	Well below average 3
School % EAL	Above average 33	Above average 34	Above average 34
Sixth form % EAL	Above average 40	Well above average 43	Well above average 44
Local area % EAL	Close to average 18	Close to average 19	Close to average 19
School % CIN	Above average 8	Well above average 7	Close to average 5
Local area % CIN	Well above average 10	Well above average 9	Above average 7
School % stability	Close to average 91	Close to average 90	Close to average 91
School pupil base deprivation	Well above average	Well above average	Well above average
Sixth form pupil base deprivation	Well above average	Well above average	Well above average
Local area pupil base deprivation	Well above average	Well above average	Well above average
School location deprivation	Above average	Above average	Above average

Ethnicity

Data source: the DfE’s January school census for 2025

Guidance

The chart displays the ethnic groups within the whole school. There are 17 possible ethnic groups. In addition, ‘Any other ethnic group’ is displayed.

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

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

There is additional guidance about this section.

Whole school

Sixth form

Table

Ethnicity group	Ethnicity	School %	School national %	Sixth form %	Sixth form national %
Asian or Asian British	Bangladeshi	0.5	1.8	1.4	2.6
Asian or Asian British	Chinese	0.6	0.8	0.5	1.2
Asian or Asian British	Indian	2.7	4.2	10.2	5.9
Asian or Asian British	Pakistani	17.8	4.6	30.6	4.8
Asian or Asian British	Any other Asian background	3.4	2.3	2.4	3.4
Black or Black British	African	8.2	5.2	3.4	7.0
Black or Black British	Caribbean	0.1	0.9	0.0	1.0
Black or Black British	Any other Black background	1.4	0.8	3.4	0.9
Mixed	White and Asian	1.1	1.7	2.4	1.9
Mixed	White and Black African	0.9	1.0	0.0	0.9
Mixed	White and Black Caribbean	0.4	1.6	0.0	1.1
Mixed	Any other Mixed background	0.6	2.9	0.5	3.0
White	British	49.4	60.4	35.4	53.3
White	Gypsy/Roma	0.2	0.3	0.0	0.1
White	Irish	0.0	0.2	0.0	0.4
White	Traveller of Irish heritage	0.1	0.1	0.0	0.0
White	Any other White background	5.1	7.1	3.4	7.3
Any other ethnic group	Any other ethnic group	1.0	2.5	0.5	3.0

SEN

Data source: the DfE’s January school census for 2025 and the DfE’s GIAS service

Guidance

The table displays the number of pupils in the school, by year group, who have special educational needs (SEN) and the primary need category. The 2 halves of the table represent pupils who have SEN support and pupils who have an education, health and care (EHC) plan.

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

The text above the table displays if the school has any resourced provision. This could be a SEN unit, resourced provision or both. The capacity represents how many pupils the provision displayed can accommodate. The type of SEN provision lists, where applicable, the type of SEN that is provided for. This section also displays how many pupils with SEN have received free school meals at any time during the last 6 years and/or who are looked-after children (in the care of the local authority for a day or more or who have been adopted from care).

There is additional guidance about this section.

Type of resourced provision: No resourced provision
Capacity:
Type of SEN provision:
Number of pupils with SEN who are also FSM6 and/or CLA: 37

SEN primary need	SEN support (63)
	Y7	Y8	Y9	Y10	Y11	Y12	Y13	Total
Specific Learning Difficulty	0	0	1	1	0	0	0	2
Moderate Learning Difficulty	5	6	2	1	5	1	2	22
Social, Emotional and Mental Health	0	4	3	0	3	1	0	11
Speech, Language and Communication Needs	5	2	0	3	5	0	1	16
Hearing Impairment	1	3	0	1	0	0	0	5
Physical Disability	0	1	0	1	2	0	0	4
Autistic Spectrum Disorder	2	1	0	0	0	0	0	3
Year group totals	13	17	6	7	15	2	3	63

SEN primary need	EHC plan (12)
	Y7	Y8	Y9	Y10	Y11	Y12	Y13	Total
Moderate Learning Difficulty	1	0	0	0	0	0	0	1
Severe Learning Difficulty	0	1	0	0	2	0	0	3
Speech, Language and Communication Needs	0	1	1	0	1	0	0	3
Physical Disability	2	0	0	1	0	0	0	3
Autistic Spectrum Disorder	1	0	0	0	1	0	0	2
Year group totals	4	2	1	1	4	0	0	12

Year group

Data source: the DfE’s January school census for 2025, children in need census for 2024 and children looked after return for 2025

Guidance

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

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

The measures included in the table are:

• the number of pupils on roll
• the percentage of pupils in receipt of free school meals (FSM) at the time of the census; these pupils are those who are or have been eligible for FSM and have claimed them, during Reception to Year 11, sometime in the last 6 years (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
• the number of pupils identified as young carers
• the number of pupils who are children in need, including children on child protection plans and looked-after children – this includes children who have child-in-need plans and other types of plans or arrangements, and children waiting for a referral to be considered, an assessment to start, or an assessment that has started to be completed. These are pupils who were a child in need at any point during the reporting year, e.g. IDSRs using the January 2025 school census will show children in need between 1 April 2023 and 31 March 2024 inclusive.
• the number of looked-after children – these are pupils who were looked after for at least one day during the reporting year and were aged 4 to 15 at 31 August; this excludes looked-after children under an agreed series of short placements and those who were on remand/committed for trial or sentence and accommodated by the local authority. IDSRs using the January 2025 school census will show children who were looked after between 1 April 2024 and 31 March 2025 inclusive.

No highlighting is applied to this table; figures are presented for information only.

There is additional guidance about this section.

	Number on roll	% FSM6	% EAL	Number young carers	Number CIN	Number CLA
Year 7	135	38.91	59.80	0	3	0
Year 8	143	31.79	63.50	0	5	2
Year 9	124	23.68	78.10	0	5	2
Year 10	122	36.46	77.80	2	5	0
Year 11	125	31.55	74.30	0	2	0
Year 12	91		44.50	0	3	0
Year 13	78		57.20	0	3	0

Prior attainment

Data source: the DfE’s January school census for 2025

Guidance

This table shows how the school’s pupils performed at key stage 2 compared with all pupils in that year group nationally.

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

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

• the pupils who were in Years 7, 8 and 9 in the latest year’s data and sat assessments when they were in key stage 2; the data for these year groups is based on the proportion of the school’s pupils who achieved the expected standard at key stage 2
• the cohorts who were in Years 10 and 11 in the latest year’s data and did not sit assessments when they were in key stage 2 because of the COVID-19 pandemic, so no prior attainment data is 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. If the proportion is one standard deviation or less away from the national value, the text ‘Close to average’ is displayed.

Small cohorts refer to those that are fewer than 6.

There is additional guidance about this section.

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

Staffing

Data source: the DfE’s November 2024, 2023, 2022 and 2021 school workforce census data

Guidance

This section presents information on several areas relating to staffing.

The areas covered are:

• the proportion of education support staff relative to teaching staff
• teacher absence
• staff retention

Information on staff turnover is calculated using the number of full-time equivalent (FTE) turnover leavers and the total FTE staff at the school. A school is considered to have high staff turnover if its turnover rate was in the highest 20% in any of the previous 3 years. Low staff turnover is not highlighted. Special schools are compared with primaries.

Turnover and leavers at a school level can be very volatile from year to year. When looking at rates of leavers and turnover, it is important to consider school size, because this has a particularly big impact on turnover rates for small schools.

There is additional guidance about this section.

• The proportion of education support staff relative to teaching staff was in the lowest 20% in 2024.
• The percentage of teachers with at least one period of sickness absence was significantly below national in: 2021/22.
• There is nothing to highlight for days lost to teacher absence (5 days) in 2023/24.
• At the time of the November 2024 census, there were no full-time vacant teacher posts in the school.
• There is nothing to highlight for staff turnover.
  

Attendance and behaviour

Daily attendance and absence

Data source: the DfE’s 2025/26 daily attendance collection up to and including spring part 1

Unlike the census, this is operational data and should serve as a starting point for conversations with school leaders about recent pupil attendance. A school’s live management information may differ for this time period, so school leaders can share their own data with the inspection team if they wish.

Guidance

This section contains a table and chart for overall attendance which provide data for the school and a comparison with the national average. There is also a table showing the percentage of pupils in each 5% absence band up to and above 50% absence, broken down by year group.

Schools share this data through their management information system (MIS) via Wonde to the DfE. Ofsted receives aggregated school-level attendance summary data, not individual pupil records.

The data includes:

• overall attendance and absence rates
• attendance patterns by pupil groups

This is the same summary information seen by schools in their half-termly attendance summary report on View your education data (VYED). Schools are responsible for ensuring attendance data recorded in their MIS is accurate and up to date.

The pupil groups for which attendance data is available are:

• all pupils
• pupils who are eligible for free school meals (FSM)
• pupils who have a statement of special educational needs (SEN) or an education, health and care (EHC) plan, or who receive SEN support but do not have an EHC plan

The year group table is based on all pupils with 20 or more possible sessions from the start of the academic year up to Monday 16 February 2026.

Overall attendance is calculated as: 100 – ((number of present sessions / number of sessions it was possible to attend) * 100). Absence is the total of all authorised and unauthorised absences.

Schools are compared with other schools in the same phase of education: primary (including middle deemed primary) or secondary (including middle deemed secondary and all-through schools).

The national distribution banding shows how the school’s rate compares with the national rate. For overall attendance, if the school’s rate is more than 0.5 standard deviations (SDs) above the national rate, it is classed as ‘Above’ and highlighted in green. If the school’s rate is more than 0.5 SDs below the national rate, it is classed as ‘Below’ and highlighted in red. Otherwise it is ‘Close to average’ and shown in grey. Due to the methodology used to calculate overall attendance, this banding does not indicate statistical significance.

Trend is not currently available as there is only data for one academic year.

No additional analysis is applied to the year group table.

The quickest way for a school to query this daily attendance data is to contact the DfE’s service desk, where requests are triaged and escalated accordingly.

There is additional guidance about this section.

Key to charts

Attendance

All pupils - Attendance

Year	Cohort	School	National	National distribution banding	Sch trend vs Nat trend
2025/26 (3 half terms)	1076	93.5%	92.0%	Above	Not available

Chart

FSM - Attendance

Year	Cohort	School	National	National distribution banding	Sch trend vs Nat trend
2025/26 (3 half terms)	403	90.0%	87.4%	Above	Not available

Chart

SEN - Attendance

Year	Cohort	School	National	National distribution banding	Sch trend vs Nat trend
2025/26 (3 half terms)	151	84.4%	86.2%	Close to average	Not available

Chart

Year group absence

Overall Absence Band	Year groups
	Y7	Y8	Y9	Y10	Y11
less than 5%	64%	58%	58%	56%	59%
5% to less than 10%	26%	28%	22%	26%	22%
10% to less than 15%	6%	7%	8%	6%	8%
15% to less than 20%	2%	2%	4%	3%	4%
20% to less than 25%	0%	1%	1%	0%	2%
25% to less than 30%	0%	0%	1%	2%	1%
30% to less than 35%	0%	0%	1%	0%	0%
35% to less than 40%	0%	0%	1%	0%	1%
40% to less than 45%	0%	1%	0%	0%	0%
45% to less than 50%	0%	0%	0%	1%	1%
50% and above (severely absent)	1%	2%	3%	4%	2%
10% and above (persistently absent)	10%	14%	20%	18%	19%

Attendance and persistent absence

Data source: the DfE’s 2024/25 (2 term), 2023/24 (3 term), 2022/23 (3 term) and 2018/19 (3 term) academic year data from the ‘Pupil absence in schools in England’ statistical release series

Guidance

This section contains tables and charts for overall attendance and persistent absence which provide data for the school and, other than for special schools, a comparison with the national average. To compare the school value with the national average, we have calculated standard deviations (SDs) and confidence intervals (CIs). CIs are used for persistent absence only.

The overall attendance and persistent absence measures are calculated only for those pupils who are of compulsory age - i.e. aged between 5 and 15 at the start of the academic year (31 August).

Each set of tables and charts is available for 3 different pupil groups within the cohort of pupils of compulsory school age:

• all pupils enrolled at the school
• pupils who have been eligible for free school meals (FSM) at any time during the last 6 years – referred to as FSM6
• pupils who have a statement of special educational needs (SEN) or an education, health and care (EHC) plan, or who receive SEN support but do not have an EHC plan

This section includes data for 2018/19 because, nationally, attendance declined sharply in 2020/21 during the COVID-19 pandemic and has not recovered. Inclusion of 2018/19 data will show whether the school has managed to return to pre-pandemic attendance levels.

Overall attendance is calculated as: 100 – ((number of present sessions / number of sessions it was possible to attend) * 100). Absence is the total of all authorised and unauthorised absences.

Schools are compared with other schools in the same phase of education: primary (including middle deemed primary) or secondary (including middle deemed secondary and all-through schools).

The national distribution banding shows how the school’s rate compares with the national rate. For overall attendance, if the school’s rate is more than 0.5 SDs above the national rate, it is classed as ‘Above’ and highlighted in green. If the school’s rate is more than 0.5 SDs below the national rate, it is classed as ‘Below’ and highlighted in red. Otherwise it is ‘Close to average’ and shown in grey. Due to the methodology used to calculate overall attendance, this banding does not indicate statistical significance. For persistent absence it is calculated differently, as it uses both the SD and a CI to indicate whether the school’s persistent absence rate is, statistically, significantly above or below the national average. School values that are more than 0.5 SDs above the national rate and significantly above average – Above (sig+) – are highlighted red. School values that are more than 0.5 SDs below the national rate and significantly below average – Below (sig-) – are highlighted green. All other values are shown in grey. The national distribution banding is not displayed for special schools.

Overall attendance trend shows whether the school trend is in line with the national trend, or if the school’s attendance has improved or declined relative to the national change. Persistent absence trend indicates whether there has been a statistically significant increase or decrease in the school’s persistent absence rate in a particular year, compared with the previous year. The year 3 rate is compared with 2018/19 to illustrate how persistent absence has changed since the COVID-19 pandemic. For special schools, trend is displayed for persistent absence only.

The school context column indicates whether the whole school has a higher-than-average proportion of students who have been eligible for FSM at any time during the last 6 years (FSM6), or a higher-than-average proportion of pupils with SEN (including those who receive SEN support, or who have a statement of SEN or an EHC plan). The school context is not displayed for special schools.

There is additional guidance about this section.

Key to charts

Attendance

The trend analysis for the Attendance measure is different to the trend analysis elsewhere in the IDSR. For Attendance, our trend analysis compares the school trend with the national trend and determines whether it is in line with it or whether the school trend is showing either relative improvement or relative decline.

All pupils - Attendance

Year	Cohort	School	National	National distribution banding	Sch trend vs Nat trend	School context
2024/25 (2 term)	1093	93.2%	91.9%	Above	Relative improvement	-
2023/24 (3 term)	1122	91.9%	91.1%	Close to average	Relative improvement	-
2022/23 (3 term)	1097	91.7%	91.0%	Close to average	Relative improvement	-
2018/19 (3 term)	1022	94.4%	94.5%	Close to average	Not available	-

Chart

FSM6 - Attendance

Year	Cohort	School	National	National distribution banding	Sch trend vs Nat trend	School context
2024/25 (2 term)	409	89.6%	87.3%	Above	Relative decline	-
2023/24 (3 term)	370	88.4%	86.0%	Above	In line	-
2022/23 (3 term)	374	88.4%	86.0%	Above	Relative improvement	-
2018/19 (3 term)	264	91.1%	91.8%	Close to average	Not available	-

Chart

SEN - Attendance

Year	Cohort	School	National	National distribution banding	Sch trend vs Nat trend	School context
2024/25 (2 term)	177	85.7%	86.5%	Close to average	Relative improvement	-
2023/24 (3 term)	171	83.6%	85.9%	Below	Relative decline	-
2022/23 (3 term)	145	84.2%	86.4%	Below	Relative decline	-
2018/19 (3 term)	106	92.4%	91.8%	Close to average	Not available	-

Chart

Persistent absence

All pupils - Persistent absence

Year	Cohort	School	National	National distribution banding	Trend	School context
2024/25 (2 term)	1093	19.3%	21.9%	Close to average (sig-)	Sig decrease	-
2023/24 (3 term)	1122	24.9%	25.6%	Close to average (non-sig)	No sig change	-
2022/23 (3 term)	1097	26.7%	26.5%	Close to average (non-sig)	Sig increase	-
2018/19 (3 term)	1022	14.1%	13.7%	Close to average (non-sig)	Not available	-

Chart

FSM6 - Persistent absence

Year	Cohort	School	National	National distribution banding	Trend	School context
2024/25 (2 term)	409	31.2%	36.8%	Below (sig-)	No sig change	-
2023/24 (3 term)	370	37.5%	42.5%	Close to average (non-sig)	No sig change	-
2022/23 (3 term)	374	39.0%	43.8%	Close to average (non-sig)	Sig increase	-
2018/19 (3 term)	264	26.3%	24.7%	Close to average (non-sig)	Not available	-

Chart

SEN - Persistent absence

Year	Cohort	School	National	National distribution banding	Trend	School context
2024/25 (2 term)	177	36.0%	35.1%	Close to average (non-sig)	Sig decrease	-
2023/24 (3 term)	171	48.5%	39.2%	Above (sig+)	No sig change	-
2022/23 (3 term)	145	49.0%	39.1%	Above (sig+)	Sig increase	-
2018/19 (3 term)	106	24.0%	23.2%	Close to average (non-sig)	Not available	-

Chart

Suspensions and permanent exclusions - whole school

Data source: the DfE’s 2024/25 (1 term), 2023/24 (3 term) and 2022/23 (3 term) academic year data

Guidance

This section contains tables and charts for suspensions and permanent exclusions. These provide data for the school and, other than for special schools, a comparison with the national average.

