Example secondary IDSR

URN: 999999         LAESTAB: 9999999        

Local authority: NA

Phase of education: NA         Type of education: NA

About the trust

As of July 2023:

• this school is part of a Trust which contains 10 primary schools, 3 secondary schools, no special schools, no alternative providers and no pupil referral units.
• the latest overall effectiveness grade for this school is requires improvement. As of 1 Jul 2023, the MAT grade profile was:
  • outstanding graded - 1
  • good graded - 2
  • requires improvement graded - 1
  • inadequate graded - 1
  • not yet received graded or ungraded inspection - 6
  • ungraded, school remains good - 6

Release information: Final 2023 KS4, Final 2023 16 to 18

Release date: 2 May 2024        IDSR news page

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Important information

The IDSR is intended as a tool for inspectors, which summarises and analyses available data about that school to support the inspection. It is not intended to be an exhaustive profile of the school or to, in itself, provide any judgement or assessment of a school.

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

Online guidance can be found here.

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School characteristics

	2021	2022	2023
School number on roll	Close to average 1027	Close to average 1043	Close to average 1097
Sixth form number on roll	Close to average 178	Below average 164	Below average 158
School % FSM	Well below average 14	Well below average 15	Well below average 16
School % SEND support	Well above average 18	Well below average 4	Well below average 5
Sixth form % SEND support	Well above average 17	Well below average 2	Below average 4
School % EHC plan	Close to average 3	Above average 4	Well above average 3.8
Sixth form % EHC plan	Well below average 1	Above average 1.2	Well above average 2.5
School % EAL	Below average 4	Well below average 4	Below average 5
Sixth form % EAL	Below average 4	Well below average 3	Well below average 4
School % stability	Close to average 94	Above average 95	Close to average 93
Pupil base deprivation	Well below average	Well below average	Well below average
School location deprivation	Well below average	Well below average	Well below average

 

• The proportion of pupils with EAL (3%) in last year’s year 1 is low compared to other year groups.
• The proportion of pupils with EAL (34%) in last year’s year 6 is high compared to other year groups.

Guidance

The chart shows school level information for 2021, 2022 and 2023.

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

Average in this chart refers to median.

With the exception of the school location deprivation measure, schools are separated and compared by phase into primary (or middle deemed primary) and secondary (or middle deemed secondary). Special schools are compared with the ‘Secondary’ national comparator.

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

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

For deprivation measures, ‘Above average’ means “more deprived” and ‘Below average’ means “less deprived”.

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

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

The Department for Education January 2023 census provides the data relating to the pupil base level of deprivation. You can read further information about the data used for the local area deprivation.

There is additional guidance about this section.

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Ethnicity

Groups that represent 5% or more of the overall cohort

Table

Ethnicity	School %	School national %	Sixth form %	Sixth form national %
White - British	58	63	52	57
Asian or Asian British - Pakistani	14	4	25	5
Mixed - Any other Mixed background	7	3	4	3
Any other ethnic group	6	2	4	3

Guidance

Ethnicity information comes from the January 2023 school census.

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

The % value displayed on the bar is the school proportion. There is additional guidance about this section.

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Prior attainment

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

Guidance

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

Prior attainment is based on the following factors:

• there is no prior attainment data due to COVID-19 for years 8 and 9.
• it is based on those achieving the expected standard at key stage 2 for years 7, 10 and 11.

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

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

The Department for Education January 2023 census provides data for this table.

There is additional guidance about this section.

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SEND characteristics

Type of resourced provision: No resourced provision
Capacity: 0
Type of SEN provision:
Number of pupils with SEND who are also FSM and/or CLA: 5

SEND primary need	SEND support (45)
	Y7	Y8	Y9	Y10	Y11	Y12	Y13	Total
Specific Learning Difficulty	0	9	3	2	3	2	0	19
Moderate Learning Difficulty	0	0	0	0	1	0	0	1
Social, Emotional and Mental Health	0	4	0	2	0	1	0	7
Speech, Language and Communication Needs	0	0	1	0	0	0	0	1
Multi-Sensory Impairment	0	0	0	0	1	0	0	1
Physical Disability	0	0	1	0	0	0	0	1
Autistic Spectrum Disorder	0	2	2	1	1	1	0	7
School Support NSA	1	2	4	1	0	0	0	8
Year group totals	1	17	11	6	6	4	0	45

SEND primary need	EHC plan (42)
	Y7	Y8	Y9	Y10	Y11	Y12	Y13	Total
Specific Learning Difficulty	2	0	0	0	0	0	0	2
Social, Emotional and Mental Health	1	0	1	1	1	0	0	4
Speech, Language and Communication Needs	0	2	2	1	2	0	0	7
Visual Impairment	0	0	0	1	0	0	0	1
Physical Disability	0	1	0	0	0	0	1	2
Autistic Spectrum Disorder	6	6	3	3	4	3	0	25
Other Difficulty/Disability	1	0	0	0	0	0	0	1
Year group totals	10	9	6	6	7	3	1	42

Guidance

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

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

The Department for Education January 2023 census provides data for this table.

