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Add this school Bolton School Boys' Division to the comparison list Remove this school Bolton School Boys' Division from the comparison listBolton School Boys' Division
No data is available or applicable for this school. This is normally for one of the following reasons:
- The school changed school type (for example, converted to an academy) during the 2015 to 2016 academic year, or re-opened after the closure of the previous school on the same site (for example, it became a sponsored academy). In these cases, the 2016 data will be found on the page of the former school, because that is where pupils carried out the majority of key stage 2.
- The school had no pupils at the end of key stage 2 in 2016 - for example, because the school is new and pupils have so far only completed the first few years of their studies.
Secondary (key stage 4) performance in 2016
Show more infoClick to expand
These figures tell you about performance of pupils at this school at key stage 4(opens a popup) (school years 10 and 11), which are the last two years of the secondary phase of education. These figures were published in January 2017 and revised in April 2017, and relate to pupils who completed key stage 4 in the summer of 2016.
Progress 8 score
Attainment 8 score
Pupils achieving Grade C or better in English and maths GCSEs
Pupils achieving the English Baccalaureate
Pupils entering for the English Baccalaureate
Pupil destinations - pupils staying in education or going into employment
There is no data available for this school or college for this measure. This is for the following reason: --(opens a popup)
Additional data
Performance over time Click to expand
The table below shows data for the last three years for the headline measures. Exam reforms mean that figures from one year to the next are not directly comparable, but may still provide an indication of whether schools are doing better or worse.
| 2014 final results | 2015 final results | 2016 final results | |
|---|---|---|---|
|
Progress 8 score, description and confidence interval |
|||
| Bolton School Boys' Division (all pupils) | --(opens a popup) | NA(opens a popup) | NP(opens a popup) |
| Bolton School Boys' Division (disadvantaged pupils) | --(opens a popup) | --(opens a popup) | NP(opens a popup) |
| Bolton | --(opens a popup) |
-0.1
Below national average (-0.14 to -0.07) |
-0.2
Below national average (-0.24 to -0.16) |
| England state-funded schools | --(opens a popup) | -0.03 | -0.03 |
| England all schools | --(opens a popup) | --(opens a popup) | --(opens a popup) |
|
Attainment 8 score |
|||
| Bolton School Boys' Division (all pupils) | --(opens a popup) | NA(opens a popup) | 47.5 |
| Bolton School Boys' Division (disadvantaged pupils) | --(opens a popup) | --(opens a popup) | NP(opens a popup) |
| Bolton | --(opens a popup) | 48.2 | 48.7 |
| England state-funded schools | --(opens a popup) | 48.4 | 49.9 |
| England all schools | --(opens a popup) | 47.4 | 48.5 |
|
Grade C or better in English & maths GCSEs |
|||
| Bolton School Boys' Division (all pupils) | 0% | 0% | 19% |
| Bolton School Boys' Division (disadvantaged pupils) | NA(opens a popup) | NA(opens a popup) | NP(opens a popup) |
| Bolton | 59.70% | 58.50% | 59.00% |
| England state-funded schools | 58.90% | 59.20% | 63.00% |
| England all schools | 55.50% | 55.80% | 59.30% |
|
Grade C or better in all English Baccalaureate qualifications |
|||
| Bolton School Boys' Division (all pupils) | 0% | 0% | 0% |
| Bolton School Boys' Division (disadvantaged pupils) | NA(opens a popup) | NA(opens a popup) | NP(opens a popup) |
| Bolton | 20.50% | 21.80% | 20.30% |
| England state-funded schools | 24.20% | 24.30% | 24.70% |
| England all schools | 22.90% | 22.90% | 23.10% |
|
Entering for the English Baccalaurete |
|||
| Bolton School Boys' Division (all pupils) | 0% | 0% | 0% |
| Bolton School Boys' Division (disadvantaged pupils) | NA(opens a popup) | NA(opens a popup) | NP(opens a popup) |
| Bolton | 35.10% | 36.60% | 32.70% |
| England state-funded schools | 38.70% | 38.70% | 39.70% |
| England all schools | 36.30% | 36.20% | 36.80% |
|