The number and proportion of pupils who have had suspensions or permanent exclusions in a school are often very small, especially in primary schools. These figures should be interpreted with caution, particularly when making comparisons over time. The suspensions and permanent exclusions data can be up to 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.

This section contains tables and charts displaying information about pupils who have had one or more suspensions and pupils who have had two or more suspensions, for the most recent 3 years for which data is available.

Each set of tables and charts is available for 3 different pupil groups:

• all pupils enrolled at the school
• pupils who have been eligible for free school meals (FSM) at any time during the last 6 years – referred to as FSM6
• pupils who have a statement of special educational needs (SEN) or an education, health and care (EHC) plan, or who receive SEN support but do not have an EHC plan

To compare the school’s data with the national average, we have calculated standard deviations (SDs) and confidence intervals (CIs).

Schools are compared with other schools in the same phase of education: primary (including middle deemed primary) or secondary (including middle deemed secondary and all-through schools).

The national distribution banding shows how the school’s rate compares with the national rate. This comparison uses both the SD and a CI to indicate whether the school’s suspension rate is, statistically, significantly above or below the national average. School values that are more than 0.5 SDs above the national rate and significantly above average – Above (sig+) – are highlighted red. School values that are more than 0.5 SDs below the national rate and significantly below average – Below (sig-) – are highlighted green. All other values are shown in grey. The national distribution banding is not displayed for special schools.

Trend indicates whether there has been a statistically significant increase or decrease in the school’s suspension rate in a particular year, compared with the previous year.

The school context column indicates whether the whole school has a higher-than-average proportion of pupils who have been eligible for FSM at any time during the last 6 years (FSM6), or a higher-than-average proportion of pupils with SEN (including those who receive SEN support, or who have a statement of SEN or an EHC plan). The school context is not displayed for special schools.

Suspension rate data is positively skewed, especially for primary schools, because many schools have a very low suspension rate. However, a small number of schools have a higher rate, so there is a long above-the-national-average section, but only approximately a quarter of schools fall into this band. Some of these high rates may be due to errors in the source data.

Reasons for suspensions and permanent exclusions are for the most recent 3 years available and they will only be displayed if there has been at least 1 suspension or permanent exclusion in at least 1 of those years. Up to 3 reasons can be recorded. These reasons are recorded without weighting or prioritisation. Therefore, the total number of reasons may exceed the total number of suspensions or permanent exclusions. Reasons are recorded with a ’-‘ for 2024/25 (1 term) as that data is not yet available.

There is additional guidance about this section.

Key to charts

1+ suspensions

All pupils - 1 or more suspensions

Year	Cohort	School	National	National distribution banding	Trend	School context
2024/25 (1 term)	1158	4.86%	3.76%	Close to average (non-sig)	Sig decrease	-
2023/24 (3 term)	1164	14.47%	7.83%	Above (sig+)	No sig change	-
2022/23 (3 term)	1159	12.29%	7.12%	Above (sig+)	Not available	-

Chart

FSM6 - 1 or more suspensions

Year	Cohort	School	National	National distribution banding	Trend	School context
2024/25 (1 term)	392	8.82%	8.29%	Close to average (non-sig)	Sig decrease	-
2023/24 (3 term)	352	25.81%	16.57%	Above (sig+)	Sig increase	-
2022/23 (3 term)	357	19.54%	15.16%	Above (sig+)	Not available	-

Chart

SEN - 1 or more suspensions

Year	Cohort	School	National	National distribution banding	Trend	School context
2024/25 (1 term)	178	19.42%	9.08%	Above (sig+)	Sig decrease	-
2023/24 (3 term)	176	32.86%	16.91%	Above (sig+)	No sig change	-
2022/23 (3 term)	156	28.67%	15.29%	Above (sig+)	Not available	-

Chart

2+ suspensions

All pupils - 2 or more suspensions

Year	Cohort	School	National	National distribution banding	Trend	School context
2024/25 (1 term)	1158	2.35%	1.57%	Close to average (non-sig)	Sig decrease	-
2023/24 (3 term)	1164	8.28%	3.90%	Above (sig+)	Sig increase	-
2022/23 (3 term)	1159	6.06%	3.40%	Above (sig+)	Not available	-

Chart

FSM6 - 2 or more suspensions

Year	Cohort	School	National	National distribution banding	Trend	School context
2024/25 (1 term)	392	5.48%	3.89%	Close to average (non-sig)	Sig decrease	-
2023/24 (3 term)	352	14.96%	9.40%	Above (sig+)	No sig change	-
2022/23 (3 term)	357	10.52%	8.31%	Close to average (non-sig)	Not available	-

Chart

SEN - 2 or more suspensions

Year	Cohort	School	National	National distribution banding	Trend	School context
2024/25 (1 term)	178	13.74%	4.56%	Above (sig+)	Sig decrease	-
2023/24 (3 term)	176	21.94%	10.27%	Above (sig+)	No sig change	-
2022/23 (3 term)	156	18.93%	9.00%	Above (sig+)	Not available	-

Chart

Suspension reasons

	2022/23 (3 term)	2023/24 (3 term)	2024/25 (1 term)
Total number of suspensions	382	612	117

Reasons for suspensions

Reason	2022/23 (3 term)	2023/24 (3 term)	2024/25 (1 term)
Persistent disruptive behaviour	226	400	-
Physical assault against a pupil	74	99	-
Verbal abuse or threatening behaviour against an adult	48	62	-
Verbal abuse or threatening behaviour against a pupil	18	46	-
Use, or threat of use, of an offensive weapon or prohibited item	13	17	-
Sexual misconduct	14	16	-
Physical assault against an adult	9	12	-
Bullying	4	8	-
Racist abuse	8	7	-
Abuse against sexual orientation or gender identity	3	7	-
Damage	9	6	-
Inappropriate use of social media or online technology	7	4	-
Wilful and repeated transgression of protective measures in place to protect public health	-	4	-
Drug or alcohol related	3	3	-
Theft	3	-	-

Permanent exclusion reasons

	2022/23 (3 term)	2023/24 (3 term)	2024/25 (1 term)
Total number of permanent exclusions	3	5	2
National average permanent exclusions	2	3	1

Reasons for permanent exclusions

Reason	2022/23 (3 term)	2023/24 (3 term)	2024/25 (1 term)
Physical assault against a pupil	-	4	-
Physical assault against an adult	-	3	-
Use, or threat of use, of an offensive weapon or prohibited item	3	-	-

Suspensions and permanent exclusions - 16-18

Data source: the DfE’s 2024/25 (1 term), 2023/24 (3 term) and 2022/23 (3 term) academic year data

Guidance

This section contains tables for suspensions and permanent exclusions.

Data for 16-to-18-year-olds includes data for the school’s sixth form, if it has one: Years 12, 13 and, where applicable, 14. Charts and indications of statistical significance are not available for 16-to-18-year-olds, due to the low number of suspensions and permanent exclusions in the age group. These figures should be interpreted with caution, particularly when making comparisons over time. The suspensions and permanent exclusions data is one year behind and therefore may not relate to the same cohort as other IDSR data.

This section contains tables displaying information about the total number of suspensions and permanent exclusions, and the number of pupils who have had one or more suspensions, for the most recent 3 years for which data is available. Where national comparisons are made, schools are compared with other schools in the same phase of education: primary (including middle deemed primary) or secondary (including middle deemed secondary and all-through schools). We do not make national comparisons for special schools.

Reasons for suspensions and permanent exclusions are for the most recent 3 years available and they will only be displayed if there has been at least 1 suspension or permanent exclusion in at least 1 of those years. Up to 3 reasons can be recorded. These reasons are recorded without weighting or prioritisation. Therefore, the total number of reasons may exceed the total number of suspensions or permanent exclusions. Reasons are recorded with a ’-‘ for 2024/25 (1 term) as that data is not yet available.

There is additional guidance about this section.

Suspension reasons

	2022/23 (3 term)	2023/24 (3 term)	2024/25 (1 term)
Total number of suspensions	2	5	2

Reasons for suspensions

Reason	2022/23 (3 term)	2023/24 (3 term)	2024/25 (1 term)
Wilful and repeated transgression of protective measures in place to protect public health	-	4	-
Persistent disruptive behaviour	-	3	-

	2022/23 (3 term)	2023/24 (3 term)	2024/25 (1 term)
Total number of pupils with 1 or more suspensions	2	5	2
National average pupils with 1 or more suspensions	1	1	0

Permanent exclusion reasons

	2022/23 (3 term)	2023/24 (3 term)	2024/25 (1 term)
Total number of permanent exclusions	2	2	2
National average permanent exclusions	0	0	0

Reasons for permanent exclusions

There were no permanent exclusions in the last three years or the data is not available.

Links to alternative provision and other providers

Data source: the DfE’s autumn term 2025 alternative provision placements data

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.

There is additional guidance about this section.

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)

Pupil movement

Data source: movement between the DfE’s January school censuses for 2024 and 2025, 2023 and 2024, and 2022 and 2023

Guidance

This section uses pupil-level data to identify pupils who were in each school in January of a given 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, and the number that left the school between other school years. If the proportion of the Year 10 cohort who have moved is significantly higher than anticipated, based on a range of contextual factors, then this will be noted.

This section only covers pupil movement for secondary Years 7, 8, 9 or 10.

When calculating the significance of Year 10 to 11 pupil movements between 2024 and 2025, the prior attainment for these pupils (at the end of key stage 2) was not available for use in our multi-level model. This was due to COVID-19 disrupting key stage tests for these pupils in 2020. This means that the significance flag for moves between 2024 and 2025 is not comparable with previous years.

There are destinations outside of the census that the pupil may have moved to, which the school may have information about that they can share with inspectors.

There is additional guidance about this section.

	Between 2022 and 2023	Between 2023 and 2024	Between 2024 and 2025
Number of pupils leaving the school	24	22	28
Between Years 10 and 11	2	2	4
As a proportion of the Year 10 cohort	Not significant2%	Not significant2%	Not significant3%
Of which, no recorded information in the January census	2	2	No data
Between other school years	22	20	24
Of which, no recorded information in the January census	4	4	No data

Qualifications

Key stage 4 subject entries

Data source: the DfE’s revised 2025, final 2024 and final 2023 data

Guidance

This table shows the subjects that the school entered pupils for at key stage 4 in the latest 3 years and the number of entries for each. It also highlights if the school had a high or low average point score (APS) in a particular subject compared with other schools, where applicable.

The entries figure represents the number of exam entries 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, so it includes entries that may not have counted in performance measures.

The purple shading is darker where there was a greater number of entries. In the APS column, a shaded box and corresponding text appear if the school’s APS for pupils in a particular subject is more than 0.5 standard deviations (SDs) above or below the national APS in that subject. Red shading and the word ‘Below’ indicate that the school’s APS is less than the national APS: -0.5 SDs or more in point score. Green shading and the word ‘Above’ indicate that the school’s APS is greater than the national APS: +0.5 SDs or more in point score. This interpretation of the APS will only be available if the number of entries for that subject in the school was greater than 5, and if the school entry rate was above the national entry rate in that subject.

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.’

There is additional guidance about this section.

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

2023 cohort = 205;   2024 cohort = 209;   2025 cohort = 207

Subject group	Subject	Qualification type	2023 entries	2024 entries	2025 entries	2025 average point score
English	English Language	EBacc GCSE	206	209	208
	English Literature	EBacc GCSE	203	206	208	Below
Mathematics	Mathematics	EBacc GCSE	206	208	208
Science	Biology	EBacc GCSE	33	34	44
	Chemistry	EBacc GCSE	33	26	44
	Computer Studies/Computing	EBacc GCSE	17	9	18
	Physics	EBacc GCSE	33	26	45
	Science: Double Award	EBacc GCSE	171	175	165	Below
Languages	French	EBacc GCSE	71	107	58	Below
	German	EBacc GCSE	110	75	89	Below
	Italian	EBacc GCSE			3
	Polish	EBacc GCSE	3	11	6
Humanities	Geography	EBacc GCSE	69	73	113	Below
	History	EBacc GCSE	127	119	95
Arts, media and publishing	Art & Design (Fine Art)	GCSE	31	38	40
	Dance	GCSE	5
	Drama & Theatre Studies	GCSE	8	5	11
	Graphic Design	Level 1	3
	Graphic Design	Level 2	8
	Music	GCSE	5	11	9
	Music performance: Group	Graded music	3
Business, administration, finance and law	Small Business Management	Level 1/2	38	45	59	Below
Engineering and manufacturing technologies	Design & Technology	GCSE	15	47	31
Health, public services and care	Health Studies	Level 1/2	44	28	31
History, philosophy and theology	Religious Studies	GCSE	204	208	208
Information and communication technology	Computer Appreciation / Introduction	Level 1/2	9
Leisure, travel and tourism	Physical Education/Sports Studies	GCSE	15		19
	Sports / Movement Science	Level 1/2		9
	Sports Studies	Level 1/2	13	8	10
Retail and commercial enterprise	Hospitality / Catering Studies	L1/L2 cert		8	17
	Hospitality / Catering Studies	Level 1/2	7

16 to 18 qualification types

Data source: the DfE’s revised 2025, final 2024 and final 2023 data

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.

For schools other than special schools, below the table, a sentence indicates if the proportion of students who have not taken any level 3 or level 2 DfE-approved qualification is in the highest or lowest 20% nationally for the latest year, the latest 2 years or the latest 3 years. A sentence will also be shown if the school, including special schools, is delivering T levels in 2025/26.

There is additional guidance about this section.

	2023 (60 students)	2024 (58 students)	2025 (61 students)
A level	67%	48%	67%
Applied general	40%	48%	44%
Tech level	0%	0%	0%
Tech certificate	0%	0%	0%

• There is nothing to highlight for the proportion of students not taking any L3 or L2 DfE approved qualifications in 2025.

16 to 18 retention

Data source: the DfE’s final 2024, final 2023 and final 2022 data

Guidance

This table provides data on the extent to which a provider retained students to the end of the main learning aim of their study programme in the latest 3 years. 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 5. Orange boxes are displayed when the value is in the bottom decile when compared to all providers and the cohort is greater than 5.

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.

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

There is additional guidance about this section.

	2022	2023	2024
A level	86% of 36 students	87% of 39 students	68% of 28 students
Applied general	82% of 22 students	22% of 9 students	87% of 30 students
Tech level	No students	No students	No students
Tech certificate	No students	No students	No students

16 to 18 subject entries

Data source: the DfE’s revised 2025, final 2024 and final 2023 data

Guidance

This table shows the subjects that the school entered students for in the latest 3 years and the number of entries for each.

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

The purple shading is darker where there was a greater number of entries. The cohorts above the section represent the total number of students at the end of 16 to 18 studies.

There is additional guidance about this section.

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

2023 cohort = 62;   2024 cohort = 60;   2025 cohort = 63

Sector subject area	Subject	Qualification family	Qualification type	2023 entries	2024 entries	2025 entries
Arts, media and publishing	Art and Design (Fine Art)	A level	GCE A level	5	6	8
	Drama and Theatre Studies	A level	GCE A level	5
	Music	A level	GCE A level		3
Business, administration, finance and law	Business Studies	Applied general	BTEC National Diploma L3 - Band J - PP-D*D*	6	3	10
	Business Studies	Applied general	BTEC National Extended Certificate L3 - Band F - P-D*	5	7	8
	Business Studies	Applied general	BTEC National Extended Diploma L3 - Band N - PPP-D*D*D*	4	8	3
	Business Studies:Single	A level	GCE A level	3
	Law / Legal Studies	Applied general	BTEC Level 3 National Certificate (Band D)	3
Engineering and manufacturing technologies	Design and Technology (Product Design)	A level	GCE A level	3	3	5
Health, public services and care	Health Studies	Applied general	BTEC Level 3 National Certificate (Band D)	3		3
	Health Studies	Applied general	BTEC National Diploma L3 - Band J - PP-D*D*	4	5	7
	Health Studies	Applied general	BTEC National Extended Certificate L3 - Band F - P-D*	7	6	4
	Health Studies	Applied general	BTEC National Extended Diploma L3 - Band N - PPP-D*D*D*	9	11	6
History, philosophy and theology	History	A level	GCE A level	8	9	10
	Religious Studies	A level	GCE A level	6	6	7
Information and communication technology	Computer Studies / Computing	A level	GCE A level	3	5	4
Languages, literature and culture	Classical Civilisation	A level	GCE A level	4		3
	English Language	A level	GCE A level	3	3
	English Literature	A level	GCE A level	9	6	6
	German	A level	GCE A level	3	3
Leisure, travel and tourism	Physical Education / Sports Studies	A level	GCE A level			4
	Sports Studies	Applied general	OCR Cambridge Technical Certificate at Level 3		3
	Sports Studies	Applied general	OCR Cambridge Technical Extended Certificate at Level 3		3
Preparation for life and work	Study Skills	Other academic	Extended Project (Diploma)	13	12	15
Science and mathematics	Applied Sciences	Applied general	BTEC National Extended Certificate L3 - Band F - P-D*	4	4
	Biology	A level	GCE A level	16	10	14
	Chemistry	A level	GCE A level	12	9	12
	Mathematics	A level	GCE A level	10	9	13
	Mathematics	A level	GCE AS level			3
	Physics	A level	GCE A level		5	5
	Psychology	A level	GCE A level	11	8	12
Social sciences	Geography	A level	GCE A level	9	7	6
	Government and Politics	A level	GCE A level	7	4	4
	Sociology	A level	GCE A level	16	10	12

Achievement at key stage 4

Summary of attainment measures

Data source: the DfE’s revised 2025, final 2024, final 2023 and final 2022 data

Achievement data at key stage 4 cannot be reliably compared between 2022 and 2023 because grading standards changed significantly during and after the COVID-19 pandemic, with 2022 and 2023 seeing a phased return to pre-pandemic exam standards. These shifts mean that differences between these two years may reflect grading policy changes rather than actual changes in pupil performance.