There is additional guidance about this section.

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Staffing

• The proportion of education support staff relative to teaching staff was in the lowest 20% in 2022, 2021 and 2020.
• Per pupil spending was in the highest 20% of similar schools in 2021/22 for: Agency supply teaching staff, Education support staff.
• Per pupil spending was in the lowest 20% of similar schools in 2021/22 for: Supply teaching staff.
• There is nothing to highlight for teachers with at least one period of sickness absence in 2021/22 or 2020/21.
• There is nothing to highlight for days lost to teacher absence (6 days) in 2021/22.
• At the time of the November 2022 census, there were no full-time vacant teacher posts in the school.
• There is nothing to highlight for staff turnover in 2021, 2020 or 2019.

Guidance

Sickness absence data for 2020/21 was collected in the November 2022 census and was affected by the COVID-19 pandemic.

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

Information on staff turnover as at the 2022 school workforce census is calculated using the number of full time equivalent (FTE) turnover leavers and the total FTE staff at the school. A school will be highlighted as having high staff turnover if the turnover rate was in the highest 20% of schools for the previous 2 years. Low staff turnover is not highlighted. Special schools are compared to primaries.

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

The Department for Education published school workforce information provides data for the vacant post measures as at November 2022 as well as the proportion of education support staff relative to teaching staff sentence.

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

There is additional guidance about this section.

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Links to alternative provision and other providers

According to the January 2023 census, pupils at this school were also registered at the following registered providers (this does not include unregistered):

• Alternative provision - AP 1 - URN 999999 (2)
• Secondary - Secondary school - URN 999999 (1)

Guidance

The first is a sentence to show how many pupils (where applicable) moved into state funded alternative provision and whether they remained there. This sentence will only be displayed where the number of pupils is 5 or more.

The second is a sentence which details any other providers (schools or alternative provision) at which pupils in this school were dual registered according to the January 2023 census. The number of pupils at each provider is shown in brackets. This sentence will only be displayed if there were pupils at the school who were also registered at another provider.

There is additional guidance about this section.

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Absence

	Absence			Persistent absentees
	2021/22	2022/23		2021/22	2022/23
School %	7.8	9.1		27.7	29.6
Comparison to all schools	Highest 20%	Highest 20%		Highest 20%	Highest 20%
Comparison to schools with a similar level of deprivation	Highest 20%	Highest 20%		–	Highest 20%

Guidance

Absence data is based on 3 terms for 2022/23 and 2021/22. The chart shows when the school percentage for absence or persistent absentees was in the highest or lowest 20% for all schools or for similar schools. Similar means the same phase of education and with a similar level of deprivation (in the same income deprivation affecting children index quintile).

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

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

There is additional guidance about this section.

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Suspensions & permanent exclusions

Whole school

	Pupils with 1 or more suspensions				Pupils with 2 or more suspensions
	2019/20	2020/21	2021/22		2019/20	2020/21	2021/22
School %	1.7	1.5	1.6		1.0	1.2	1.0
Comparison to all schools	–	–	Highest 20%		–	–	Highest 20%
Comparison to schools with a similar level of deprivation	–	–	–		–	–	Highest 20%

• Of the 23 pupils in the whole school with 1 or more suspensions in 2021/22, 22% were suspended on 2 or more occasions and none received 10 or more suspensions during the year.
• Of the 33 suspensions in the whole school in 2021/22, the following reasons each accounted for more than 10%: physical assault against a pupil (10), verbal abuse/threatening behaviour against an adult (9), persistent disruptive behaviour (6).
• There were no permanent exclusions in the whole school in 2021/22. The national average for this year was 2. However, there was 1 permanent exclusion in 2020/21 and 1 in 2019/20.

Guidance

Suspensions were previously referred to as fixed term exclusions.