Staying in education or employment for at least 2 terms after key stage 4 more info Click to expandThe 2016 data is for pupils who finished year 11 in 2014, which is the most recent data currently available. |
|||
| Bolton School Boys' Division (all pupils) | --(opens a popup) | --(opens a popup) | --(opens a popup) |
| Bolton | --(opens a popup) | --(opens a popup) | 91% (3090 of 3380) |
| England state-funded schools | --(opens a popup) | --(opens a popup) | 94% (523825 of 558995) |
| England all schools | --(opens a popup) | --(opens a popup) | --(opens a popup) |
Progress 8 and Attainment 8 scores Click to expand
| School | England state-funded schools | |
|---|---|---|
| Number of pupils at the end of key stage 4 | 129 | 540656 |
| Progress 8 score and confidence interval | NP(opens a popup) | -0.03 |
| Progress 8 score and confidence interval by subject area: English | NP(opens a popup) | -0.04 |
| Progress 8 score and confidence interval by subject area: Maths | NP(opens a popup) | -0.02 |
| Progress 8 score and confidence interval by subject area: English Baccalaureate slots | NP(opens a popup) | -0.02 |
| Progress 8 score and confidence interval by subject area: Open slots: Any qualification | NP(opens a popup) | -0.04 |
| Attainment 8 score | 47.5 | 49.9 |
| Attainment 8 score by subject area: English | 6.4 | 10.5 |
| Attainment 8 score by subject area: Maths | 2.9 | 9.8 |
| Attainment 8 score by subject area: English Baccalaureate slots | 20.3 | 13.8 |
| Attainment 8 score by subject area: Open slots: Any qualification | 17.9 | 15.8 |
| Attainment 8 score by subject area: Open slots: Academic qualifications only | 8.4 | 12.9 |
| Attainment 8 score by subject area: Open slots: Vocational qualifications only | 9.5 | 2.9 |
Performance of disadvantaged pupils Click to expand
'Disadvantaged pupils' are those who attract pupil premium funding, meaning pupils claiming free school meals at any point in the last six years and pupils in care, or who left care through adoption or another formal route. Evidence shows that the progress and achievement of disadvantaged pupils is normally lower than that of 'other' pupils.
| School disadvantaged pupils | England state-funded schools other pupils | |
|---|---|---|
| Number of pupils | NP(opens a popup) | 390780 |
| Progress 8 score and confidence interval | NP(opens a popup) |
0.1
(0.1 to 0.11) |
| Attainment 8 score | NP(opens a popup) | 53.3 |
| Grade C or better in English & maths GCSEs | NP(opens a popup) | 70.60% |
| Achieving the English Baccalaureate | NP(opens a popup) | 29.70% |
| Entering for the English Baccalaureate | NP(opens a popup) | 45.20% |
| Progress 8 score and confidence interval by subject area: English | NP(opens a popup) |
0.08
(0.07 to 0.08) |
| Progress 8 score and confidence interval by subject area: Maths | NP(opens a popup) |
0.1
(0.1 to 0.1) |
| Progress 8 score and confidence interval by subject area: English Baccalaureate slots | NP(opens a popup) |
0.14
(0.14 to 0.15) |
| Progress 8 score and confidence interval by subject area: Open slots: Any qualification | NP(opens a popup) |
0.09
(0.08 to 0.09) |
| Attainment 8 score by subject area: English | NP(opens a popup) | 11.1 |
| Attainment 8 score by subject area: Maths | NP(opens a popup) | 10.5 |
| Attainment 8 score by subject area: English Baccalaureate slots | NP(opens a popup) | 15 |
| Attainment 8 score by subject area: Open slots: Any qualification | NP(opens a popup) | 16.7 |
| Attainment 8 score by subject area: Open slots: Academic qualifications only | NP(opens a popup) | 14 |
| Attainment 8 score by subject area: Open slots: Vocational qualifications only | NP(opens a popup) | 2.7 |
| Exam entries per pupil, all key stage 4 qualifications | NP(opens a popup) | 8.7 |
| Exam entries per pupil, GCSEs | NP(opens a popup) | 8.9 |
Performance by prior attainment Click to expand
'Prior attainment' is the attainment level of a pupil at the end of key stage 2 (end of the primary phase of education). This data indicates how well a school supports all of its pupils to meet their potential. Middle attainers were pupils who achieved level 4. High attainers were pupils who did better than level 4, while low attainers were below level 4. Pupils without key stage 2 results have been excluded.