Guidance

These tables summarise school performance compared to the national average across all key stage 4 attainment measures in the report for all years for which data is available. Summaries are provided for all pupils, for disadvantaged pupils and for low/middle/high prior attainers.

Attainment measures for prior attainment groups are now out of sync with those for all pupils and disadvantaged pupils. This is because pupils reaching the end of key stage 4 in 2025 did not sit their key stage 2 assessments due to COVID-19 disruption.

The summary tables will allow users to get a full summary of the achievement bandings and statistical significance contained in the individual sections for each measure. It will show consistent and compelling outcomes but also fluctuations across the years.

Measures are ordered as they are in the individual sections later in the IDSR and headline measures are highlighted at the top of the summary table. The headline measures are:

• Overall A8 – overall attainment 8 score
• E&M % 4+ – English and mathematics % at grade 4 or above
• E&M % 5+ – English and mathematics % at grade 5 or above

The measure names act as links to the individual section for each measure so that users can easily navigate to further detailed analysis.

There is additional guidance about this section.

All pupils

The table below summarises school performance compared to national across all attainment measures in this report for all years for which data is available. It provides a full summary of the bandings and statistical significance for each measure to surface consistent and compelling outcomes but also fluctuations across the years.

A second table provides information about cohort size and context for each type of measure. Year 11 context relates to pupil characteristics across the whole year group and could flag any of high proportions of FSM or SEN, or low levels of stability. The flag for high proportions of low prior attainers is not included in this summary table as it is specific to each measure, so please see the individual tables for each measure for this flag.

	2023	2024	2025
Overall A8	Close to av. (non-sig)	Close to av. (sig-)	Close to av. (sig-)
English and maths grade 4 plus	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
English and maths grade 5 plus	Close to av. (non-sig)	Below (sig-)	Close to av. (non-sig)
English A8	Close to av. (non-sig)	Close to av. (sig-)	Close to av. (sig-)
English grade 4 plus	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
English grade 5 plus	Close to av. (non-sig)	Below (sig-)	Close to av. (non-sig)
Maths A8	Close to av. (non-sig)	Close to av. (sig-)	Close to av. (non-sig)
Maths grade 4 plus	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Maths grade 5 plus	Close to av. (non-sig)	Below (sig-)	Close to av. (non-sig)
Science grade 4 plus	Below (sig-)	Below (sig-)	Below (sig-)
Science grade 5 plus	Below (sig-)	Below (sig-)	Close to av. (sig-)
Languages grade 4 plus	Below (sig-)	Below (sig-)	Below (sig-)
Languages grade 5 plus	Below (sig-)	Below (sig-)	Below (sig-)
Humanities grade 4 plus	Below (sig-)	Below (sig-)	Below (sig-)
Humanities grade 5 plus	Below (sig-)	Below (sig-)	Below (sig-)
EBacc A8	Close to av. (sig-)	Below (sig-)	Close to av. (sig-)
Open A8	Close to av. (non-sig)	Close to av. (sig-)	Close to av. (sig-)

Cohorts

Year	Key stage 4 (Year 11) attainment cohorts				Year 11 context
	A8 measures and English/maths	Science	Languages	Humanities
2025	208	206	146	203	-
2024	210	198	178	181	-
2023	206	200	177	190	-

Disadvantaged

The table below summarises school performance of the disadvantaged pupil group compared to national performance of the disadvantaged pupil group across all attainment measures in this report for all years for which data is available. It provides a full summary of the bandings and statistical significance for each measure to surface consistent and compelling outcomes but also fluctuations across the years.

A second table provides information about cohort size and context for each type of measure. Year 11 context relates to pupil characteristics across the whole year group and could flag any of high proportions of FSM or SEN, or low levels of stability. The flag for high proportions of low prior attainers is not included in this summary table as it is specific to each measure, so please see the individual tables for each measure for this flag.

	2023	2024	2025
Overall A8	Above (sig+)	Close to av. (non-sig)	Close to av. (non-sig)
English and maths grade 4 plus	Above (sig+)	Close to av. (non-sig)	Close to av. (non-sig)
English and maths grade 5 plus	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
English A8	Above (sig+)	Close to av. (non-sig)	Close to av. (non-sig)
English grade 4 plus	Above (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
English grade 5 plus	Above (non-sig)	Below (sig-)	Close to av. (non-sig)
Maths A8	Above (sig+)	Close to av. (non-sig)	Close to av. (sig+)
Maths grade 4 plus	Above (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Maths grade 5 plus	Above (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Science grade 4 plus	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Science grade 5 plus	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Languages grade 4 plus	Below (sig-)	Below (sig-)	Below (sig-)
Languages grade 5 plus	Below (sig-)	Below (sig-)	Below (sig-)
Humanities grade 4 plus	Close to av. (non-sig)	Below (non-sig)	Close to av. (non-sig)
Humanities grade 5 plus	Close to av. (non-sig)	Close to av. (non-sig)	Below (sig-)
EBacc A8	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Open A8	Above (sig+)	Close to av. (non-sig)	Close to av. (non-sig)

Cohorts

Year	Key stage 4 (Year 11) attainment cohorts				Year 11 context
	A8 measures and English/maths	Science	Languages	Humanities
2025	79	77	50	76	-
2024	77	68	56	57	-
2023	62	58	45	51	-

Low prior attainers

The table below summarises school performance of the low prior attainer pupil group compared to national performance of the low prior attainer pupil group across all attainment measures in this report for all years for which data is available. It provides a full summary of the bandings and statistical significance for each measure to surface consistent and compelling outcomes but also fluctuations across the years.

A second table provides information about cohort size and context for each type of measure. Year 11 context relates to pupil characteristics across the whole year group and could flag any of high proportions of FSM or SEN, or low levels of stability. The flag for high proportions of low prior attainers is not included in this summary table as it is specific to each measure, so please see the individual tables for each measure for this flag.

	2022	2023	2024
Overall A8	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
English and maths grade 4 plus	Below (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
English and maths grade 5 plus	Below (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
English A8	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
English grade 4 plus	Close to av. (non-sig)	Above (non-sig)	Close to av. (non-sig)
English grade 5 plus	Below (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Maths A8	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Maths grade 4 plus	Below (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Maths grade 5 plus	Close to av. (non-sig)	Below (non-sig)	Above (non-sig)
Science grade 4 plus	Below (sig-)	Below (sig-)	Close to av. (non-sig)
Science grade 5 plus	Below (non-sig)	Close to av. (non-sig)	Below (non-sig)
Languages grade 4 plus	Small cohort	Below (sig-)	Below (sig-)
Languages grade 5 plus	Small cohort	Below (non-sig)	Below (sig-)
Humanities grade 4 plus	Below (sig-)	Below (sig-)	Close to av. (non-sig)
Humanities grade 5 plus	Below (non-sig)	Close to av. (non-sig)	Below (non-sig)
EBacc A8	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Open A8	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)

Cohorts

Year	Key stage 4 (Year 11) attainment cohorts				Year 11 context
	A8 measures and English/maths	Science	Languages	Humanities
2024	43	38	24	26	-
2023	41	39	26	34	-
2022	36	35	4	31	-

Middle prior attainers

The table below summarises school performance of the middle prior attainer pupil group compared to national performance of the middle prior attainer pupil group across all attainment measures in this report for all years for which data is available. It provides a full summary of the bandings and statistical significance for each measure to surface consistent and compelling outcomes but also fluctuations across the years.

A second table provides information about cohort size and context for each type of measure. Year 11 context relates to pupil characteristics across the whole year group and could flag any of high proportions of FSM or SEN, or low levels of stability. The flag for high proportions of low prior attainers is not included in this summary table as it is specific to each measure, so please see the individual tables for each measure for this flag.

	2022	2023	2024
Overall A8	Below (sig-)	Close to av. (non-sig)	Below (sig-)
English and maths grade 4 plus	Below (sig-)	Close to av. (non-sig)	Below (sig-)
English and maths grade 5 plus	Below (sig-)	Close to av. (non-sig)	Below (sig-)
English A8	Below (sig-)	Close to av. (non-sig)	Below (sig-)
English grade 4 plus	Below (sig-)	Close to av. (non-sig)	Below (sig-)
English grade 5 plus	Below (sig-)	Close to av. (non-sig)	Below (sig-)
Maths A8	Below (sig-)	Close to av. (non-sig)	Below (sig-)
Maths grade 4 plus	Below (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Maths grade 5 plus	Below (sig-)	Close to av. (non-sig)	Below (sig-)
Science grade 4 plus	Below (sig-)	Below (non-sig)	Below (sig-)
Science grade 5 plus	Below (sig-)	Below (sig-)	Below (sig-)
Languages grade 4 plus	Below (sig-)	Below (sig-)	Below (sig-)
Languages grade 5 plus	Below (sig-)	Below (sig-)	Below (sig-)
Humanities grade 4 plus	Below (sig-)	Below (sig-)	Below (sig-)
Humanities grade 5 plus	Below (sig-)	Below (sig-)	Below (sig-)
EBacc A8	Below (sig-)	Below (sig-)	Below (sig-)
Open A8	Close to av. (non-sig)	Close to av. (non-sig)	Below (sig-)

Cohorts

Year	Key stage 4 (Year 11) attainment cohorts				Year 11 context
	A8 measures and English/maths	Science	Languages	Humanities
2024	118	112	106	107	-
2023	112	108	101	105	-
2022	114	113	68	103	-

High prior attainers

The table below summarises school performance of the high prior attainer pupil group compared to national performance of the high prior attainer pupil group across all attainment measures in this report for all years for which data is available. It provides a full summary of the bandings and statistical significance for each measure to surface consistent and compelling outcomes but also fluctuations across the years.

A second table provides information about cohort size and context for each type of measure. Year 11 context relates to pupil characteristics across the whole year group and could flag any of high proportions of FSM or SEN, or low levels of stability. The flag for high proportions of low prior attainers is not included in this summary table as it is specific to each measure, so please see the individual tables for each measure for this flag.

	2022	2023	2024
Overall A8	Close to av. (non-sig)	Close to av. (non-sig)	Below (sig-)
English and maths grade 4 plus	Below (non-sig)	Close to av. (non-sig)	Above (non-sig)
English and maths grade 5 plus	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
English A8	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
English grade 4 plus	Below (sig-)	Close to av. (non-sig)	Above (non-sig)
English grade 5 plus	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Maths A8	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Maths grade 4 plus	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Maths grade 5 plus	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Science grade 4 plus	Below (sig-)	Close to av. (non-sig)	Close to av. (non-sig)
Science grade 5 plus	Below (non-sig)	Below (sig-)	Close to av. (non-sig)
Languages grade 4 plus	Close to av. (non-sig)	Below (sig-)	Below (sig-)
Languages grade 5 plus	Close to av. (non-sig)	Below (sig-)	Below (sig-)
Humanities grade 4 plus	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Humanities grade 5 plus	Below (non-sig)	Close to av. (non-sig)	Below (sig-)
EBacc A8	Below (sig-)	Below (sig-)	Below (sig-)
Open A8	Close to av. (non-sig)	Close to av. (non-sig)	Below (sig-)

Cohorts

Year	Key stage 4 (Year 11) attainment cohorts				Year 11 context
	A8 measures and English/maths	Science	Languages	Humanities
2024	41	41	41	41	-
2023	50	50	48	49	-
2022	40	40	35	36	-

Summary of progress measures

Data source: the DfE’s final 2024, final 2023 and final 2022 data

Achievement data at key stage 4 cannot be reliably compared between 2022 and 2023 because grading standards changed significantly during and after the COVID-19 pandemic, with 2022 and 2023 seeing a phased return to pre-pandemic exam standards. These shifts mean that differences between these two years may reflect grading policy changes rather than actual changes in pupil performance.

Guidance

These tables summarise school performance compared to the national average across all key stage 4 progress measures in the report for all years for which data is available. Summaries are provided for all pupils, for disadvantaged pupils and for low/middle/high prior attainers.

Progress measures are now out of sync with attainment measures for all pupils and disadvantaged pupils. This is because pupils reaching the end of key stage 4 in 2025 did not sit their key stage 2 assessments due to COVID-19 disruption.

The summary tables will allow users to get a full summary of the achievement bandings and statistical significance contained in the individual sections for each measure. It will show consistent and compelling outcomes but also fluctuations across the years.

Measures are ordered as they are in the individual sections later in the IDSR and headline measures are highlighted at the top of the summary table. The headline measures are:

• Overall P8 – overall progress 8 score

The measure names act as links to the individual section for each measure so that users can easily navigate to further detailed analysis.

There is additional guidance about this section.

All pupils

The table below summarises school performance compared to national across all progress measures in this report for all years for which data is available. It provides a full summary of the bandings and statistical significance for each measure to surface consistent and compelling outcomes but also fluctuations across the years.

A second table provides information about cohort size and context for each type of measure. Year 11 context relates to pupil characteristics across the whole year group and could flag any of high proportions of FSM or SEN, or low levels of stability. The flag for high proportions of low prior attainers is not included in this summary table as it is specific to each measure, so please see the individual tables for each measure for this flag.

	2022	2023	2024
Overall P8	Below (sig-)	Close to av. (sig-)	Below (sig-)
English P8	Below (sig-)	Close to av. (non-sig)	Close to av. (sig-)
Maths P8	Below (sig-)	Close to av. (non-sig)	Below (sig-)
Science VA	Below (sig-)	Below (sig-)	Below (sig-)
Languages VA	Below (sig-)	Below (sig-)	Below (sig-)
Humanities VA	Below (sig-)	Below (sig-)	Below (sig-)
EBacc P8	Below (sig-)	Below (sig-)	Below (sig-)
Open P8	Close to av. (non-sig)	Close to av. (non-sig)	Below (sig-)

Cohorts

Year	Key stage 4 (Year 11) progress cohorts				Year 11 context
	P8 measures	Science VA	Languages VA	Humanities VA
2024	195	184	164	167	-
2023	196	190	168	181	-
2022	183	181	100	163	-

Disadvantaged

The table below summarises school performance of the disadvantaged pupil group compared to national performance of the disadvantaged pupil group across all progress measures in this report for all years for which data is available. It provides a full summary of the bandings and statistical significance for each measure to surface consistent and compelling outcomes but also fluctuations across the years.

A second table provides information about cohort size and context for each type of measure. Year 11 context relates to pupil characteristics across the whole year group and could flag any of high proportions of FSM or SEN, or low levels of stability. The flag for high proportions of low prior attainers is not included in this summary table as it is specific to each measure, so please see the individual tables for each measure for this flag.

	2022	2023	2024
Overall P8	Below (sig-)	Close to av. (non-sig)	Below (sig-)
English P8	Below (sig-)	Close to av. (non-sig)	Below (non-sig)
Maths P8	Close to av. (non-sig)	Close to av. (non-sig)	Below (non-sig)
Science VA	Below (sig-)	Close to av. (non-sig)	Below (sig-)
Languages VA	Below (non-sig)	Below (sig-)	Below (sig-)
Humanities VA	Below (sig-)	Close to av. (non-sig)	Below (non-sig)
EBacc P8	Below (sig-)	Close to av. (non-sig)	Below (sig-)
Open P8	Close to av. (non-sig)	Close to av. (non-sig)	Below (sig-)

Cohorts

Year	Key stage 4 (Year 11) progress cohorts				Year 11 context
	P8 measures	Science VA	Languages VA	Humanities VA
2024	67	59	47	48	-
2023	57	53	41	47	-
2022	30	29	11	22	-

Low prior attainers

The table below summarises school performance of the low prior attainer pupil group compared to national performance of the low prior attainer pupil group across all progress measures in this report for all years for which data is available. It provides a full summary of the bandings and statistical significance for each measure to surface consistent and compelling outcomes but also fluctuations across the years.

A second table provides information about cohort size and context for each type of measure. Year 11 context relates to pupil characteristics across the whole year group and could flag any of high proportions of FSM or SEN, or low levels of stability. The flag for high proportions of low prior attainers is not included in this summary table as it is specific to each measure, so please see the individual tables for each measure for this flag.

	2022	2023	2024
Overall P8	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
English P8	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Maths P8	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Science VA	Below (non-sig)	Below (sig-)	Below (sig-)
Languages VA	Small cohort	Below (sig-)	Below (sig-)
Humanities VA	Below (sig-)	Below (non-sig)	Close to av. (non-sig)
EBacc P8	Below (non-sig)	Below (non-sig)	Below (non-sig)
Open P8	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)

Cohorts

Year	Key stage 4 (Year 11) progress cohorts				Year 11 context
	P8 measures	Science VA	Languages VA	Humanities VA
2024	40	35	21	23	-
2023	38	36	23	31	-
2022	33	32	1	28	-

Middle prior attainers

The table below summarises school performance of the middle prior attainer pupil group compared to national performance of the middle prior attainer pupil group across all progress measures in this report for all years for which data is available. It provides a full summary of the bandings and statistical significance for each measure to surface consistent and compelling outcomes but also fluctuations across the years.

A second table provides information about cohort size and context for each type of measure. Year 11 context relates to pupil characteristics across the whole year group and could flag any of high proportions of FSM or SEN, or low levels of stability. The flag for high proportions of low prior attainers is not included in this summary table as it is specific to each measure, so please see the individual tables for each measure for this flag.