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

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

The chart shows when the school percentage of pupils with 1 or more suspensions or 2 or more suspensions was in the highest 20% for all schools or for similar schools. Similar means the same phase of education and with a similar level of deprivation (in the same income deprivation affecting children index quintile). The similar schools comparison will not be visible for primary schools – we do not produce the comparison due to very low suspension rates.

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

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

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

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

16 to 18

• There were no students at 16 to 18 with 1 or more suspensions in 2021/22. The national average for this year was 1. There were none in 2019/20 either but there was 1 in 2019/20.
• There were no permanent exclusions at 16 to 18 in 2021/22. The national average for this year was close to zero. There were no permanent exclusions in the previous two years either.

Guidance

Due to the low number of suspensions and permanent exclusions nationally in sixth forms, it has not been possible to make the same comparisons as with the whole schools measure (highest 20%). Instead, the IDSR treats suspensions as it does exclusions and displays the school number and national average. For this same reason the IDSR does not look at the school percentage for pupil with 2 or more suspensions for sixth forms or make comparisons to schools with similar levels of deprivation as with the whole school section.

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

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

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

There is no cohort threshold applied in this section.

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Pupil movement

	Between 2021 and 2022	Between 2022 and 2023
Number of pupils leaving the school	25	26
Between Years 10 and 11	4	3
As a proportion of the Year 10 cohort	Not significant2%	Not significant2%
Of which, no recorded information in the January census	2	2
Between other school years	21	23
Of which, no recorded information in the January census	11	11

Guidance

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

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

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

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Subject entries at key stage 4

• The EBacc entry rate in this school in 2023 was 31%. Languages had the lowest entry rate of EBacc subject areas (36%).

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

2021 cohort = 131;   2022 cohort = 169;   2023 cohort = 180

Subject cluster	Subject	Qualification type	2021 entries	2022 entries	2023 entries	2023 average point score
English	English Language	EBacc GCSE	132	169	173
	English Literature	EBacc GCSE	128	166	170
Mathematics	Mathematics	EBacc GCSE	132	169	177
Science	Biology	EBacc GCSE	6	22	51
	Chemistry	EBacc GCSE		21	49
	Computer Studies/Computing	EBacc GCSE			3
	Physics	EBacc GCSE		22	49
	Science: Double Award	EBacc GCSE	127	147	120
Languages	Chinese	EBacc GCSE			3
	French	EBacc GCSE	20	29	24
	German	EBacc GCSE		3
	Spanish	EBacc GCSE	25	39	49
Humanities	Geography	EBacc GCSE	78	107	111
	History	EBacc GCSE	94	102	98	Highest 20%
Arts, media and publishing	Art & Design	GCSE	5		3
	Art & Design (3d Studies)	GCSE		21	26	Highest 20%
	Art & Design (Fine Art)	GCSE	29	31	28
	Art & Design (Photography)	GCSE	29	47	28
	Drama & Theatre Studies	GCSE	17	17	16
	Film Studies	GCSE		22	13
	Media/Film/Tv Studies	GCSE	30	31	24
	Music	GCSE	16	14
Business, administration, finance and law	Small Business Management	Level 1/2	22		32	Lowest 20%
Engineering and manufacturing technologies	Applied Engineering	GCSE	22	21	25
	Design & Technology	GCSE	15		17
	Engineering Studies	Level 1/2	17	21
Health, public services and care	Health Studies	Level 1/2			17
History, philosophy and theology	Religious Studies	GCSE		20	23
Information and communication technology	Computer Architecture / Systems	Level 1/2	31	57	31
Leisure, travel and tourism	Physical Education/Sports Studies	GCSE		17	16
	Sports Studies	Level 1/2	36	38	29
Preparation for life and work	Social Science: Citizenship	GCSE	5	3	3
Retail and commercial enterprise	D&T Food Technology	GCSE	23	40	39

Guidance

This section shows all the subjects entered by pupils at this school in 2023, 2022 and 2021.

The entries figure represents the number of exam entries in a given subject, rather than the number of pupils entered. Therefore, if a pupil was entered for the same qualification in two different exam seasons, this would count as 2 entries. Discounting has not been applied to this table and this includes entries that may not have counted in performance measures. Early entries were not included in 2021.