| All pupils | Low attainers at key stage 2 | Middle attainers at key stage 2 | High attainers at key stage 2 | |
|---|---|---|---|---|
| Number of pupils | 129 | NP(opens a popup) | NP(opens a popup) | NP(opens a popup) |
| Progress 8 (score and confidence interval) | NP(opens a popup) | NP(opens a popup) | NP(opens a popup) | NP(opens a popup) |
| Attainment 8 score | 47.5 | NP(opens a popup) | NP(opens a popup) | NP(opens a popup) |
| Grade C or better in English & maths GCSEs | 19% | NP(opens a popup) | NP(opens a popup) | NP(opens a popup) |
| Achieving the English Baccalaureate | 0% | NP(opens a popup) | NP(opens a popup) | NP(opens a popup) |
| Entering for the English Baccalaureate | 0% | NP(opens a popup) | NP(opens a popup) | NP(opens a popup) |
| Exam entries per pupil, all key stage 4 qualifications | 7.3 | NP(opens a popup) | NP(opens a popup) | NP(opens a popup) |
| Exam entries per pupil, GCSEs | 3.8 | NP(opens a popup) | NP(opens a popup) | NP(opens a popup) |
Performance of pupils who have English as an additional language (EAL) Click to expand
These are pupils whose first language is not English.
| All pupils | EAL pupils | |
|---|---|---|
| Number of pupils | 129 | NP(opens a popup) |
| Progress 8 (score and confidence interval) | NP(opens a popup) | NP(opens a popup) |
| Attainment 8 score | 47.5 | NP(opens a popup) |
| Grade C or better in English & maths GCSEs | 19% | NP(opens a popup) |
| Achieving the English Baccalaureate | 0% | NP(opens a popup) |
| Entering for the English Baccalaureate | 0% | NP(opens a popup) |
Performance of girls and boys Click to expand
| All pupils | Girls | Boys | |
|---|---|---|---|
| Number of pupils | 129 | NA(opens a popup) | 129 |
| Progress 8 (score and confidence interval) | NP(opens a popup) | NA(opens a popup) | NP(opens a popup) |
| Attainment 8 score | 47.5 | NA(opens a popup) | 47.5 |
| Grade C or better in English & maths GCSEs | 19% | NE(opens a popup) | 19% |
| Achieving the English Baccalaureate | 0% | NE(opens a popup) | 0% |
| Entering for the English Baccalaureate | 0% | NE(opens a popup) | 0% |
Performance of non-mobile pupils Click to expand
Non-mobile pupils are pupils who were at the school throughout both year 10 and year 11.
| All pupils | Non-mobile pupils | |
|---|---|---|
| Number of pupils | 129 | NP(opens a popup) |
| Progress 8 (score and confidence interval) | NP(opens a popup) | NP(opens a popup) |
| Attainment 8 score | 47.5 | NP(opens a popup) |
| Grade C or better in English & maths GCSEs | 19% | NP(opens a popup) |
| Achieving the English Baccalaureate | 0% | NP(opens a popup) |
| Entering for the English Baccalaureate | 0% | NP(opens a popup) |
English Baccalaureate - pupils achieving A*-C by subject group Click to expand
The figures for pupils achieving the English and mathematics subject areas are calculated as a percentage of pupils at the end of key stage 4. The figures for sciences, history or geography and languages achievements are calculated as a percentage of those pupils who were entered in that subject area.
| School | Local authority state funded schools | England state-funded schools | |
|---|---|---|---|
| Number of pupils at the end of key stage 4 | 129 | 3240 | 540656 |
| All 5 (English, maths, science, humanities, languages) | 0% | 20.30% | 24.70% |
| English | 0% | 69.80% | 74.80% |
| Maths | 19% | 65.90% | 68.60% |
| Science | 98% | 62.50% | 63.80% |
| Humanities | 96% | 56.90% | 63.90% |
| Languages | 90% | 67.90% | 70.00% |
English Baccalaureate - pupils achieving A*-G by subject group Click to expand
The figures for pupils achieving the English and mathematics subject areas are calculated as a percentage of pupils at the end of key stage 4. The figures for sciences, history or geography and languages achievements are calculated as a percentage of those pupils who were entered in that subject area.