	2022	2023	2024
Overall P8	Below (sig-)	Close to av. (sig-)	Below (sig-)
English P8	Below (sig-)	Close to av. (non-sig)	Below (sig-)
Maths P8	Below (sig-)	Close to av. (non-sig)	Below (sig-)
Science VA	Below (sig-)	Below (sig-)	Below (sig-)
Languages VA	Below (sig-)	Below (sig-)	Below (sig-)
Humanities VA	Below (sig-)	Below (sig-)	Below (sig-)
EBacc P8	Below (sig-)	Below (sig-)	Below (sig-)
Open P8	Below (sig-)	Close to av. (non-sig)	Below (sig-)

Cohorts

Year	Key stage 4 (Year 11) progress cohorts				Year 11 context
	P8 measures	Science VA	Languages VA	Humanities VA
2024	115	109	103	104	-
2023	109	105	98	102	-
2022	111	110	65	100	-

High prior attainers

The table below summarises school performance of the high prior attainer pupil group compared to national performance of the high prior attainer pupil group across all progress measures in this report for all years for which data is available. It provides a full summary of the bandings and statistical significance for each measure to surface consistent and compelling outcomes but also fluctuations across the years.

A second table provides information about cohort size and context for each type of measure. Year 11 context relates to pupil characteristics across the whole year group and could flag any of high proportions of FSM or SEN, or low levels of stability. The flag for high proportions of low prior attainers is not included in this summary table as it is specific to each measure, so please see the individual tables for each measure for this flag.

	2022	2023	2024
Overall P8	Close to av. (non-sig)	Close to av. (non-sig)	Below (sig-)
English P8	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Maths P8	Close to av. (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Science VA	Below (non-sig)	Below (sig-)	Below (sig-)
Languages VA	Below (sig-)	Below (sig-)	Below (sig-)
Humanities VA	Below (non-sig)	Below (sig-)	Below (sig-)
EBacc P8	Below (sig-)	Below (sig-)	Below (sig-)
Open P8	Close to av. (non-sig)	Close to av. (non-sig)	Below (non-sig)

Cohorts

Year	Key stage 4 (Year 11) progress cohorts				Year 11 context
	P8 measures	Science VA	Languages VA	Humanities VA
2024	38	38	38	38	-
2023	47	47	45	46	-
2022	37	37	32	33	-

Overall measures

Attainment data source: the DfE’s revised 2025, final 2024, final 2023 and final 2022 data
Progress data source: the DfE’s final 2024, final 2023 and final 2022 data

Achievement data at key stage 4 cannot be reliably compared between 2022 and 2023 because grading standards changed significantly during and after the COVID-19 pandemic, with 2022 and 2023 seeing a phased return to pre-pandemic exam standards. These shifts mean that differences between these two years may reflect grading policy changes rather than actual changes in pupil performance.

Guidance

This section contains tables and charts for overall measures (Overall A8, Overall P8, English and mathematics % 4+, and English and mathematics % 5+), which provide data for the school and a comparison with the national average. To compare the school value with the national average, we have calculated standard deviations (SDs) and confidence intervals.

Data is presented for the most recent 3 years and is provided separately to cover all pupils, disadvantaged pupils and low/middle/high prior attainers. Attainment measures for prior attainment groups and progress measures for all pupil groups are now out of sync with attainment measures for all pupils and disadvantaged pupils. This is because pupils reaching the end of key stage 4 in 2025 did not sit their key stage 2 assessments due to COVID-19 disruption.

A school’s position on the national distribution is determined using SDs. ‘Above’ indicates when a school’s value is more than 0.5 SDs above the national value. ‘Below’ indicates when a school’s value is more than 0.5 SDs below the national value. All other school values are ‘Close to average’.

Combining the school value’s position within the national distribution and a measure of statistical confidence in the school value, there are 7 possible interpretations of school performance (the national distribution banding). These are:

• Above (sig+)
• Above (non-sig)
• Close to average (sig+)
• Close to average (non-sig)
• Close to average (sig-)
• Below (non-sig)
• Below (sig-)

When school values fall into the ‘Close to average’ banding, or they are not, statistically, significantly different from national (non-sig), the national distribution banding will be coloured grey. When school values fall into the ‘Above’ banding and are, statistically, significantly above the national value, it will be highlighted in green. When school values fall into the ‘Below’ banding and are, statistically, significantly below the national value, it will be highlighted in red.

Trend shows whether there has been a statistically significant increase or decrease in the school’s value in a particular year, compared with the previous year. Trends are not available for the furthest year, as no comparator year is displayed. Trend is available for all pupils and low/middle/high prior attainers, but not for disadvantaged pupils.

For disadvantaged pupils, we display the percentage point gap between the school’s disadvantaged pupils and the national non-disadvantaged pupils. The gap trend column indicates whether there has been a change in the gap in a particular year, compared with the previous year. If a school’s disadvantaged group is outperforming the national non-disadvantaged group, the trend will be identified as ‘Positive gap’. If a school’s disadvantaged group is performing less well than the national non-disadvantaged group, however, we will measure how a school’s disadvantaged gap has changed from one year to the next. As each year’s gap is based on a different cohort, which may be a different size, the reliability of that change varies, so the cohorts from the two comparator years are combined into an effective sample size. Across all schools, the average change and its standard deviation are calculated for each subject and measure. Each school’s change is then converted into a Z-score (which shows how unusual or typical a value is compared to the rest of the data) and adjusted using the effective sample size, ensuring that large, reliable cohorts are emphasised and small, noisy cohorts are down-weighted. Using the weighted Z-score, if the gap in a particular year is deemed to be greater than in the previous year, the trend will be identified as ‘Widening’. If the gap in a particular year is deemed to be smaller than in the previous year, the trend will be identified as ‘Narrowing’. Otherwise, the trend will be identified as ‘No meaningful change’. Gap trends are not available for the furthest year, as no comparator year is displayed, although we will still identify if the school has a positive gap as these do not require a comparator year.

The year group context column indicates whether the relevant year group has a high proportion of pupils who are or have been eligible for free school meals (FSM) and have claimed them at some time in the last 6 years (FSM6), or have high special educational needs (SEN), a high proportion of low prior attainers or low stability. Key stage 4 measures use Year 11 cohort characteristics. The FSM, SEN and stability flags relate to the whole year group, so will therefore be the same across all measures and pupil groups within the same year. However, the flag for low prior attainers is specific to each measure, so will therefore only be the same across all pupil groups within the same measure in the same year, and could differ from measure to measure.

There is additional guidance about this section.

Key to charts

Overall A8

All pupils - Overall A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	208	43.0	46.0	Close to average (sig-)	No sig change	-
2024	210	41.2	45.9	Close to average (sig-)	No sig change	-
2023	206	44.8	46.3	Close to average (non-sig)	Not available	-

Chart

Disadvantaged pupils - Overall A8

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	79	36.1	34.9	Close to average (non-sig)	50.4	-14.3	Narrowing	-
2024	77	31.2	34.6	Close to average (non-sig)	50.0	-18.8	Widening	-
2023	62	41.0	35.0	Above (sig+)	50.3	-9.3	Not available	-

Chart

Low prior attainers - Overall A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	43	24.3	25.2	Close to average (non-sig)	No sig change	-
2023	41	26.0	25.9	Close to average (non-sig)	Not applicable	-
2022	36	30.8	29.7	Close to average (non-sig)	Not available	-

Chart

Middle prior attainers - Overall A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	118	41.1	46.2	Below (sig-)	No sig change	-
2023	112	43.9	46.8	Close to average (non-sig)	Not applicable	-
2022	114	45.0	50.3	Below (sig-)	Not available	-

Chart

High prior attainers - Overall A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	61.1	66.1	Below (sig-)	No sig change	-
2023	50	63.4	66.3	Close to average (non-sig)	Not applicable	-
2022	40	67.0	69.6	Close to average (non-sig)	Not available	-

Chart

Overall P8

All pupils - Overall P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	195	-0.44	-0.03	Below (sig-)	-
2023	196	-0.25	-0.03	Close to average (sig-)	-
2022	183	-0.45	-0.03	Below (sig-)	-

Chart

Disadvantaged pupils - Overall P8

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2024	67	-1.02	-0.57	Below (sig-)	0.16	-1.19	Widening	-
2023	57	-0.45	-0.57	Close to average (non-sig)	0.17	-0.62	Not applicable	-
2022	30	-1.11	-0.55	Below (sig-)	0.15	-1.27	Not available	-

Chart

Low prior attainers - Overall P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	40	-0.36	-0.14	Close to average (non-sig)	-
2023	38	-0.26	-0.13	Close to average (non-sig)	-
2022	33	-0.33	-0.13	Close to average (non-sig)	-

Chart

Middle prior attainers - Overall P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	115	-0.47	-0.01	Below (sig-)	-
2023	109	-0.28	-0.01	Close to average (sig-)	-
2022	111	-0.59	0.00	Below (sig-)	-

Chart

High prior attainers - Overall P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	38	-0.44	0.02	Below (sig-)	-
2023	47	-0.18	0.02	Close to average (non-sig)	-
2022	37	-0.13	0.02	Close to average (non-sig)	-

Chart

English and maths grade 4 plus

All pupils - English and maths grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	208	63.6%	64.8%	Close to average (non-sig)	No sig change	-
2024	210	61.5%	65.0%	Close to average (non-sig)	No sig change	-
2023	206	66.7%	65.1%	Close to average (non-sig)	Not available	-

Chart

Disadvantaged pupils - English and maths grade 4 plus

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	79	48.1%	43.8%	Close to average (non-sig)	73.1%	-25.0	Narrowing	-
2024	77	41.3%	43.4%	Close to average (non-sig)	72.8%	-31.4	Widening	-
2023	62	56.7%	43.4%	Above (sig+)	72.8%	-16.2	Not available	-

Chart

Low prior attainers - English and maths grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	43	22.0%	19.8%	Close to average (non-sig)	No sig change	-
2023	41	23.1%	20.2%	Close to average (non-sig)	Not applicable	-
2022	36	17.6%	28.5%	Below (non-sig)	Not available	-

Chart

Middle prior attainers - English and maths grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	118	63.8%	72.1%	Below (sig-)	No sig change	-
2023	112	71.8%	72.5%	Close to average (non-sig)	Not applicable	-
2022	114	67.9%	78.9%	Below (sig-)	Not available	-

Chart

High prior attainers - English and maths grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	100.0%	95.6%	Above (non-sig)	No sig change	-
2023	50	93.8%	95.5%	Close to average (non-sig)	Not applicable	-
2022	40	92.1%	96.8%	Below (non-sig)	Not available	-

The distribution for 2022 is missing the ‘above’ band due to the negative skew of the distribution.

Chart

English and maths grade 5 plus

All pupils - English and maths grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	208	40.3%	45.4%	Close to average (non-sig)	No sig change	-
2024	210	35.1%	45.9%	Below (sig-)	No sig change	-
2023	206	42.6%	45.3%	Close to average (non-sig)	Not available	-

Chart

Disadvantaged pupils - English and maths grade 5 plus

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	79	31.2%	25.8%	Close to average (non-sig)	53.1%	-22.0	Narrowing	-
2024	77	18.7%	25.8%	Close to average (non-sig)	53.1%	-34.5	Widening	-
2023	62	30.0%	25.2%	Close to average (non-sig)	52.4%	-22.4	Not available	-

Chart

Low prior attainers - English and maths grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	43	7.3%	6.1%	Close to average (non-sig)	No sig change	-
2023	41	2.6%	5.8%	Close to average (non-sig)	Not applicable	-
2022	36	2.9%	10.2%	Below (non-sig)	Not available	-

Chart

Middle prior attainers - English and maths grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	118	30.2%	45.2%	Below (sig-)	No sig change	-
2023	112	40.9%	44.8%	Close to average (non-sig)	Not applicable	-
2022	114	41.1%	53.7%	Below (sig-)	Not available	-

Chart

High prior attainers - English and maths grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	84.6%	87.3%	Close to average (non-sig)	No sig change	-
2023	50	83.3%	87.1%	Close to average (non-sig)	Not applicable	-
2022	40	89.5%	90.7%	Close to average (non-sig)	Not available	-

Chart

Back to achievement summary

English

Attainment data source: the DfE’s revised 2025, final 2024, final 2023 and final 2022 data
Progress data source: the DfE’s final 2024, final 2023 and final 2022 data

Achievement data at key stage 4 cannot be reliably compared between 2022 and 2023 because grading standards changed significantly during and after the COVID-19 pandemic, with 2022 and 2023 seeing a phased return to pre-pandemic exam standards. These shifts mean that differences between these two years may reflect grading policy changes rather than actual changes in pupil performance.

Guidance

This section contains tables and charts for English attainment and progress measures, which provide data for the school and a comparison with the national average. To compare the school value with the national average, we have calculated standard deviations (SDs) and confidence intervals.

Data is presented for the most recent 3 years and is provided separately to cover all pupils, disadvantaged pupils and low/middle/high prior attainers. Attainment measures for prior attainment groups and progress measures for all pupil groups are now out of sync with attainment measures for all pupils and disadvantaged pupils. This is because pupils reaching the end of key stage 4 in 2025 did not sit their key stage 2 assessments due to COVID-19 disruption.

A school’s position on the national distribution is determined using SDs. ‘Above’ indicates when a school’s value is more than 0.5 SDs above the national value. ‘Below’ indicates when a school’s value is more than 0.5 SDs below the national value. All other school values are ‘Close to average’.

Combining the school value’s position within the national distribution and a measure of statistical confidence in the school value, there are 7 possible interpretations of school performance (the national distribution banding). These are:

• Above (sig+)
• Above (non-sig)
• Close to average (sig+)
• Close to average (non-sig)
• Close to average (sig-)
• Below (non-sig)
• Below (sig-)

When school values fall into the ‘Close to average’ banding, or they are not, statistically, significantly different from national (non-sig), the national distribution banding will be coloured grey. When school values fall into the ‘Above’ banding and are, statistically, significantly above the national value, it will be highlighted in green. When school values fall into the ‘Below’ banding and are, statistically, significantly below the national value, it will be highlighted in red.

Trend shows whether there has been a statistically significant increase or decrease in the school’s value in a particular year, compared with the previous year. Trends are not available for the furthest year, as no comparator year is displayed. Trend is available for all pupils and low/middle/high prior attainers, but not for disadvantaged pupils.

For disadvantaged pupils, we display the percentage point gap between the school’s disadvantaged pupils and the national non-disadvantaged pupils. The gap trend column indicates whether there has been a change in the gap in a particular year, compared with the previous year. If a school’s disadvantaged group is outperforming the national non-disadvantaged group, the trend will be identified as ‘Positive gap’. If a school’s disadvantaged group is performing less well than the national non-disadvantaged group, however, we will measure how a school’s disadvantaged gap has changed from one year to the next. As each year’s gap is based on a different cohort, which may be a different size, the reliability of that change varies, so the cohorts from the two comparator years are combined into an effective sample size. Across all schools, the average change and its standard deviation are calculated for each subject and measure. Each school’s change is then converted into a Z-score (which shows how unusual or typical a value is compared to the rest of the data) and adjusted using the effective sample size, ensuring that large, reliable cohorts are emphasised and small, noisy cohorts are down-weighted. Using the weighted Z-score, if the gap in a particular year is deemed to be greater than in the previous year, the trend will be identified as ‘Widening’. If the gap in a particular year is deemed to be smaller than in the previous year, the trend will be identified as ‘Narrowing’. Otherwise, the trend will be identified as ‘No meaningful change’. Gap trends are not available for the furthest year, as no comparator year is displayed, although we will still identify if the school has a positive gap as these do not require a comparator year.

The year group context column indicates whether the relevant year group has a high proportion of pupils who are or have been eligible for free school meals (FSM) and have claimed them at some time in the last 6 years (FSM6), or have high special educational needs (SEN), a high proportion of low prior attainers or low stability. Key stage 4 measures use Year 11 cohort characteristics. The FSM, SEN and stability flags relate to the whole year group, so will therefore be the same across all measures and pupil groups within the same year. However, the flag for low prior attainers is specific to each measure, so will therefore only be the same across all pupil groups within the same measure in the same year, and could differ from measure to measure.

There is additional guidance about this section.

Key to charts

English A8

All pupils - English A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	208	9.2	9.8	Close to average (sig-)	No sig change	-
2024	210	9.2	9.8	Close to average (sig-)	No sig change	-
2023	206	9.6	9.9	Close to average (non-sig)	Not available	-

Chart

Disadvantaged pupils - English A8

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	79	7.9	7.8	Close to average (non-sig)	10.6	-2.7	Narrowing	-
2024	77	7.2	7.7	Close to average (non-sig)	10.6	-3.3	Widening	-
2023	62	9.0	7.7	Above (sig+)	10.6	-1.6	Not available	-

Chart

Low prior attainers - English A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	43	6.2	5.9	Close to average (non-sig)	No sig change	-
2023	41	6.4	6.0	Close to average (non-sig)	Not applicable	-
2022	36	7.3	6.8	Close to average (non-sig)	Not available	-

Chart

Middle prior attainers - English A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	118	9.2	10.0	Below (sig-)	No sig change	-
2023	112	9.5	10.1	Close to average (non-sig)	Not applicable	-
2022	114	9.8	10.8	Below (sig-)	Not available	-

Chart

High prior attainers - English A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	12.9	13.5	Close to average (non-sig)	No sig change	-
2023	50	13.0	13.5	Close to average (non-sig)	Not applicable	-
2022	40	13.7	14.1	Close to average (non-sig)	Not available	-

Chart

English P8

All pupils - English P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	195	-0.30	-0.04	Close to average (sig-)	-
2023	196	-0.24	-0.04	Close to average (non-sig)	-
2022	183	-0.41	-0.05	Below (sig-)	-

Chart

Disadvantaged pupils - English P8

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2024	67	-0.91	-0.54	Below (non-sig)	0.13	-1.05	Widening	-
2023	57	-0.36	-0.56	Close to average (non-sig)	0.14	-0.50	Not applicable	-
2022	30	-1.16	-0.52	Below (sig-)	0.13	-1.28	Not available	-

Chart

Low prior attainers - English P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	40	-0.19	-0.17	Close to average (non-sig)	-
2023	38	-0.12	-0.16	Close to average (non-sig)	-
2022	33	-0.23	-0.15	Close to average (non-sig)	-

Chart

Middle prior attainers - English P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	115	-0.36	-0.01	Below (sig-)	-
2023	109	-0.30	-0.01	Close to average (non-sig)	-
2022	111	-0.57	-0.01	Below (sig-)	-

Chart

High prior attainers - English P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	38	-0.23	0.00	Close to average (non-sig)	-
2023	47	-0.18	0.00	Close to average (non-sig)	-
2022	37	-0.08	0.00	Close to average (non-sig)	-

Chart

English grade 4 plus

All pupils - English grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	208	73.3%	74.3%	Close to average (non-sig)	No sig change	-
2024	210	72.1%	74.5%	Close to average (non-sig)	No sig change	-
2023	206	75.5%	74.7%	Close to average (non-sig)	Not available	-

Chart

Disadvantaged pupils - English grade 4 plus

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	79	57.1%	56.3%	Close to average (non-sig)	81.3%	-24.2	Narrowing	-
2024	77	50.7%	55.9%	Close to average (non-sig)	81.2%	-30.5	Widening	-
2023	62	68.3%	56.0%	Above (non-sig)	81.3%	-13.0	Not available	-

Chart

Low prior attainers - English grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	43	43.9%	38.5%	Close to average (non-sig)	No sig change	-
2023	41	48.7%	39.6%	Above (non-sig)	Not applicable	-
2022	36	55.9%	50.0%	Close to average (non-sig)	Not available	-

Chart

Middle prior attainers - English grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	118	73.3%	81.8%	Below (sig-)	No sig change	-
2023	112	78.2%	82.0%	Close to average (non-sig)	Not applicable	-
2022	114	80.4%	87.3%	Below (sig-)	Not available	-

Chart

High prior attainers - English grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	100.0%	96.5%	Above (non-sig)	No sig change	-
2023	50	95.8%	96.2%	Close to average (non-sig)	Not applicable	-
2022	40	92.1%	97.5%	Below (sig-)	Not available	-

The distribution for 2022 is missing the ‘above’ band due to the negative skew of the distribution.