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

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

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

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

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Progress and attainment at key stage 4

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

	2023 cohort/ entries	Performance in 2023	2023 value	2023 nat value	1 year	4 year
Open P8	126	Sig below national and 21st percentile	-0.9	0.0
Languages VA	99	Sig below national and 8th percentile	-0.9	0.0
Humanities VA	108	Sig below national and 11th percentile	-0.9	0.0
Overall A8	131	Sig below national and 33rd percentile	43	46
EBacc A8	131	Sig below national and 34th percentile	12.1	13.4
Open A8	131	Sig below national and 22nd percentile	12.1	13.9
Science % 4+	127	Sig below national and 27th percentile	55	66
Languages % 4+	103	Sig below national and 8th percentile	43	70
Humanities % 4+	112	Sig below national and 24th percentile	50	63

Non-significant data

	2023 cohort/ entries	Performance in 2023	2023 value	2023 nat value	1 year	4 year
Overall P8	126	Not sig different to national and 35th percentile	0.1	0.0
English P8	126	Not sig different to national and 48th percentile	0.1	0.0
Mathematics P8	126	Not sig different to national and 51st percentile	0.1	0.0
EBacc P8	126	Not sig different to national and 37th percentile	0.1	0.0
Science VA	122	Not sig different to national and 41st percentile	0.1	0.0
English A8	131	Not sig different to national and 41st percentile	10.1	9.9
Mathematics A8	131	Not sig different to national and 42nd percentile	9.1	9.1

Guidance

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

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

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

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

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

There is additional guidance which further details about the methodologies used and a list of the measure included in the table.

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Destinations at key stage 4

	2018/19 (163 pupils in scope)	2019/20 (141 pupils in scope)	2020/21 (132 pupils in scope)
Sustained education, employment or training	Average 94%	Average 97%	Average 98%
Any sustained education	Average 88%	Average 94%	Average 87%
Sustained employment	Average 1%	Average 0%	Average 3%
Sustained apprenticeship	Average 6%	Average 3%	Average 8%
Destination not sustained	Average 3%	Average 3%	Sig below 1%
Activity not captured	Average 2%	Average 0%	Average 2%

Guidance

The data for the latest year relates to the pupils that sustained destinations in 2021/22. These are pupils that reached the end of key stage 4 in 2020/21. The column header displays the year of completed education as the latest year.

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

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

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

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

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

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16 to 18 qualification types and retention

Qualification types

	2019 (89 students)	2022 (90 students)	2023 (83 students)
A level	86%	70%	69%
Applied general	28%	53%	52%
Tech level	1%	1%	1%
Tech certificate	1%	1%	1%

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 numbers in each column may not add up to the total number of students and percentages may not add up to 100.

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

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

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

Retention on main study programmes

	2019	2022	2023
A level	(91% of 75 students)	(95% of 56 students)	(78% of 61 students)
Applied general	(75% of 9 students)	(83% of 31 students)	(74% of 24 students)
Tech level	No students	No students	No students
Tech certificate	No students	No students	No students

Guidance

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

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

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

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

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

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

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

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Subject entries 16 to 18

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

2022 cohort = 80;   2023 cohort = 72

Subject cluster	Subject	Qualification family	Qualification type	2022 entries	2023 entries
Arts, media and publishing	Art and Design	A level	GCE A level	9	7
	Art and Design (Photography)	A level	GCE A level	9	7
	Film Studies	A level	GCE A level	18	9
	Media/Film/Tv Studies	A level	GCE A level		15
	Music	A level	GCE A level	4
Business, administration, finance and law	Business Studies	Applied general	OCR Cambridge Technical Certificate at Level 3	24	15
	Business Studies	Applied general	OCR Cambridge Technical Extended Certificate at Level 3	16	15
Engineering and manufacturing technologies	Design and Technology (Product Design)	A level	GCE A level	7	5
	Design and Technology (Textiles Technology)	A level	GCE A level	9	5
Health, public services and care	Health Studies	Applied general	BTEC Level 3 National Certificate (Band D)		4
	Health Studies	Applied general	BTEC National Extended Certificate L3 - Band F - P-D*	14	12
	Health Studies	Applied general	BTEC National Extended Diploma L3 - Band N - PPP-D*D*D*	8	8
History, philosophy and theology	History	A level	GCE A level	13	21
	Religious Studies	A level	GCE A level	8	14
Information and communication technology	Computer Appreciation (Introduction)	Applied general	OCR Cambridge Technical Certificate at Level 3	14	16
	Computer Appreciation (Introduction)	Applied general	OCR Cambridge Technical Extended Certificate at Level 3	12	20
Languages, literature and culture	English Language	A level	GCE A level	12	6
	English Literature	A level	GCE A level	11	5
	French	A level	GCE A level	5
	Spanish	A level	GCE A level	5
Leisure, travel and tourism	Sports Studies	Applied general	OCR Cambridge Technical Certificate at Level 3	9
	Sports Studies	Applied general	OCR Cambridge Technical Extended Certificate at Level 3	8	6
Preparation for life and work	Study Skills	Other academic	Extended Project (Diploma)	8	11
Science and mathematics	Applied Sciences	Applied general	BTEC National Diploma L3 - Band J - PP-D*D*		5
	Biology	A level	GCE A level	8	7
	Biology	A level	GCE AS level		4
	Chemistry	A level	GCE A level	10	6
	Mathematics	A level	GCE A level	11	11
	Mathematics	A level	GCE AS level	6	6
	Mathematics (Further)	A level	GCE A level	6	5
	Mathematics (Further)	A level	GCE AS level		6
	Physics	A level	GCE A level	14	12
	Physics	A level	GCE AS level	5	5
	Psychology	A level	GCE A level	21	14
	Psychology	A level	GCE AS level	4	4
Social sciences	Geography	A level	GCE A level	13	22
	Government and Politics	A level	GCE A level	9	10
	Government and Politics	A level	GCE AS level		4
	Social Science	Applied general	VRQ Level 3	61	47
	Sociology	A level	GCE A level	4