| School | Local authority state funded schools | England state-funded schools | |
|---|---|---|---|
| Number of pupils at the end of key stage 4 | 129 | 3240 | 540656 |
| All 5 (English, maths, science, humanities, languages) | 0% | 32.40% | 39.40% |
| English | 0% | 96.50% | 96.20% |
| Maths | 19% | 95.20% | 94.60% |
| Science | 100% | 98.50% | 99.20% |
| Humanities | 100% | 96.40% | 98.00% |
| Languages | 100% | 99.10% | 99.60% |
English Baccalaureate - pupils entering by subject Click to expand
| School | Local authority state funded schools | England state-funded schools | |
|---|---|---|---|
| Number of pupils at the end of key stage 4 | 129 | 3240 | 540656 |
| All 5 (English, maths, science, humanities, languages) | 0% | 32.70% | 39.70% |
| English | 0% | 97.60% | 96.50% |
| Maths | 19% | 98.50% | 97.40% |
| Science | 99% | 87.20% | 86.80% |
| Humanities | 63% | 81.30% | 73.70% |
| Languages | 97% | 39.60% | 49.00% |
English Baccalaureate - value added by subject Click to expand
| School | England state-funded schools | |
|---|---|---|
| Science (value added score, lower confidence limit, upper confidence limit, coverage of measure) | NP(opens a popup) | --(opens a popup) |
| Humanities (value added score, lower confidence limit, upper confidence limit, coverage of measure) | NP(opens a popup) | --(opens a popup) |
| Languages (value added score, lower confidence limit, upper confidence limit, coverage of measure) | NP(opens a popup) | --(opens a popup) |
Additional measures Click to expand
| School | Local authority state funded schools | England state-funded schools | |
|---|---|---|---|
| Number of pupils at the end of key stage 4 | 129 | 3240 | 540656 |
| Pupils achieving Grade C or better in English and maths GCSEs - three year average | 6% | 59.10% | 60.30% |
| Pupils entering more than 1 language | 36% | 2.50% | 4.40% |
| Pupils entering for physics, chemistry and biology | 94% | 13.20% | 23.90% |
| Pupils achieving at least 1 qualification | 99% | 98.70% | 98.10% |
More about this data Click to expand
Acronyms & abbreviations
- NA = Not applicable: figures are either not available for the year in question, or the data field is not applicable to the school or college
- NE = No entries: the school or college did not enter any pupils or students for the qualifications covered by the measure
- NP = Not published: for example we do not publish Progress 8 data for independent schools and independent special schools, or breakdowns by disadvantaged and other pupils for independent schools, independent special schools and non-maintained special schools
- SUPP = Suppressed: Where there are 5 or fewer pupils or students covered by the measure at the school or college (10 in the case of pupil or student destinations measures), we avoid making these figures public to protect the privacy of those individuals
Further guidance
Figures in the performance tables will only include those qualifications documented on the list of approved qualifications for the performance tables - eg they will not include unapproved international GCSEs. Schools that offer unapproved qualifications may find that their performance against the headline measure of 'Pupils achieving Grade C or better in English and maths GCSEs' is recorded as 0%.
Guidance and supporting documentation on school performance tables:
How to interpret the data (opens in a new window)
How we report the data (opens in a new window)
State-funded schools (local authority maintained schools and academies) are held to account for their performance against these measures. We publish results for independent schools, but they are not accountable against these measures.
Measures published on the 19 January 2017 reflect changes notified to the department before early November 2016. Further requests for change were assessed during the annual errata period, and the data was updated in April 2017 to reflect requests that were approved.
16 to 18 performance in 2016
Show more infoClick to expand
These figures tell you about performance of students at this school or college at the 16 to 18 phase of education(opens a popup). These figures were published in January and March 2017, and data on attainment, English and maths, retention, and completion and attainment were revised in April 2017. They relate to students who completed their 16 to 18 studies in the summer of 2016, except where stated otherwise.