Chart

English grade 5 plus

All pupils - English grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	208	53.9%	60.4%	Close to average (non-sig)	No sig change	-
2024	210	51.4%	60.3%	Below (sig-)	No sig change	-
2023	206	56.9%	60.5%	Close to average (non-sig)	Not available	-

Chart

Disadvantaged pupils - English grade 5 plus

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	79	37.7%	41.3%	Close to average (non-sig)	67.9%	-30.2	Narrowing	-
2024	77	24.0%	40.6%	Below (sig-)	67.4%	-43.4	Widening	-
2023	62	51.7%	40.4%	Above (non-sig)	67.7%	-16.0	Not available	-

Chart

Low prior attainers - English grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	43	19.5%	19.9%	Close to average (non-sig)	No sig change	-
2023	41	15.4%	20.8%	Close to average (non-sig)	Not applicable	-
2022	36	20.6%	29.4%	Below (non-sig)	Not available	-

Chart

Middle prior attainers - English grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	118	50.0%	64.7%	Below (sig-)	No sig change	-
2023	112	60.0%	65.2%	Close to average (non-sig)	Not applicable	-
2022	114	60.7%	72.9%	Below (sig-)	Not available	-

Chart

High prior attainers - English grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	92.3%	92.2%	Close to average (non-sig)	No sig change	-
2023	50	87.5%	91.9%	Close to average (non-sig)	Not applicable	-
2022	40	92.1%	94.5%	Close to average (non-sig)	Not available	-

Chart

Back to achievement summary

Maths

Attainment data source: the DfE’s revised 2025, final 2024, final 2023 and final 2022 data
Progress data source: the DfE’s final 2024, final 2023 and final 2022 data

Achievement data at key stage 4 cannot be reliably compared between 2022 and 2023 because grading standards changed significantly during and after the COVID-19 pandemic, with 2022 and 2023 seeing a phased return to pre-pandemic exam standards. These shifts mean that differences between these two years may reflect grading policy changes rather than actual changes in pupil performance.

Guidance

This section contains tables and charts for maths attainment and progress measures, which provide data for the school and a comparison with the national average. To compare the school value with the national average, we have calculated standard deviations (SDs) and confidence intervals.

Data is presented for the most recent 3 years and is provided separately to cover all pupils, disadvantaged pupils and low/middle/high prior attainers. Attainment measures for prior attainment groups and progress measures for all pupil groups are now out of sync with attainment measures for all pupils and disadvantaged pupils. This is because pupils reaching the end of key stage 4 in 2025 did not sit their key stage 2 assessments due to COVID-19 disruption.

A school’s position on the national distribution is determined using SDs. ‘Above’ indicates when a school’s value is more than 0.5 SDs above the national value. ‘Below’ indicates when a school’s value is more than 0.5 SDs below the national value. All other school values are ‘Close to average’.

Combining the school value’s position within the national distribution and a measure of statistical confidence in the school value, there are 7 possible interpretations of school performance (the national distribution banding). These are:

• Above (sig+)
• Above (non-sig)
• Close to average (sig+)
• Close to average (non-sig)
• Close to average (sig-)
• Below (non-sig)
• Below (sig-)

When school values fall into the ‘Close to average’ banding, or they are not, statistically, significantly different from national (non-sig), the national distribution banding will be coloured grey. When school values fall into the ‘Above’ banding and are, statistically, significantly above the national value, it will be highlighted in green. When school values fall into the ‘Below’ banding and are, statistically, significantly below the national value, it will be highlighted in red.

Trend shows whether there has been a statistically significant increase or decrease in the school’s value in a particular year, compared with the previous year. Trends are not available for the furthest year, as no comparator year is displayed. Trend is available for all pupils and low/middle/high prior attainers, but not for disadvantaged pupils.

For disadvantaged pupils, we display the percentage point gap between the school’s disadvantaged pupils and the national non-disadvantaged pupils. The gap trend column indicates whether there has been a change in the gap in a particular year, compared with the previous year. If a school’s disadvantaged group is outperforming the national non-disadvantaged group, the trend will be identified as ‘Positive gap’. If a school’s disadvantaged group is performing less well than the national non-disadvantaged group, however, we will measure how a school’s disadvantaged gap has changed from one year to the next. As each year’s gap is based on a different cohort, which may be a different size, the reliability of that change varies, so the cohorts from the two comparator years are combined into an effective sample size. Across all schools, the average change and its standard deviation are calculated for each subject and measure. Each school’s change is then converted into a Z-score (which shows how unusual or typical a value is compared to the rest of the data) and adjusted using the effective sample size, ensuring that large, reliable cohorts are emphasised and small, noisy cohorts are down-weighted. Using the weighted Z-score, if the gap in a particular year is deemed to be greater than in the previous year, the trend will be identified as ‘Widening’. If the gap in a particular year is deemed to be smaller than in the previous year, the trend will be identified as ‘Narrowing’. Otherwise, the trend will be identified as ‘No meaningful change’. Gap trends are not available for the furthest year, as no comparator year is displayed, although we will still identify if the school has a positive gap as these do not require a comparator year.

The year group context column indicates whether the relevant year group has a high proportion of pupils who are or have been eligible for free school meals (FSM) and have claimed them at some time in the last 6 years (FSM6), or have high special educational needs (SEN), a high proportion of low prior attainers or low stability. Key stage 4 measures use Year 11 cohort characteristics. The FSM, SEN and stability flags relate to the whole year group, so will therefore be the same across all measures and pupil groups within the same year. However, the flag for low prior attainers is specific to each measure, so will therefore only be the same across all pupil groups within the same measure in the same year, and could differ from measure to measure.

There is additional guidance about this section.

Key to charts

Maths A8

All pupils - Maths A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	208	9.0	9.1	Close to average (non-sig)	No sig change	-
2024	210	8.3	9.1	Close to average (sig-)	Sig decrease	-
2023	206	9.2	9.1	Close to average (non-sig)	Not available	-

Chart

Disadvantaged pupils - Maths A8

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	79	7.8	6.9	Close to average (sig+)	10.0	-2.1	Narrowing	-
2024	77	6.4	6.9	Close to average (non-sig)	9.9	-3.5	Widening	-
2023	62	8.4	6.9	Above (sig+)	9.9	-1.5	Not available	-

Chart

Low prior attainers - Maths A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	43	4.6	4.7	Close to average (non-sig)	No sig change	-
2023	41	5.0	4.7	Close to average (non-sig)	Not applicable	-
2022	36	5.7	5.3	Close to average (non-sig)	Not available	-

Chart

Middle prior attainers - Maths A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	118	8.2	9.2	Below (sig-)	No sig change	-
2023	112	9.0	9.2	Close to average (non-sig)	Not applicable	-
2022	114	9.0	9.8	Below (sig-)	Not available	-

Chart

High prior attainers - Maths A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	12.8	13.4	Close to average (non-sig)	No sig change	-
2023	50	13.3	13.4	Close to average (non-sig)	Not applicable	-
2022	40	13.5	13.9	Close to average (non-sig)	Not available	-

Chart

Maths P8

All pupils - Maths P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	195	-0.36	-0.03	Below (sig-)	-
2023	196	-0.05	-0.02	Close to average (non-sig)	-
2022	183	-0.34	-0.03	Below (sig-)	-

Chart

Disadvantaged pupils - Maths P8

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2024	67	-0.80	-0.52	Below (non-sig)	0.15	-0.95	Widening	-
2023	57	-0.27	-0.51	Close to average (non-sig)	0.15	-0.42	Not applicable	-
2022	30	-0.75	-0.49	Close to average (non-sig)	0.14	-0.89	Not available	-

Chart

Low prior attainers - Maths P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	40	-0.27	-0.10	Close to average (non-sig)	-
2023	38	-0.10	-0.09	Close to average (non-sig)	-
2022	33	-0.23	-0.09	Close to average (non-sig)	-

Chart

Middle prior attainers - Maths P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	115	-0.44	-0.01	Below (sig-)	-
2023	109	-0.08	-0.01	Close to average (non-sig)	-
2022	111	-0.46	-0.01	Below (sig-)	-

Chart

High prior attainers - Maths P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	38	-0.21	0.00	Close to average (non-sig)	-
2023	47	0.08	0.01	Close to average (non-sig)	-
2022	37	-0.06	0.00	Close to average (non-sig)	-

Chart

Maths grade 4 plus

All pupils - Maths grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	208	68.9%	69.8%	Close to average (non-sig)	No sig change	-
2024	210	66.8%	70.0%	Close to average (non-sig)	No sig change	-
2023	206	72.1%	70.2%	Close to average (non-sig)	Not available	-

Chart

Disadvantaged pupils - Maths grade 4 plus

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	79	57.1%	49.7%	Close to average (non-sig)	77.7%	-20.5	Narrowing	-
2024	77	45.3%	49.4%	Close to average (non-sig)	77.4%	-32.0	Widening	-
2023	62	61.7%	49.6%	Above (non-sig)	77.5%	-15.8	Not available	-

Chart

Low prior attainers - Maths grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	43	24.4%	25.1%	Close to average (non-sig)	No sig change	-
2023	41	25.6%	25.3%	Close to average (non-sig)	Not applicable	-
2022	36	23.5%	33.4%	Below (non-sig)	Not available	-

Chart

Middle prior attainers - Maths grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	118	72.4%	78.2%	Close to average (non-sig)	No sig change	-
2023	112	77.3%	78.7%	Close to average (non-sig)	Not applicable	-
2022	114	77.7%	83.3%	Below (non-sig)	Not available	-

Chart

High prior attainers - Maths grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	100.0%	97.3%	Close to average (non-sig)	No sig change	-
2023	50	97.9%	97.4%	Close to average (non-sig)	Not applicable	-
2022	40	97.4%	97.9%	Close to average (non-sig)	Not available	-

The distributions for 2022, 2023 and 2024 are missing the ‘above’ band due to the negative skew of the distributions.

Chart

Maths grade 5 plus

All pupils - Maths grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	208	48.5%	51.2%	Close to average (non-sig)	No sig change	-
2024	210	42.3%	51.7%	Below (sig-)	Sig decrease	-
2023	206	52.5%	50.8%	Close to average (non-sig)	Not available	-

Chart

Disadvantaged pupils - Maths grade 5 plus

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	79	39.0%	30.9%	Close to average (non-sig)	59.1%	-20.2	Narrowing	-
2024	77	29.3%	31.0%	Close to average (non-sig)	59.2%	-29.9	Widening	-
2023	62	40.0%	30.3%	Above (non-sig)	58.1%	-18.1	Not available	-

Chart

Low prior attainers - Maths grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	43	14.6%	9.1%	Above (non-sig)	No sig change	-
2023	41	2.6%	8.6%	Below (non-sig)	Not applicable	-
2022	36	8.8%	13.7%	Close to average (non-sig)	Not available	-

Chart

Middle prior attainers - Maths grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	118	37.9%	53.0%	Below (sig-)	Sig decrease	-
2023	112	54.5%	52.1%	Close to average (non-sig)	Not applicable	-
2022	114	48.2%	60.1%	Below (sig-)	Not available	-

Chart

High prior attainers - Maths grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	89.7%	90.9%	Close to average (non-sig)	No sig change	-
2023	50	91.7%	90.8%	Close to average (non-sig)	Not applicable	-
2022	40	89.5%	93.3%	Close to average (non-sig)	Not available	-

Chart

Back to achievement summary

Science

Attainment data source: the DfE’s revised 2025, final 2024, final 2023 and final 2022 data
Progress data source: the DfE’s final 2024, final 2023 and final 2022 data

Achievement data at key stage 4 cannot be reliably compared between 2022 and 2023 because grading standards changed significantly during and after the COVID-19 pandemic, with 2022 and 2023 seeing a phased return to pre-pandemic exam standards. These shifts mean that differences between these two years may reflect grading policy changes rather than actual changes in pupil performance.

Guidance

This section contains tables and charts for science attainment and progress measures, which provide data for the school and a comparison with the national average. To compare the school value with the national average, we have calculated standard deviations (SDs) and confidence intervals.

Data is presented for the most recent 3 years and is provided separately to cover all pupils, disadvantaged pupils and low/middle/high prior attainers. Attainment measures for prior attainment groups and progress measures for all pupil groups are now out of sync with attainment measures for all pupils and disadvantaged pupils. This is because pupils reaching the end of key stage 4 in 2025 did not sit their key stage 2 assessments due to COVID-19 disruption.

A school’s position on the national distribution is determined using SDs. ‘Above’ indicates when a school’s value is more than 0.5 SDs above the national value. ‘Below’ indicates when a school’s value is more than 0.5 SDs below the national value. All other school values are ‘Close to average’.

Combining the school value’s position within the national distribution and a measure of statistical confidence in the school value, there are 7 possible interpretations of school performance (the national distribution banding). These are:

• Above (sig+)
• Above (non-sig)
• Close to average (sig+)
• Close to average (non-sig)
• Close to average (sig-)
• Below (non-sig)
• Below (sig-)

When school values fall into the ‘Close to average’ banding, or they are not, statistically, significantly different from national (non-sig), the national distribution banding will be coloured grey. When school values fall into the ‘Above’ banding and are, statistically, significantly above the national value, it will be highlighted in green. When school values fall into the ‘Below’ banding and are, statistically, significantly below the national value, it will be highlighted in red.

Trend shows whether there has been a statistically significant increase or decrease in the school’s value in a particular year, compared with the previous year. Trends are not available for the furthest year, as no comparator year is displayed. Trend is available for all pupils and low/middle/high prior attainers, but not for disadvantaged pupils.

For disadvantaged pupils, we display the percentage point gap between the school’s disadvantaged pupils and the national non-disadvantaged pupils. The gap trend column indicates whether there has been a change in the gap in a particular year, compared with the previous year. If a school’s disadvantaged group is outperforming the national non-disadvantaged group, the trend will be identified as ‘Positive gap’. If a school’s disadvantaged group is performing less well than the national non-disadvantaged group, however, we will measure how a school’s disadvantaged gap has changed from one year to the next. As each year’s gap is based on a different cohort, which may be a different size, the reliability of that change varies, so the cohorts from the two comparator years are combined into an effective sample size. Across all schools, the average change and its standard deviation are calculated for each subject and measure. Each school’s change is then converted into a Z-score (which shows how unusual or typical a value is compared to the rest of the data) and adjusted using the effective sample size, ensuring that large, reliable cohorts are emphasised and small, noisy cohorts are down-weighted. Using the weighted Z-score, if the gap in a particular year is deemed to be greater than in the previous year, the trend will be identified as ‘Widening’. If the gap in a particular year is deemed to be smaller than in the previous year, the trend will be identified as ‘Narrowing’. Otherwise, the trend will be identified as ‘No meaningful change’. Gap trends are not available for the furthest year, as no comparator year is displayed, although we will still identify if the school has a positive gap as these do not require a comparator year.

The year group context column indicates whether the relevant year group has a high proportion of pupils who are or have been eligible for free school meals (FSM) and have claimed them at some time in the last 6 years (FSM6), or have high special educational needs (SEN), a high proportion of low prior attainers or low stability. Key stage 4 measures use Year 11 cohort characteristics. The FSM, SEN and stability flags relate to the whole year group, so will therefore be the same across all measures and pupil groups within the same year. However, the flag for low prior attainers is specific to each measure, so will therefore only be the same across all pupil groups within the same measure in the same year, and could differ from measure to measure.

There is additional guidance about this section.