Guidance

This section shows all the subjects entered by pupils at this school in 2023 and 2022.

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

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

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

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Attainment at 16 to 18

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

	2023 cohort/ entries	Performance in 2023	2023 value	2023 nat value	1 year	4 year
A level APS	138.1	Sig below national and 38th percentile	31	34
Best 3 A levels APS	44	Sig below national and 23rd percentile	29	35
Applied general APS	64.1	Sig above national and 72nd percentile	34	30
A level AAB %	44	Sig below national and 25th percentile	6	16

Non-significant data

All of the progress and attainment measures were statistically significant.

Guidance

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

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

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

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

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

There is additional guidance which further details about the methodologies used and a list of the measure included in the table.

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Destinations at 16 to 18

	2018/19 (78 pupils in scope)	2019/20 (79 pupils in scope)	2020/21 (80 pupils in scope)
Sustained education, employment or training	Sig above 95%	Average 86%	Sig above 97%
Any sustained education	Average 58%	Average 42%	Average 48%
Sustained employment	Average 30%	Sig above 41%	Sig above 44%
Sustained apprenticeship	Average 6%	Average 3%	Average 5%
Destination not sustained	Sig below 4%	Average 13%	Sig below 3%
Activity not captured	Average 1%	Average 1%	Average 0%

Guidance

This table displays the proportion of pupils that continued to complete specified destinations. This data is publicly available and comes from the Department for Education’s destinations collection. The column header displays the year of completed education as the latest year.

The data for the latest year relates to the pupils that sustained destinations in 2021/22. These are students that reached the end of 16 to 18 study in 2020/21.

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

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

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

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

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Pupil groups

Secondary - 2023 data

	FSM and/or CLA	Low prior	Middle prior	High prior
Overall P8	Sig below national	–	–	Sig below national
Mathematics P8	Sig below national	–	–	–
EBacc P8	Sig below national	–	–	Sig below national
Science VA	–	–	–	Sig below national
English A8	Sig below national	–	–	–
Mathematics A8	Sig below national	–	–	–

Absence - 2022/23

No pupil groups were highlighted for this school.

Guidance

This section may contain up to three tables of measures, depending on the school phase. The ‘Primary’ and/or ‘Secondary’ tables display the performance of pupil groups at the corresponding phase of education. Measures are generated for the pupil groups FSM and/or children looked after (CLA) and low/middle/high prior attainers. The ‘Absence’ table displays absence rates of pupils eligible for FSM, pupils with SEND, and pupils with English as an additional language. Only the latest year’s data is assessed in this section.

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

The text and shading are based on significance when compared with the corresponding national value for each measure, with the exception of the FSM and/or CLA pupil group which is compared with the national for pupils who are not FSM and/or CLA.

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

• We no longer include prior attainment groups for key stage 1 in this section of the IDSR due to lack of prior attainment data.
• Pupil groups measures are based on the expected standard and do not appear for the high standard.
• Pupil groups measures for phonics and multiplication tables checks (MTC) do not appear in this section.

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

Tables are not produced for the following types of measures:

• Suspensions and exclusions.
• Performance for 16 to 18 – it was not possible to calculate pupil group measures for 16 to 18 in 2023, due to no value added or completion and attainment data being available as a result of COVID-19.

Pupil group differences can be meaningless when analysed at school level, particularly when groups relate to small cohorts. The conversation should be about meeting the needs of all pupils.

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