A levels Click to expand
Show more infoClick to expand
These figures are based on students who were entered for at least one A level or AS level. A levels are available in a wide range of subjects, including English, maths, sciences, languages and humanities. The primary purpose of A levels is to prepare students for degree-level study at university. For further details, see the 16 to 18 Accountability Technical Guide.
Progress
Show more infoClick to expand
These figures tell you how much progress students who studied A levels at this school or college made between the end of key stage 4 and the end of their A level studies, compared to similar students across England.
The scores are calculated by comparing the A-level results of students at this school or college with the A level results of students in schools and colleges across England who started with similar results at the end of the previous key stage – key stage 4.
A score above zero means students made more progress, on average, than students across England who got similar results at the end of key stage 4.
A score below zero means students made less progress, on average, than students across England who got similar results at the end of key stage 4.
A negative progress score does not mean students made no progress, or the school or college has failed, rather it means students in this school or college made less progress than other students across England with similar results at the end of key stage 4.
The majority of schools and colleges have progress scores between -2 and +2.
These scores are also known as 'value added' scores.
Confidence intervals - it is difficult to say with certainty how much the progress scores are down to the school or college (which may have scored higher with a different group of students) and how much is down to the students (for example some may have performed well at any school or college). The confidence intervals reflect this uncertainty. If the confidence intervals for two schools or colleges overlap, then we can't say for certain that the two progress scores for these schools or colleges are significantly different.
How we calculate the progress descriptions ('bandings'):
| Progress description | School or college is given the description if... |
|---|---|
| Well above average | Score is 0.3 or higher, and lower confidence interval is higher than 0. |
| Above average | Score is higher than 0 but lower than 0.3, and lower confidence interval is higher than 0. |
| Close to national average | Lower confidence interval is 0 or lower, and the upper confidence interval is 0 or higher. |
| Below average | Score is -0.5 or higher but less than 0, and upper confidence interval is lower than 0. |
| Well below average | Score is lower than -0.5 and upper confidence interval is lower than 0. |
|
School / college score Confidence interval
|
+0.39
+0.26 to +0.52
411 entries
|
|
Well above national average(about 4% of schools in England)
|
|
|
Above national average(about 12% of schools in England)
|
|
|
Average(about 60% of schools in England)
|
|
|
Below national average(about 20% of schools in England)
|
|
|
Well below national average(about 4% of schools in England)
|
|
|
National average
|
0.00 |
View additional chartClick to expand
School
School's confidence interval
England average
Progress needs improvement
Progress very good
Average result
Show more infoClick to expand
These figures tell you the average grade and average points that students achieved per A level entry. We give a points value to all qualifications so you can compare qualifications of a different level, size and grading system. We base the number of points on the challenge and size of a qualification. For further details, see the 16 to 18 Accountability Technical Guide.
|
School / college
Number of Students
|
B | (40.96 points) |
|
101
|
||
|
Bolton average
(Local Authority)
|
C | (29.15 points) |
|
National Average
|
C+ | (31.79 points) |
Percentage of students completing their main study programme
Show more infoClick to expand
This measure is based on students who enrolled on, and subsequently completed, a programme of studies that is categorised as mainly A levels. For further details, see the 16 to 18 Accountability Technical Guide.
Number of students enrolled to study mainly A levels: NA(opens a popup)
There is no data available for this school or college for this measure. This is for the following reason: NA(opens a popup)
Additional data
| School or college | National average (England) | |
|
Achieving AAB or higher in at least 2 facilitating subjects
more infoShow additional A-Level dataFacilitating A-levels are ones that are commonly needed for entry to leading universities. They are: Biology, Chemistry, Physics, Mathematics, Further Mathematics, Geography, History, English Literature and Classical or Modern Languages. Brackets show the number of students eligible for inclusion in this measure. |
46.2% (91 students) |
17.0% |
|
Grade and points for a student's best 3 A-levels
more infoShow additional A-Level dataA best 3 A levels score is calculated for each student by adding together the points in their best 3 A levels, then summed across a school or college, then divided by three to give a best 3 A levels points per entry, and this is also expressed as a grade. Brackets show the number of students eligible for inclusion in this measure. |
Grade: B+ 42.75 points (91 students) |
Grade: C+ 34.97 points |
Academic qualifications (all academic qualifications, including A levels) Click to expand
Show more infoClick to expand
Academic qualifications include A levels but also other ‘level 3’ academic qualifications such as International Baccalaureates and Pre-U. These figures are based on students who were entered for at least one academic qualification that is at least the size of an AS level. For further details, see the 16 to 18 Accountability Technical Guide.