Key to charts

Science grade 4 plus

All pupils - Science grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	206	56.4%	65.8%	Below (sig-)	No sig change	-
2024	198	53.6%	65.7%	Below (sig-)	No sig change	-
2023	200	57.1%	65.5%	Below (sig-)	Not available	-

Chart

Disadvantaged pupils - Science grade 4 plus

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	77	42.7%	47.3%	Close to average (non-sig)	72.4%	-29.8	No meaningful change	-
2024	68	39.4%	46.6%	Close to average (non-sig)	72.0%	-32.6	Widening	-
2023	58	46.4%	46.0%	Close to average (non-sig)	71.9%	-25.5	Not available	-

Chart

Low prior attainers - Science grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	38	19.4%	20.8%	Close to average (non-sig)	No sig change	-
2023	39	5.4%	20.7%	Below (sig-)	Not applicable	-
2022	35	9.1%	29.3%	Below (sig-)	Not available	-

Chart

Middle prior attainers - Science grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	112	50.0%	69.4%	Below (sig-)	No sig change	-
2023	108	61.3%	69.6%	Below (non-sig)	Not applicable	-
2022	113	56.8%	76.1%	Below (sig-)	Not available	-

Chart

High prior attainers - Science grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	97.4%	95.7%	Close to average (non-sig)	No sig change	-
2023	50	91.7%	95.6%	Close to average (non-sig)	Not applicable	-
2022	40	89.5%	97.1%	Below (sig-)	Not available	-

The distribution for 2022 is missing the ‘above’ band due to the negative skew of the distribution.

Chart

Science grade 5 plus

All pupils - Science grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	206	39.2%	47.9%	Close to average (sig-)	No sig change	-
2024	198	32.1%	47.2%	Below (sig-)	No sig change	-
2023	200	37.4%	47.4%	Below (sig-)	Not available	-

Chart

Disadvantaged pupils - Science grade 5 plus

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	77	32.0%	29.6%	Close to average (non-sig)	54.5%	-22.5	Narrowing	-
2024	68	21.2%	28.7%	Close to average (non-sig)	53.3%	-32.1	Widening	-
2023	58	32.1%	28.5%	Close to average (non-sig)	53.6%	-21.5	Not available	-

Chart

Low prior attainers - Science grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	38	0.0%	7.4%	Below (non-sig)	No sig change	-
2023	39	2.7%	7.6%	Close to average (non-sig)	Not applicable	-
2022	35	6.1%	12.2%	Below (non-sig)	Not available	-

Chart

Middle prior attainers - Science grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	112	25.5%	44.1%	Below (sig-)	No sig change	-
2023	108	34.0%	45.0%	Below (sig-)	Not applicable	-
2022	113	35.1%	52.5%	Below (sig-)	Not available	-

Chart

High prior attainers - Science grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	82.1%	86.5%	Close to average (non-sig)	No sig change	-
2023	50	75.0%	87.1%	Below (sig-)	Not applicable	-
2022	40	81.6%	90.7%	Below (non-sig)	Not available	-

Chart

Science VA

All pupils - Science VA

Year	Cohort	School	National	National distribution banding	Year group context
2024	184	-0.64	0.00	Below (sig-)	-
2023	190	-0.47	0.00	Below (sig-)	-
2022	181	-0.61	0.00	Below (sig-)	-

Chart

Disadvantaged pupils - Science VA

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2024	59	-0.93	-0.42	Below (sig-)	0.14	-1.07	Widening	-
2023	53	-0.59	-0.43	Close to average (non-sig)	0.14	-0.73	Not applicable	-
2022	29	-1.22	-0.40	Below (sig-)	0.13	-1.35	Not available	-

Chart

Low prior attainers - Science VA

Year	Cohort	School	National	National distribution banding	Year group context
2024	35	-0.53	0.00	Below (sig-)	-
2023	36	-0.58	0.00	Below (sig-)	-
2022	32	-0.48	0.00	Below (non-sig)	-

Chart

Middle prior attainers - Science VA

Year	Cohort	School	National	National distribution banding	Year group context
2024	109	-0.60	0.00	Below (sig-)	-
2023	105	-0.40	0.00	Below (sig-)	-
2022	110	-0.73	0.00	Below (sig-)	-

Chart

High prior attainers - Science VA

Year	Cohort	School	National	National distribution banding	Year group context
2024	38	-0.86	0.01	Below (sig-)	-
2023	47	-0.54	0.01	Below (sig-)	-
2022	37	-0.39	0.00	Below (non-sig)	-

Chart

Back to achievement summary

Languages

Attainment data source: the DfE’s revised 2025, final 2024, final 2023 and final 2022 data
Progress data source: the DfE’s final 2024, final 2023 and final 2022 data

Achievement data at key stage 4 cannot be reliably compared between 2022 and 2023 because grading standards changed significantly during and after the COVID-19 pandemic, with 2022 and 2023 seeing a phased return to pre-pandemic exam standards. These shifts mean that differences between these two years may reflect grading policy changes rather than actual changes in pupil performance.

Guidance

This section contains tables and charts for languages attainment and progress measures, which provide data for the school and a comparison with the national average. To compare the school value with the national average, we have calculated standard deviations (SDs) and confidence intervals.

Data is presented for the most recent 3 years and is provided separately to cover all pupils, disadvantaged pupils and low/middle/high prior attainers. Attainment measures for prior attainment groups and progress measures for all pupil groups are now out of sync with attainment measures for all pupils and disadvantaged pupils. This is because pupils reaching the end of key stage 4 in 2025 did not sit their key stage 2 assessments due to COVID-19 disruption.

A school’s position on the national distribution is determined using SDs. ‘Above’ indicates when a school’s value is more than 0.5 SDs above the national value. ‘Below’ indicates when a school’s value is more than 0.5 SDs below the national value. All other school values are ‘Close to average’.

Combining the school value’s position within the national distribution and a measure of statistical confidence in the school value, there are 7 possible interpretations of school performance (the national distribution banding). These are:

• Above (sig+)
• Above (non-sig)
• Close to average (sig+)
• Close to average (non-sig)
• Close to average (sig-)
• Below (non-sig)
• Below (sig-)

When school values fall into the ‘Close to average’ banding, or they are not, statistically, significantly different from national (non-sig), the national distribution banding will be coloured grey. When school values fall into the ‘Above’ banding and are, statistically, significantly above the national value, it will be highlighted in green. When school values fall into the ‘Below’ banding and are, statistically, significantly below the national value, it will be highlighted in red.

Trend shows whether there has been a statistically significant increase or decrease in the school’s value in a particular year, compared with the previous year. Trends are not available for the furthest year, as no comparator year is displayed. Trend is available for all pupils and low/middle/high prior attainers, but not for disadvantaged pupils.

For disadvantaged pupils, we display the percentage point gap between the school’s disadvantaged pupils and the national non-disadvantaged pupils. The gap trend column indicates whether there has been a change in the gap in a particular year, compared with the previous year. If a school’s disadvantaged group is outperforming the national non-disadvantaged group, the trend will be identified as ‘Positive gap’. If a school’s disadvantaged group is performing less well than the national non-disadvantaged group, however, we will measure how a school’s disadvantaged gap has changed from one year to the next. As each year’s gap is based on a different cohort, which may be a different size, the reliability of that change varies, so the cohorts from the two comparator years are combined into an effective sample size. Across all schools, the average change and its standard deviation are calculated for each subject and measure. Each school’s change is then converted into a Z-score (which shows how unusual or typical a value is compared to the rest of the data) and adjusted using the effective sample size, ensuring that large, reliable cohorts are emphasised and small, noisy cohorts are down-weighted. Using the weighted Z-score, if the gap in a particular year is deemed to be greater than in the previous year, the trend will be identified as ‘Widening’. If the gap in a particular year is deemed to be smaller than in the previous year, the trend will be identified as ‘Narrowing’. Otherwise, the trend will be identified as ‘No meaningful change’. Gap trends are not available for the furthest year, as no comparator year is displayed, although we will still identify if the school has a positive gap as these do not require a comparator year.

The year group context column indicates whether the relevant year group has a high proportion of pupils who are or have been eligible for free school meals (FSM) and have claimed them at some time in the last 6 years (FSM6), or have high special educational needs (SEN), a high proportion of low prior attainers or low stability. Key stage 4 measures use Year 11 cohort characteristics. The FSM, SEN and stability flags relate to the whole year group, so will therefore be the same across all measures and pupil groups within the same year. However, the flag for low prior attainers is specific to each measure, so will therefore only be the same across all pupil groups within the same measure in the same year, and could differ from measure to measure.

There is additional guidance about this section.

Key to charts

Languages grade 4 plus

All pupils - Languages grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	146	42.4%	73.1%	Below (sig-)	No sig change	-
2024	178	37.5%	71.6%	Below (sig-)	No sig change	-
2023	177	44.0%	70.2%	Below (sig-)	Not available	-

Chart

Disadvantaged pupils - Languages grade 4 plus

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	50	35.4%	61.9%	Below (sig-)	76.0%	-40.6	Narrowing	-
2024	56	25.9%	59.4%	Below (sig-)	74.6%	-48.7	No meaningful change	-
2023	45	30.2%	56.9%	Below (sig-)	73.4%	-43.2	Not available	-

Chart

Low prior attainers - Languages grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	24	13.6%	38.5%	Below (sig-)	No sig change	-
2023	26	8.3%	37.6%	Below (sig-)	Not applicable	-
2022	4	0.0%	47.2%	Small cohort	Not available	-

Chart

Middle prior attainers - Languages grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	106	34.6%	64.0%	Below (sig-)	No sig change	-
2023	101	38.4%	62.7%	Below (sig-)	Not applicable	-
2022	68	37.9%	72.1%	Below (sig-)	Not available	-

Chart

High prior attainers - Languages grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	61.5%	89.5%	Below (sig-)	No sig change	-
2023	48	71.7%	87.9%	Below (sig-)	Not applicable	-
2022	35	87.9%	92.0%	Close to average (non-sig)	Not available	-

Chart

Languages grade 5 plus

All pupils - Languages grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	146	32.6%	60.6%	Below (sig-)	No sig change	-
2024	178	26.1%	57.7%	Below (sig-)	No sig change	-
2023	177	21.7%	55.5%	Below (sig-)	Not available	-

Chart

Disadvantaged pupils - Languages grade 5 plus

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	50	22.9%	49.3%	Below (sig-)	63.6%	-40.7	No meaningful change	-
2024	56	14.8%	45.7%	Below (sig-)	60.6%	-45.8	Widening	-
2023	45	23.3%	42.9%	Below (sig-)	58.5%	-35.2	Not available	-

Chart

Low prior attainers - Languages grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	24	4.5%	26.9%	Below (sig-)	No sig change	-
2023	26	8.3%	25.7%	Below (non-sig)	Not applicable	-
2022	4	0.0%	35.5%	Small cohort	Not available	-

Chart

Middle prior attainers - Languages grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	106	24.0%	46.2%	Below (sig-)	No sig change	-
2023	101	14.1%	44.3%	Below (sig-)	Not applicable	-
2022	68	27.3%	58.3%	Below (sig-)	Not available	-

Chart

High prior attainers - Languages grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	48.7%	79.1%	Below (sig-)	No sig change	-
2023	48	45.7%	76.3%	Below (sig-)	Not applicable	-
2022	35	78.8%	85.0%	Close to average (non-sig)	Not available	-

Chart

Languages VA

All pupils - Languages VA

Year	Cohort	School	National	National distribution banding	Year group context
2024	164	-1.09	0.00	Below (sig-)	-
2023	168	-1.12	0.00	Below (sig-)	-
2022	100	-1.12	0.00	Below (sig-)	-

Chart

Disadvantaged pupils - Languages VA

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2024	47	-1.56	-0.34	Below (sig-)	0.08	-1.64	Widening	-
2023	41	-1.18	-0.37	Below (sig-)	0.08	-1.26	Not applicable	-
2022	11	-1.41	-0.34	Below (non-sig)	0.08	-1.49	Not available	-

Chart

Low prior attainers - Languages VA

Year	Cohort	School	National	National distribution banding	Year group context
2024	21	-1.07	0.00	Below (sig-)	-
2023	23	-1.14	0.00	Below (sig-)	-
2022	1	-1.92	0.00	Small cohort	-

Chart

Middle prior attainers - Languages VA

Year	Cohort	School	National	National distribution banding	Year group context
2024	103	-0.99	0.00	Below (sig-)	-
2023	98	-1.12	-0.01	Below (sig-)	-
2022	65	-1.29	0.00	Below (sig-)	-

Chart

High prior attainers - Languages VA

Year	Cohort	School	National	National distribution banding	Year group context
2024	38	-1.37	0.01	Below (sig-)	-
2023	45	-1.11	0.01	Below (sig-)	-
2022	32	-0.75	0.00	Below (sig-)	-

Chart

Back to achievement summary

Humanities

Attainment data source: the DfE’s revised 2025, final 2024, final 2023 and final 2022 data
Progress data source: the DfE’s final 2024, final 2023 and final 2022 data

Achievement data at key stage 4 cannot be reliably compared between 2022 and 2023 because grading standards changed significantly during and after the COVID-19 pandemic, with 2022 and 2023 seeing a phased return to pre-pandemic exam standards. These shifts mean that differences between these two years may reflect grading policy changes rather than actual changes in pupil performance.

Guidance

This section contains tables and charts for humanities attainment and progress measures, which provide data for the school and a comparison with the national average. To compare the school value with the national average, we have calculated standard deviations (SDs) and confidence intervals.

Data is presented for the most recent 3 years and is provided separately to cover all pupils, disadvantaged pupils and low/middle/high prior attainers. Attainment measures for prior attainment groups and progress measures for all pupil groups are now out of sync with attainment measures for all pupils and disadvantaged pupils. This is because pupils reaching the end of key stage 4 in 2025 did not sit their key stage 2 assessments due to COVID-19 disruption.

A school’s position on the national distribution is determined using SDs. ‘Above’ indicates when a school’s value is more than 0.5 SDs above the national value. ‘Below’ indicates when a school’s value is more than 0.5 SDs below the national value. All other school values are ‘Close to average’.

Combining the school value’s position within the national distribution and a measure of statistical confidence in the school value, there are 7 possible interpretations of school performance (the national distribution banding). These are:

• Above (sig+)
• Above (non-sig)
• Close to average (sig+)
• Close to average (non-sig)
• Close to average (sig-)
• Below (non-sig)
• Below (sig-)

When school values fall into the ‘Close to average’ banding, or they are not, statistically, significantly different from national (non-sig), the national distribution banding will be coloured grey. When school values fall into the ‘Above’ banding and are, statistically, significantly above the national value, it will be highlighted in green. When school values fall into the ‘Below’ banding and are, statistically, significantly below the national value, it will be highlighted in red.

Trend shows whether there has been a statistically significant increase or decrease in the school’s value in a particular year, compared with the previous year. Trends are not available for the furthest year, as no comparator year is displayed. Trend is available for all pupils and low/middle/high prior attainers, but not for disadvantaged pupils.

For disadvantaged pupils, we display the percentage point gap between the school’s disadvantaged pupils and the national non-disadvantaged pupils. The gap trend column indicates whether there has been a change in the gap in a particular year, compared with the previous year. If a school’s disadvantaged group is outperforming the national non-disadvantaged group, the trend will be identified as ‘Positive gap’. If a school’s disadvantaged group is performing less well than the national non-disadvantaged group, however, we will measure how a school’s disadvantaged gap has changed from one year to the next. As each year’s gap is based on a different cohort, which may be a different size, the reliability of that change varies, so the cohorts from the two comparator years are combined into an effective sample size. Across all schools, the average change and its standard deviation are calculated for each subject and measure. Each school’s change is then converted into a Z-score (which shows how unusual or typical a value is compared to the rest of the data) and adjusted using the effective sample size, ensuring that large, reliable cohorts are emphasised and small, noisy cohorts are down-weighted. Using the weighted Z-score, if the gap in a particular year is deemed to be greater than in the previous year, the trend will be identified as ‘Widening’. If the gap in a particular year is deemed to be smaller than in the previous year, the trend will be identified as ‘Narrowing’. Otherwise, the trend will be identified as ‘No meaningful change’. Gap trends are not available for the furthest year, as no comparator year is displayed, although we will still identify if the school has a positive gap as these do not require a comparator year.

The year group context column indicates whether the relevant year group has a high proportion of pupils who are or have been eligible for free school meals (FSM) and have claimed them at some time in the last 6 years (FSM6), or have high special educational needs (SEN), a high proportion of low prior attainers or low stability. Key stage 4 measures use Year 11 cohort characteristics. The FSM, SEN and stability flags relate to the whole year group, so will therefore be the same across all measures and pupil groups within the same year. However, the flag for low prior attainers is specific to each measure, so will therefore only be the same across all pupil groups within the same measure in the same year, and could differ from measure to measure.

There is additional guidance about this section.

Key to charts

Humanities grade 4 plus

All pupils - Humanities grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	203	50.7%	63.5%	Below (sig-)	No sig change	-
2024	181	53.6%	63.0%	Below (sig-)	No sig change	-
2023	190	50.5%	62.6%	Below (sig-)	Not available	-

Chart

Disadvantaged pupils - Humanities grade 4 plus

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	76	36.5%	44.8%	Close to average (non-sig)	69.6%	-33.1	No meaningful change	-
2024	57	30.9%	43.9%	Below (non-sig)	68.9%	-37.9	Widening	-
2023	51	42.9%	43.0%	Close to average (non-sig)	68.6%	-25.7	Not available	-

Chart

Low prior attainers - Humanities grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	26	20.8%	21.0%	Close to average (non-sig)	No sig change	-
2023	34	6.3%	21.2%	Below (sig-)	Not applicable	-
2022	31	10.3%	32.7%	Below (sig-)	Not available	-

Chart

Middle prior attainers - Humanities grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	107	48.6%	63.7%	Below (sig-)	No sig change	-
2023	105	47.6%	63.6%	Below (sig-)	Not applicable	-
2022	103	45.5%	74.3%	Below (sig-)	Not available	-

Chart

High prior attainers - Humanities grade 4 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	89.7%	92.4%	Close to average (non-sig)	No sig change	-
2023	49	91.5%	92.0%	Close to average (non-sig)	Not applicable	-
2022	36	94.1%	95.3%	Close to average (non-sig)	Not available	-

The distribution for 2022 is missing the ‘above’ band due to the negative skew of the distribution.