Progress
Show more infoClick to expand
These figures tell you how much progress students who studied academic qualifications at this school or college made between the end of key stage 4 and the end of their academic qualification studies, compared to similar students across England.
The scores are calculated by comparing the academic qualifications results of students at this school or college with the academic qualifications results of students in schools and colleges across England who started with similar results at the end of the previous key stage – key stage 4.
A score above zero means students made more progress, on average, than students across England who got similar results at the end of key stage 4.
A score below zero means students made less progress, on average, than students across England who got similar results at the end of key stage 4.
A negative progress score does not mean students made no progress, or the school or college has failed, rather it means students in this school or college made less progress than other students across England with similar results at the end of key stage 4.
The majority of schools and colleges have progress scores between -2 and +2.
These scores are also known as 'value added' scores.
Confidence intervals - it is difficult to say with certainty how much the progress scores are down to the school or college (which may have scored higher with a different group of students) and how much is down to the students (for example some may have performed well at any school or college). The confidence intervals reflect this uncertainty. If the confidence intervals for two schools or colleges overlap, then we can't say for certain that the two progress scores for these schools or colleges are significantly different.
How we calculate the progress descriptions ('bandings'):
| Progress description | School or college is given the description if... |
|---|---|
| Well above average | Score is 0.3 or higher, and lower confidence interval is higher than 0. |
| Above average | Score is higher than 0 but lower than 0.3, and lower confidence interval is higher than 0. |
| Close to national average | Lower confidence interval is 0 or lower, and the upper confidence interval is 0 or higher. |
| Below average | Score is -0.5 or higher but less than 0, and upper confidence interval is lower than 0. |
| Well below average | Score is lower than -0.5 and upper confidence interval is lower than 0. |
|
School / college score Confidence interval
|
+0.38
+0.25 to +0.51
419 entries
|
|
Well above national average(about 4% of schools in England)
|
|
|
Above national average(about 12% of schools in England)
|
|
|
Average(about 60% of schools in England)
|
|
|
Below national average(about 20% of schools in England)
|
|
|
Well below national average(about 4% of schools in England)
|
|
|
National average
|
0.00 |
View additional chartClick to expand
School
School's confidence interval
England average
Progress needs improvement
Progress very good
Average result
Show more infoClick to expand
These figures tell you the average grade and average points that students achieved in their academic qualifications. We give a points value to all qualifications so you can compare qualifications of a different level, size and grading system. We base the number of points on the challenge and size of a qualification.
|
School / college
Number of Students
|
B | (40.98 points) |
|
101
|
||
|
Bolton average
(Local Authority)
|
C | (29.09 points) |
|
National Average
|
C+ | (32.11 points) |
Percentage of students completing their main study programme
Show more infoClick to expand
This measure is based on students who enrolled on, and subsequently completed, a programme of studies that is categorised as mainly Academic qualifications. For further details, see the 16 to 18 Accountability Technical Guide.
Number of students enrolled to study mainly Academic qualifications: NA(opens a popup)
There is no data available for this school or college for this measure. This is for the following reason: NA(opens a popup)
More about this data Click to expand
Acronyms and abbreviations
- NA = Not applicable: figures are either not available for the year in question, or the data field is not applicable to the school or college
- NE = No entries: the school or college did not enter any pupils or students for the qualifications covered by the measure
- SUPP = Suppressed: Where there are 5 or fewer pupils or students covered by the measure at the school or college (10 in the case of pupil or student destinations measures), we avoid making these figures public to protect the privacy of those individuals
Further guidance
For further details see 16 to 18 Accountability Technical Guide (opens in a new window).
Read the guidance about using the school performance tables (opens in a new window).
Read more information about the key stages and the national curriculum (opens in a new window).
SFA national success rates (opens in a new window).
Measures published on 19 January 2017 and 16 March 2017 reflect changes notified to the Department before early November 2016. Further requests for change were assessed during the annual errata period, and the data on attainment, English and maths, retention, and completion and attainment was updated in April 2017 to reflect requests that were approved.
Absence in 2015 to 2016
Absence data covers pupils aged 5 to 15 on 31 August 2015, and is for the full 2015 to 2016 academic year including the second half of the summer term. See the absence statistics guide for more information on how we collect and report absence figures.
Absence Click to expand
| School | National | |
|---|---|---|
Overall absence
more info Click to expandPercentage of possible mornings or afternoons recorded as an absence from school for whatever reason, whether authorised or unauthorised, across the full academic year. |
--(opens a popup) | 5.2% |
Persistent absence
more info Click to expandThe percentage of pupils missing 10% or more of the mornings or afternoons they could attend, meaning that if a pupil’s overall rate of absence is 10% or higher they will be classified as persistently absent. |
--(opens a popup) | 13.1% |
Pupil population in 2015 to 2016
The figures below are for the 2015 to 2016 academic year, which is the latest year for which performance results have been published.
Pupil population Click to expand
| School | National | |
|---|---|---|
| Total number of pupils on roll (all ages) | 1090 | 3268273 |
| Girls on roll | 0% | 49.3% |
| Boys on roll | 100% | 50.7% |
| Pupils with a statement of special educational needs (SEN) or education, health and care (EHC) plan | 0.1% | 3.9% |
| Pupils whose first language is not English | 0% | 15.7% |
| Pupils eligible for free school meals at any time during the past 6 years | NP(opens a popup) | 29.3% |
About this data
You should be cautious comparing absence figures over time, as full academic year absence figures are only available for 2013 to 2014 onwards. In previous years absence data was based on the autumn and spring terms only.
Technical guidance
More detail is available in
our methodology and technical documents
(opens in a new window)
Back to top
Workforce in 2015 to 2016
The figures below are for the 2015 to 2016 academic year, based on the November 2015 school workforce census, which is the latest year for which performance results have been published.
School workforce Click to expand
| School | National | |
|---|---|---|
|
Teachers: |
||
|
Total number
more info Click to expand
This is the actual number of all full & part-time, qualified & unqualified classroom and leadership group teachers with a contract of one month or longer working in the school |
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Number of full-time equivalents
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This is the full-time equivalent number of all qualified & unqualified classroom and leadership group teachers with a contract of one month or longer working in the school |
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Pupil to teacher ratio
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This is the ratio of the FTE number of pupils and the FTE number of all teachers in the school. This is a change from previous years to better reflect the numbers of teaching staff in the school and the class sizes they managed. |
--(opens a popup) | 15.3 |
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Average salary per full-time equivalent
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This is the mean FTE gross salary of all teachers with a contract of one month or longer working in the school. This is a change from previous years to include part-time and unqualified teachers which better reflects average teacher salary. |
--(opens a popup) | £39,396 |
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Teaching assistants: |
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Total number
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This is the actual number of all full & part-time teaching assistants (inc. higher level teaching assistants and other staff employed to provide classroom support) with a contract of one month or longer working in the school |
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Number of full-time equivalents
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This is the full-time equivalent number of all teaching assistants (inc. higher level teaching assistants and other staff employed to provide classroom support) with a contract of one month or longer working in the school |
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Support staff: |
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Total number
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This is the actual number of all full & part-time school support staff (eg bursars, secretaries, IT technicians etc) with a contract of one month or longer working in the school. It excludes auxiliary staff such as premises staff and catering staff |
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Number of full-time equivalents
more info Click to expand
This is the full-time equivalent number of all school support staff (eg bursars, secretaries, IT technicians etc) with a contract of one month or longer working in the school. It excludes auxiliary staff such as premises staff and catering staff |
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About this data Click to expand
This information comes from the school workforce census in November 2014 that covered all state funded schools in England.
Data was collected from local authority maintained nursery schools, primary schools, secondary schools, special schools as well as city technology colleges, academies (including free schools) and pupil referral units.
The census covered all teachers with a contract of 28 days or more, as well as all teaching assistants and other support staff members employed directly by the school. It did not collect data from direct grant nurseries, independent schools, non-maintained special and general hospital schools.
Finance 2015 to 2016
This school or college does not provide financial data directly comparable with maintained schools
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