Chart

Humanities grade 5 plus

All pupils - Humanities grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	203	33.8%	51.3%	Below (sig-)	No sig change	-
2024	181	33.0%	50.7%	Below (sig-)	No sig change	-
2023	190	38.3%	50.1%	Below (sig-)	Not available	-

Chart

Disadvantaged pupils - Humanities grade 5 plus

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	76	21.6%	32.6%	Below (sig-)	57.5%	-35.9	No meaningful change	-
2024	57	21.8%	31.6%	Close to average (non-sig)	56.5%	-34.7	Widening	-
2023	51	36.7%	30.6%	Close to average (non-sig)	56.0%	-19.2	Not available	-

Chart

Low prior attainers - Humanities grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	26	4.2%	10.7%	Below (non-sig)	No sig change	-
2023	34	6.3%	10.7%	Close to average (non-sig)	Not applicable	-
2022	31	6.9%	18.3%	Below (non-sig)	Not available	-

Chart

Middle prior attainers - Humanities grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	107	27.6%	47.7%	Below (sig-)	No sig change	-
2023	105	31.1%	47.5%	Below (sig-)	Not applicable	-
2022	103	29.7%	58.9%	Below (sig-)	Not available	-

Chart

High prior attainers - Humanities grade 5 plus

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	69.2%	86.1%	Below (sig-)	No sig change	-
2023	49	80.9%	85.5%	Close to average (non-sig)	Not applicable	-
2022	36	82.4%	90.7%	Below (non-sig)	Not available	-

Chart

Humanities VA

All pupils - Humanities VA

Year	Cohort	School	National	National distribution banding	Year group context
2024	167	-0.57	0.00	Below (sig-)	-
2023	181	-0.62	0.00	Below (sig-)	-
2022	163	-1.21	0.00	Below (sig-)	-

Chart

Disadvantaged pupils - Humanities VA

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2024	48	-0.92	-0.53	Below (non-sig)	0.16	-1.09	No meaningful change	-
2023	47	-0.71	-0.56	Close to average (non-sig)	0.17	-0.88	Not applicable	-
2022	22	-2.41	-0.52	Below (sig-)	0.16	-2.57	Not available	-

Chart

Low prior attainers - Humanities VA

Year	Cohort	School	National	National distribution banding	Year group context
2024	23	-0.11	0.00	Close to average (non-sig)	-
2023	31	-0.41	0.00	Below (non-sig)	-
2022	28	-1.21	-0.01	Below (sig-)	-

Chart

Middle prior attainers - Humanities VA

Year	Cohort	School	National	National distribution banding	Year group context
2024	104	-0.55	0.00	Below (sig-)	-
2023	102	-0.70	0.00	Below (sig-)	-
2022	100	-1.44	0.00	Below (sig-)	-

Chart

High prior attainers - Humanities VA

Year	Cohort	School	National	National distribution banding	Year group context
2024	38	-0.89	0.01	Below (sig-)	-
2023	46	-0.60	0.01	Below (sig-)	-
2022	33	-0.53	0.00	Below (non-sig)	-

Chart

Back to achievement summary

EBacc and Open

Attainment data source: the DfE’s revised 2025, final 2024, final 2023 and final 2022 data
Progress data source: the DfE’s final 2024, final 2023 and final 2022 data

Achievement data at key stage 4 cannot be reliably compared between 2022 and 2023 because grading standards changed significantly during and after the COVID-19 pandemic, with 2022 and 2023 seeing a phased return to pre-pandemic exam standards. These shifts mean that differences between these two years may reflect grading policy changes rather than actual changes in pupil performance.

Guidance

This section contains tables and charts for EBacc and Open A8 and P8 measures, which provide data for the school and a comparison with the national average. To compare the school value with the national average, we have calculated standard deviations (SDs) and confidence intervals.

Data is presented for the most recent 3 years and is provided separately to cover all pupils, disadvantaged pupils and low/middle/high prior attainers. Attainment measures for prior attainment groups and progress measures for all pupil groups are now out of sync with attainment measures for all pupils and disadvantaged pupils. This is because pupils reaching the end of key stage 4 in 2025 did not sit their key stage 2 assessments due to COVID-19 disruption.

A school’s position on the national distribution is determined using SDs. ‘Above’ indicates when a school’s value is more than 0.5 SDs above the national value. ‘Below’ indicates when a school’s value is more than 0.5 SDs below the national value. All other school values are ‘Close to average’.

Combining the school value’s position within the national distribution and a measure of statistical confidence in the school value, there are 7 possible interpretations of school performance (the national distribution banding). These are:

• Above (sig+)
• Above (non-sig)
• Close to average (sig+)
• Close to average (non-sig)
• Close to average (sig-)
• Below (non-sig)
• Below (sig-)

When school values fall into the ‘Close to average’ banding, or they are not, statistically, significantly different from national (non-sig), the national distribution banding will be coloured grey. When school values fall into the ‘Above’ banding and are, statistically, significantly above the national value, it will be highlighted in green. When school values fall into the ‘Below’ banding and are, statistically, significantly below the national value, it will be highlighted in red.

Trend shows whether there has been a statistically significant increase or decrease in the school’s value in a particular year, compared with the previous year. Trends are not available for the furthest year, as no comparator year is displayed. Trend is available for all pupils and low/middle/high prior attainers, but not for disadvantaged pupils.

For disadvantaged pupils, we display the percentage point gap between the school’s disadvantaged pupils and the national non-disadvantaged pupils. The gap trend column indicates whether there has been a change in the gap in a particular year, compared with the previous year. If a school’s disadvantaged group is outperforming the national non-disadvantaged group, the trend will be identified as ‘Positive gap’. If a school’s disadvantaged group is performing less well than the national non-disadvantaged group, however, we will measure how a school’s disadvantaged gap has changed from one year to the next. As each year’s gap is based on a different cohort, which may be a different size, the reliability of that change varies, so the cohorts from the two comparator years are combined into an effective sample size. Across all schools, the average change and its standard deviation are calculated for each subject and measure. Each school’s change is then converted into a Z-score (which shows how unusual or typical a value is compared to the rest of the data) and adjusted using the effective sample size, ensuring that large, reliable cohorts are emphasised and small, noisy cohorts are down-weighted. Using the weighted Z-score, if the gap in a particular year is deemed to be greater than in the previous year, the trend will be identified as ‘Widening’. If the gap in a particular year is deemed to be smaller than in the previous year, the trend will be identified as ‘Narrowing’. Otherwise, the trend will be identified as ‘No meaningful change’. Gap trends are not available for the furthest year, as no comparator year is displayed, although we will still identify if the school has a positive gap as these do not require a comparator year.

The year group context column indicates whether the relevant year group has a high proportion of pupils who are or have been eligible for free school meals (FSM) and have claimed them at some time in the last 6 years (FSM6), or have high special educational needs (SEN), a high proportion of low prior attainers or low stability. Key stage 4 measures use Year 11 cohort characteristics. The FSM, SEN and stability flags relate to the whole year group, so will therefore be the same across all measures and pupil groups within the same year. However, the flag for low prior attainers is specific to each measure, so will therefore only be the same across all pupil groups within the same measure in the same year, and could differ from measure to measure.

There is additional guidance about this section.

Key to charts

EBacc A8

All pupils - EBacc A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	208	12.2	13.5	Close to average (sig-)	No sig change	-
2024	210	11.5	13.4	Below (sig-)	No sig change	-
2023	206	12.1	13.4	Close to average (sig-)	Not available	-

Chart

Disadvantaged pupils - EBacc A8

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	79	10.1	9.9	Close to average (non-sig)	14.8	-4.8	Narrowing	-
2024	77	8.6	9.9	Close to average (non-sig)	14.7	-6.1	Widening	-
2023	62	10.9	9.8	Close to average (non-sig)	14.7	-3.8	Not available	-

Chart

Low prior attainers - EBacc A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	43	5.9	6.8	Close to average (non-sig)	No sig change	-
2023	41	6.3	6.9	Close to average (non-sig)	Not applicable	-
2022	36	7.5	8.1	Close to average (non-sig)	Not available	-

Chart

Middle prior attainers - EBacc A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	118	11.5	13.3	Below (sig-)	No sig change	-
2023	112	11.8	13.4	Below (sig-)	Not applicable	-
2022	114	12.0	14.5	Below (sig-)	Not available	-

Chart

High prior attainers - EBacc A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	17.5	20.0	Below (sig-)	No sig change	-
2023	50	18.1	20.0	Below (sig-)	Not applicable	-
2022	40	18.9	21.0	Below (sig-)	Not available	-

Chart

EBacc P8

All pupils - EBacc P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	195	-0.60	-0.03	Below (sig-)	-
2023	196	-0.50	-0.03	Below (sig-)	-
2022	183	-0.78	-0.04	Below (sig-)	-

Chart

Disadvantaged pupils - EBacc P8

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2024	67	-1.09	-0.60	Below (sig-)	0.17	-1.26	Widening	-
2023	57	-0.73	-0.61	Close to average (non-sig)	0.17	-0.90	Not applicable	-
2022	30	-1.57	-0.59	Below (sig-)	0.16	-1.73	Not available	-

Chart

Low prior attainers - EBacc P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	40	-0.55	-0.13	Below (non-sig)	-
2023	38	-0.43	-0.12	Below (non-sig)	-
2022	33	-0.59	-0.12	Below (non-sig)	-

Chart

Middle prior attainers - EBacc P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	115	-0.56	-0.01	Below (sig-)	-
2023	109	-0.52	-0.01	Below (sig-)	-
2022	111	-0.91	-0.01	Below (sig-)	-

Chart

High prior attainers - EBacc P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	38	-0.77	0.00	Below (sig-)	-
2023	47	-0.52	0.01	Below (sig-)	-
2022	37	-0.58	0.00	Below (sig-)	-

Chart

Open A8

All pupils - Open A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	208	12.6	13.6	Close to average (sig-)	No sig change	-
2024	210	12.3	13.5	Close to average (sig-)	Sig decrease	-
2023	206	13.8	13.9	Close to average (non-sig)	Not available	-

Chart

Disadvantaged pupils - Open A8

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2025	79	10.3	10.3	Close to average (non-sig)	14.9	-4.7	Narrowing	-
2024	77	8.9	10.1	Close to average (non-sig)	14.8	-5.9	Widening	-
2023	62	12.7	10.6	Above (sig+)	15.1	-2.4	Not available	-

Chart

Low prior attainers - Open A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	43	7.6	7.8	Close to average (non-sig)	No sig change	-
2023	41	8.4	8.4	Close to average (non-sig)	Not applicable	-
2022	36	10.3	9.6	Close to average (non-sig)	Not available	-

Chart

Middle prior attainers - Open A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	118	12.1	13.6	Below (sig-)	Sig decrease	-
2023	112	13.6	14.1	Close to average (non-sig)	Not applicable	-
2022	114	14.2	15.2	Close to average (non-sig)	Not available	-

Chart

High prior attainers - Open A8

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2024	41	17.9	19.3	Below (sig-)	No sig change	-
2023	50	19.1	19.4	Close to average (non-sig)	Not applicable	-
2022	40	20.8	20.5	Close to average (non-sig)	Not available	-

Chart

Open P8

All pupils - Open P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	195	-0.43	-0.04	Below (sig-)	-
2023	196	-0.15	-0.04	Close to average (non-sig)	-
2022	183	-0.23	-0.04	Close to average (non-sig)	-

Chart

Disadvantaged pupils - Open P8

Year	Cohort	School disadvantaged compared to national disadvantaged			School disadvantaged compared to national non-disadvantaged			Year group context
		School	National	National distribution banding	National (non dis)	Gap	Gap Trend
2024	67	-1.20	-0.63	Below (sig-)	0.17	-1.37	Widening	-
2023	57	-0.35	-0.62	Close to average (non-sig)	0.17	-0.52	Not applicable	-
2022	30	-0.87	-0.60	Close to average (non-sig)	0.15	-1.02	Not available	-

Chart

Low prior attainers - Open P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	40	-0.33	-0.15	Close to average (non-sig)	-
2023	38	-0.27	-0.15	Close to average (non-sig)	-
2022	33	-0.20	-0.15	Close to average (non-sig)	-

Chart

Middle prior attainers - Open P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	115	-0.48	-0.01	Below (sig-)	-
2023	109	-0.17	-0.01	Close to average (non-sig)	-
2022	111	-0.40	-0.01	Below (sig-)	-

Chart

High prior attainers - Open P8

Year	Cohort	School	National	National distribution banding	Year group context
2024	38	-0.41	0.00	Below (non-sig)	-
2023	47	-0.02	0.00	Close to average (non-sig)	-
2022	37	0.25	0.00	Close to average (non-sig)	-

Chart

Back to achievement summary

Achievement at 16 to 18

Summary of attainment measures

Data source: the DfE’s revised 2025, final 2024 and final 2023 data

Guidance

This table summarises school performance compared to the national average across all 16 to 18 attainment measures in the report for all years for which data is available. A summary is provided for all pupils only.

The summary tables will allow users to get a full summary of the achievement bandings and statistical significance contained in the individual sections for each measure. It will show consistent and compelling outcomes but also fluctuations across the years.

Measures are ordered as they are in the individual sections later in the IDSR. The measure names act as links to the individual section for each measure so that users can easily navigate to further detailed analysis.

There is additional guidance about this section.

All pupils

The table below summarises school performance compared to national across all attainment measures in this report for all years for which data is available. It provides a full summary of the bandings and statistical significance for each measure to surface consistent and compelling outcomes but also fluctuations across the years.

A second table provides information about cohort size and context for each type of measure. Year 13 context relates to pupil characteristics across the whole year group and could flag high proportions of SEN.

	2023	2024	2025
A level APS	Below (non-sig)	Close to av. (non-sig)	Below (non-sig)
Best 3 A level APS	Below (non-sig)	Close to av. (non-sig)	Below (non-sig)
A level AAB percentage	Below (non-sig)	Close to av. (non-sig)	Close to av. (non-sig)
Applied general APS	Above (non-sig)	Above (sig+)	Close to av. (non-sig)

Cohorts

Year	Cohort for Best 3 A levels and AAB %	Entries				Year 13 context
		A level APS	Applied general APS	Tech level APS	Tech cert APS
2025	21	93.5	49.5	-	-	-
2024	17	71.0	65.0	-	-	-
2023	24	97.0	47.5	-	-	-

Summary of progress measures

Data source: the DfE’s revised 2025 and revised 2024 data

Guidance

These tables summarise school performance compared to the national average across all 16 to 18 progress measures in the report for all years for which data is available. Summaries are provided for all pupils and for GCSE grades 0-3/4-6/7-9 prior attainers.

The summary tables will allow users to get a full summary of the achievement bandings and statistical significance contained in the individual sections for each measure. It will show consistent and compelling outcomes but also fluctuations across the years.

Measures are ordered as they are in the individual sections later in the IDSR. The measure names act as links to the individual section for each measure so that users can easily navigate to further detailed analysis.

There is additional guidance about this section.

All students

The table below summarises school performance compared to national across all progress measures in this report for all years for which data is available. It provides a full summary of the bandings and statistical significance for each measure to surface consistent and compelling outcomes but also fluctuations across the years.

A second table provides information about cohort size and context for each type of measure. Year 13 context relates to pupil characteristics across the whole year group and could flag high proportions of SEN. The flag for high proportions of low prior attainers is not included in this summary table as it is specific to each measure, so please see the individual tables for each measure for this flag.

	2024	2025
A level VA	Close to av. (non-sig)	Below (sig-)
Applied general VA	Close to av. (non-sig)	Below (sig-)

Cohorts

Year	Entries			Year 13 context
	A level VA	Applied general VA	Tech level VA
2025	94	25	-	-
2024	57	24	-	-

GCSE grades 0-3

The table below summarises school performance of students with GCSE grades 0-3 compared to national performance of students with GCSE grades 0-3 across all progress measures in this report for all years for which data is available. It provides a full summary of the bandings and statistical significance for each measure to surface consistent and compelling outcomes but also fluctuations across the years.

A second table provides information about cohort size and context for each type of measure. Year 13 context relates to pupil characteristics across the whole year group and could flag high proportions of SEN. The flag for high proportions of low prior attainers is not included in this summary table as it is specific to each measure, so please see the individual tables for each measure for this flag.

	2024	2025
A level VA	No data	Low entries
Applied general VA	Low entries	Low entries

Cohorts

Year	Entries			Year 13 context
	A level VA	Applied general VA	Tech level VA
2025	2	1	-	-
2024	-	1	-	-

GCSE grades 4-6

The table below summarises school performance of students with GCSE grades 4-6 compared to national performance of students with GCSE grades 4-6 across all progress measures in this report for all years for which data is available. It provides a full summary of the bandings and statistical significance for each measure to surface consistent and compelling outcomes but also fluctuations across the years.

A second table provides information about cohort size and context for each type of measure. Year 13 context relates to pupil characteristics across the whole year group and could flag high proportions of SEN. The flag for high proportions of low prior attainers is not included in this summary table as it is specific to each measure, so please see the individual tables for each measure for this flag.

	2024	2025
A level VA	Above (sig+)	Below (sig-)
Applied general VA	Close to av. (non-sig)	Below (non-sig)

Cohorts

Year	Entries			Year 13 context
	A level VA	Applied general VA	Tech level VA
2025	55	20	-	-
2024	28	17	-	-

GCSE grades 7-9

The table below summarises school performance of students with GCSE grades 7-9 compared to national performance of students with GCSE grades 7-9 across all progress measures in this report for all years for which data is available. It provides a full summary of the bandings and statistical significance for each measure to surface consistent and compelling outcomes but also fluctuations across the years.

A second table provides information about cohort size and context for each type of measure. Year 13 context relates to pupil characteristics across the whole year group and could flag high proportions of SEN. The flag for high proportions of low prior attainers is not included in this summary table as it is specific to each measure, so please see the individual tables for each measure for this flag.

	2024	2025
A level VA	Below (non-sig)	Below (non-sig)
Applied general VA	Close to av. (non-sig)	Low entries

Cohorts

Year	Entries			Year 13 context
	A level VA	Applied general VA	Tech level VA
2025	37	4	-	-
2024	29	6	-	-

A level

Attainment data source: the DfE’s revised 2025, final 2024 and final 2023 data
Progress data source: the DfE’s revised 2025 and revised 2024 data

Guidance

This section contains tables and charts for A level attainment and progress measures, which provide data for the school and a comparison with the national average. To compare the school value with the national average, we have calculated standard deviations (SDs) and confidence intervals.

Data for attainment measures is presented for the most recent 3 years and for all pupils; data for the value added measure is presented for the most recent 2 years and for all pupils and GCSE grades 0-3/GCSE grades 4-6/GCSE grades 7-9 prior attainers.

A school’s position on the national distribution is determined using SDs. ‘Above’ indicates when a school’s value is more than 0.5 SDs above the national value. ‘Below’ indicates when a school’s value is more than 0.5 SDs below the national value. All other school values are ‘Close to average’.

Combining the school value’s position within the national distribution and a measure of statistical confidence in the school value, there are 7 possible interpretations of school performance (the national distribution banding). These are:

• Above (sig+)
• Above (non-sig)
• Close to average (sig+)
• Close to average (non-sig)
• Close to average (sig-)
• Below (non-sig)
• Below (sig-)

When school values fall into the ‘Close to average’ banding, or they are not, statistically, significantly different from national (non-sig), the national distribution banding will be coloured grey. When school values fall into the ‘Above’ banding and are, statistically, significantly above the national value, it will be highlighted in green. When school values fall into the ‘Below’ banding and are, statistically, significantly below the national value, it will be highlighted in red.

Trend shows whether there has been a statistically significant increase or decrease in the school’s value in a particular year, compared with the previous year. Trends are not available for the furthest year, as no comparator year is displayed.

The year group context column indicates whether the relevant year group has a high proportion of pupils who have special educational needs (SEN) or a high proportion of low (GCSE grades 0-3) prior attainers. 16 to 18 measures use Year 13 cohort characteristics. The SEN flag relates to the whole year group, so will therefore be the same across all measures and pupil groups within the same year. However, the flag for low prior attainers is specific to each measure, so will therefore only be the same across all pupil groups within the same measure in the same year, and could differ from measure to measure.

There is additional guidance about this section.

Key to charts

A level APS

All pupils - A level APS

Year	Entries	School	National	National distribution banding	Trend	Year group context
2025	93.5	27.91	34.99	Below (non-sig)	Sig decrease	-
2024	71.0	31.55	34.38	Close to average (non-sig)	No sig change	-
2023	97.0	29.69	34.16	Below (non-sig)	Not available	-

Chart

Best 3 A level APS

All pupils - Best 3 A level APS

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	21	31.36	35.74	Below (non-sig)	No sig change	-
2024	17	32.22	35.08	Close to average (non-sig)	No sig change	-
2023	24	29.73	34.68	Below (non-sig)	Not available	-

Chart

A level AAB percentage

All pupils - A level AAB percentage

Year	Cohort	School	National	National distribution banding	Trend	Year group context
2025	21	13.60%	17.50%	Close to average (non-sig)	No sig change	-
2024	17	11.10%	17.10%	Close to average (non-sig)	No sig change	-
2023	24	4.00%	15.80%	Below (non-sig)	Not available	-

Chart

A level VA

All students - A level VA

Year	Entries	School	National	National distribution banding	Year group context
2025	94	-0.45	0	Below (sig-)	-
2024	57	0.06	0	Close to average (non-sig)	-

Chart

GCSE grades 0-3 - A level VA

Year	Entries	School	National	National distribution banding	Year group context
2025	2	-1.03	0	Low entries	-

Chart

GCSE grades 4-6 - A level VA

Year	Entries	School	National	National distribution banding	Year group context
2025	55	-0.58	0	Below (sig-)	-
2024	28	0.53	0	Above (sig+)	-

Chart

GCSE grades 7-9 - A level VA

Year	Entries	School	National	National distribution banding	Year group context
2025	37	-0.22	0	Below (non-sig)	-
2024	29	-0.38	0	Below (non-sig)	-

Chart

Back to achievement summary

Applied general

Attainment data source: the DfE’s revised 2025, final 2024 and final 2023 data
Progress data source: the DfE’s revised 2025 and revised 2024 data

Guidance

This section contains tables and charts for applied general attainment and progress measures, which provide data for the school and a comparison with the national average. To compare the school value with the national average, we have calculated standard deviations (SDs) and confidence intervals.

Data for the attainment measure is presented for the most recent 3 years and for all pupils; data for the value added measure is presented for the most recent 2 years and for all pupils and GCSE grades 0-3/GCSE grades 4-6/GCSE grades 7-9 prior attainers.

A school’s position on the national distribution is determined using SDs. ‘Above’ indicates when a school’s value is more than 0.5 SDs above the national value. ‘Below’ indicates when a school’s value is more than 0.5 SDs below the national value. All other school values are ‘Close to average’.

Combining the school value’s position within the national distribution and a measure of statistical confidence in the school value, there are 7 possible interpretations of school performance (the national distribution banding). These are:

• Above (sig+)
• Above (non-sig)
• Close to average (sig+)
• Close to average (non-sig)
• Close to average (sig-)
• Below (non-sig)
• Below (sig-)

When school values fall into the ‘Close to average’ banding, or they are not, statistically, significantly different from national (non-sig), the national distribution banding will be coloured grey. When school values fall into the ‘Above’ banding and are, statistically, significantly above the national value, it will be highlighted in green. When school values fall into the ‘Below’ banding and are, statistically, significantly below the national value, it will be highlighted in red.

Trend shows whether there has been a statistically significant increase or decrease in the school’s value in a particular year, compared with the previous year. Trends are not available for the furthest year, as no comparator year is displayed.

The year group context column indicates whether the relevant year group has a high proportion of pupils who have special educational needs (SEN) or a high proportion of low (GCSE grades 0-3) prior attainers. 16 to 18 measures use Year 13 cohort characteristics. The SEN flag relates to the whole year group, so will therefore be the same across all measures and pupil groups within the same year. However, the flag for low prior attainers is specific to each measure, so will therefore only be the same across all pupil groups within the same measure in the same year, and could differ from measure to measure.

There is additional guidance about this section.

Key to charts

Applied general APS

All pupils - Applied general APS

Year	Entries	School	National	National distribution banding	Trend	Year group context
2025	49.5	30.25	29.89	Close to average (non-sig)	No sig change	-
2024	65.0	32.77	29.09	Above (sig+)	No sig change	-
2023	47.5	32.47	29.52	Above (non-sig)	Not available	-

Chart

Applied general VA

All students - Applied general VA

Year	Entries	School	National	National distribution banding	Year group context
2025	25	-0.41	0	Below (sig-)	-
2024	24	0.03	0	Close to average (non-sig)	-

Chart

GCSE grades 0-3 - Applied general VA

Year	Entries	School	National	National distribution banding	Year group context
2025	1	-0.89	0	Low entries	-
2024	1	-0.41	0	Low entries	-

Chart

GCSE grades 4-6 - Applied general VA

Year	Entries	School	National	National distribution banding	Year group context
2025	20	-0.36	0	Below (non-sig)	-
2024	17	0.08	0	Close to average (non-sig)	-

Chart

GCSE grades 7-9 - Applied general VA

Year	Entries	School	National	National distribution banding	Year group context
2025	4	-0.53	0	Low entries	-
2024	6	-0.01	0	Close to average (non-sig)	-

Chart

Back to achievement summary

Tech level/tech cert

Attainment data source: the DfE’s revised 2025, final 2024 and final 2023 data
Progress data source: the DfE’s revised 2025 and revised 2024 data

Guidance

This section contains tables and charts for tech level and tech cert attainment and progress measures, which provide data for the school and a comparison with the national average. To compare the school value with the national average, we have calculated standard deviations (SDs) and confidence intervals.

Data for attainment measures is presented for the most recent 3 years and for all pupils; data for the tech level value added measure is presented for the most recent 2 years and for all pupils and GCSE grades 0-3/GCSE grades 4-6/GCSE grades 7-9 prior attainers.

A school’s position on the national distribution is determined using SDs. ‘Above’ indicates when a school’s value is more than 0.5 SDs above the national value. ‘Below’ indicates when a school’s value is more than 0.5 SDs below the national value. All other school values are ‘Close to average’.

Combining the school value’s position within the national distribution and a measure of statistical confidence in the school value, there are 7 possible interpretations of school performance (the national distribution banding). These are:

• Above (sig+)
• Above (non-sig)
• Close to average (sig+)
• Close to average (non-sig)
• Close to average (sig-)
• Below (non-sig)
• Below (sig-)

When school values fall into the ‘Close to average’ banding, or they are not, statistically, significantly different from national (non-sig), the national distribution banding will be coloured grey. When school values fall into the ‘Above’ banding and are, statistically, significantly above the national value, it will be highlighted in green. When school values fall into the ‘Below’ banding and are, statistically, significantly below the national value, it will be highlighted in red.

Trend shows whether there has been a statistically significant increase or decrease in the school’s value in a particular year, compared with the previous year. Trends are not available for the furthest year, as no comparator year is displayed.

The year group context column indicates whether the relevant year group has a high proportion of pupils who have special educational needs (SEN) or a high proportion of low (GCSE grades 0-3) prior attainers. 16 to 18 measures use Year 13 cohort characteristics. The SEN flag relates to the whole year group, so will therefore be the same across all measures and pupil groups within the same year. However, the flag for low prior attainers is specific to each measure, so will therefore only be the same across all pupil groups within the same measure in the same year, and could differ from measure to measure.

There is additional guidance about this section.

Key to charts

Tech level APS

There is no data in this section for this school or it was incomplete.

Tech level VA

There is no data in this section for this school or it was incomplete.

Tech cert APS

There is no data in this section for this school or it was incomplete.

Back to achievement summary

Destinations

Data source: the DfE’s provisional for 2023 leavers, revised for 2022 leavers and revised for 2021 leavers data

Guidance

This section contains two tabs, one for destinations after key stage 4 and the other for destinations after 16 to 18, both of which include details of sustained destinations in education, employment or training, destinations not sustained, and activity not captured.

The latest destination information relates to pupils who were in key stage 4, or students who completed their 16 to 18 study programme, prior to the pupils/students that the latest performance data in the IDSR relates to.

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

Other than for special schools, blue boxes indicate a figure that is, statistically, significantly above the national average. Orange boxes indicate a figure that is, statistically, significantly below the national average.

Otherwise, the banding will be identified as ‘Non-sig’, unless there is insufficient data to perform the statistical test, in which case it will be identified as ‘Not available’.

Where data has been suppressed, this follows the rules used by the DfE.

Disadvantaged pupils are those who were eligible for free school meals 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).

For destinations after 16 to 18, the DfE uses a flexible end year to determine which students are included in the measure. The DfE’s 16 to 18 accountability measures technical guide contains further information about the methodology.

IDSRs for service children’s education providers will only have the destinations for the latest year due to data availability.

There is additional guidance about this section.

After key stage 4

All pupils

	2021 leavers (132 pupils in scope)	2022 leavers (134 pupils in scope)	2023 leavers (131 pupils in scope)
Sustained education, employment or training	Non-sig 93%	Non-sig 93%	Non-sig 95%
Any sustained education	Non-sig 91%	Non-sig 89%	Sig above 94%
Sustained employment	Non-sig 1%	Non-sig 1%	Not available 0%
Sustained apprenticeship	Not available 0%	Not available 1%	Not available 0%
Destination not sustained	Non-sig 4%	Non-sig 1%	Non-sig 1%
Activity not captured	Not available 1%	Not available 3%	Not available 1%

Disadvantaged pupils

	2021 leavers (36 pupils in scope)	2022 leavers (38 pupils in scope)	2023 leavers (42 pupils in scope)
Sustained education, employment or training	Not available 99%	Not available 93%	Not available 92%
Any sustained education	Suppressed	Not available 85%	Suppressed
Sustained employment	Not available 0%	Suppressed	Suppressed
Sustained apprenticeship	Suppressed	Suppressed	Suppressed
Destination not sustained	Not available 0%	Suppressed	Suppressed
Activity not captured	Not available 0%	Suppressed	Suppressed

After 16 to 18

All students

	2021 leavers (72 pupils in scope)	2022 leavers (67 pupils in scope)	2023 leavers (99 pupils in scope)
Sustained education, employment or training	Sig below 72%	Sig below 55%	Sig below 65%
Any sustained education	Non-sig 50%	Non-sig 41%	Non-sig 48%
Sustained employment	Non-sig 16%	Sig below 8%	Sig below 12%
Sustained apprenticeship	Not available 5%	Not available 4%	Non-sig 3%
Destination not sustained	Sig above 20%	Sig above 29%	Non-sig 19%
Activity not captured	Not available 5%	Not available 13%	Sig above 12%

Disadvantaged students

	2021 leavers (21 pupils in scope)	2022 leavers (17 pupils in scope)	2023 leavers (22 pupils in scope)
Sustained education, employment or training	Not available 74%	Not available 43%	Not available 70%
Any sustained education	Suppressed	Non-sig 30%	Suppressed
Sustained employment	Suppressed	Not available 12%	Non-sig 13%
Sustained apprenticeship	Suppressed	Not available 0%	Suppressed
Destination not sustained	Suppressed	Not available 37%	Suppressed
Activity not captured	Suppressed	Not available 18%	Suppressed

Report card

Guidance

This section contains a subset of data from the IDSR that will eventually be published alongside the inspection report. Measures in the report card are derived from the IDSR. For further details about these measures and the associated methodologies, please see the guidance above.

The letter ‘R’ will be presented where data has been redacted due to it not being published. The letter ‘S’ will be presented where the data is suppressed for small cohorts of 5 or fewer.

There is additional guidance about this section.

Context in latest year

Total pupils

1,140 Close to average

School capacity

1,201 Close to average

Pupils eligible for free school meals (FSM) at any time during the past six years

38.64% Above average

Pupils with an education, health and care (EHC) plan

4.07% Close to average

Pupils with special educational needs (SEN) support

13.20% Close to average

School location deprivation

Above average

Absence

Overall absence

Year	This school	National average	Compared with national average
2024/25	6.8%	8.1%	Below
2023/24	8.1%	8.9%	Close to average
2022/23	8.3%	9.0%	Close to average
2018/19	5.6%	5.5%	Close to average

Persistent absence

Year	This school	National average	Compared with national average
2024/25	19.3%	21.9%	Close to average
2023/24	24.9%	25.6%	Close to average
2022/23	26.7%	26.5%	Close to average
2018/19	14.1%	13.7%	Close to average

Destinations after key stage 4

Percentage of pupils staying in education or employment for at least 2 terms after the end of secondary school (key stage 4).

Year	This school	National average	Compared with national average
2023 leavers	95%	91%	Average
2022 leavers	93%	93%	Average
2021 leavers	93%	94%	Average

All pupils’ performance

English and maths GCSE grade 5 or above

Year	This school	National average	Compared with national average
2024/25	40.3%	45.4%	Close to average
2023/24	35.1%	45.9%	Below
2022/23	42.6%	45.3%	Close to average

Attainment 8

Year	This school	National average	Compared with national average
2024/25	43.0	46.0	Close to average
2023/24	41.2	45.9	Close to average
2022/23	44.8	46.3	Close to average

Progress 8

Year	This school	National average	Compared with national average
2023/24	-0.44	-0.03	Below
2022/23	-0.25	-0.03	Close to average
2021/22	-0.45	-0.03	Below

A level APS

Year	This school	National average	Compared with national average
2024/25	27.91	34.99	Below
2023/24	31.55	34.38	Close to average
2022/23	29.69	34.16	Below

A level VA

Year	This school	National average	Compared with national average
2024/25	-0.4	0.0	Below
2023/24	0.1	0.0	Close to average

Disadvantaged pupils’ performance

Disadvantaged pupils English and maths GCSE grade 5 or above

Year	This school	National average	Compared with national average
2024/25	31.2%	25.8%	Close to average
2023/24	18.7%	25.8%	Close to average
2022/23	30.0%	25.2%	Close to average

Disadvantaged pupils’ Attainment 8

Year	This school	National average	Compared with national average
2024/25	36.1	34.9	Close to average
2023/24	31.2	34.6	Close to average
2022/23	41.0	35.0	Above

Disadvantaged pupils’ Progress 8

Year	This school	National average	Compared with national average
2023/24	-1.02	-0.57	Below
2022/23	-0.45	-0.57	Close to average
2021/22	-1.11	-0.55	Below

Disadvantaged pupils’ performance gap

Disadvantaged pupils English and maths GCSE grade 5 or above

Year	This school	National non-disadvantaged score	School disadvantage gap
2024/25	31.2%	53.1%	-22.0 pp
2023/24	18.7%	53.1%	-34.5 pp
2022/23	30.0%	52.4%	-22.4 pp

Disadvantaged pupils’ Attainment 8

Year	This school	National non-disadvantaged score	School disadvantage gap
2024/25	36.1	50.4	-14.3
2023/24	31.2	50.0	-18.8
2022/23	41.0	50.3	-9.3

Disadvantaged pupils’ Progress 8

Year	This school	National non-disadvantaged score	School disadvantage gap
2023/24	-1.02	0.16	-1.19
2022/23	-0.45	0.17	-0.62
2021/22	-1.11	0.15	-1.27