Primary (key stage 2) results are now available. We plan to publish 16-18 results and Secondary (key stage 4) revised results on 19th January 2017.

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St Michael's Catholic School

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Primary (key stage 2) performance in 2016

These figures tell you about performance of pupils at this school at key stage 2(opens a popup) (school years 3 to 6), which are the last four years of the primary phase of education. These figures were published in December 2016 and relate to pupils who completed key stage 2 in the summer of 2016.


Progress in reading, writing and maths

These scores show how much progress pupils at this school made in reading, writing and maths between the end of key stage 1(opens a popup) and the end of key stage 2(opens a popup), compared to pupils across England who got similar results at the end of key stage 1.

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The scores are calculated by comparing the key stage 2 test and assessment results of pupils at this school with the results of pupils in schools across England who started with similar assessment results at the end of the previous key stage – key stage 1.

A score above zero means pupils made more progress, on average, than pupils across England who got similar results at the end of key stage 1.

A score below zero means pupils made less progress, on average, than pupils across England who got similar results at the end of key stage 1.

A negative progress score does not mean pupils made no progress, or the school has failed, rather it means pupils in the school made less progress than other pupils across England with similar results at the end of key stage 1.

The majority of schools have progress scores between -5 and +5.

See School performance tables: about the data for more information about how the progress measures are calculated.

Confidence intervals(opens a popup) - It is difficult to say with certainty how much the progress scores are down to the school (which may have scored higher with a different group of pupils) and how much is down to the pupils (for example some may have performed well at any school). The confidence intervals reflect this uncertainty. If the confidence intervals for two schools overlap, then we can't say for certain that the two progress scores for these schools are significantly different.

Reading Writing Maths
School progress score Confidence interval

+3.5

+1.8 to +5.2

+0.4

-1.2 to +2

+3.5

+2.1 to +4.9
Well above national average(about 10% of schools in England)
Above national average(about 10% of schools in England)
Average(about 60% of schools in England)
Below national average(about 10% of schools in England)
Well below national average(about 10% of schools in England)
Writing
School progress score Confidence interval

+0.4

-1.2 to +2
Well above national average(about 10% of schools in England)
Above national average(about 10% of schools in England)
Average(about 60% of schools in England)
Below national average(about 10% of schools in England)
Well below national average(about 10% of schools in England)
Maths
School progress score Confidence interval

+3.5

+2.1 to +4.9
Well above national average(about 10% of schools in England)
Above national average(about 10% of schools in England)
Average(about 60% of schools in England)
Below national average(about 10% of schools in England)
Well below national average(about 10% of schools in England)
Show chart Click to expand

The chart below shows how this school's progress scores compared with the England and local authority averages. The England average is based on state-funded mainstream schools in England.

Key

School score and confidence interval

Local authority average

Reading
Writing
Maths
-5.00
0.00
National average
+5.00

Percentage of pupils meeting the expected standard in reading, writing and maths

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Pupils are ‘meeting the expected standard’ if they achieve a ‘scaled score’ of 100 or more in their reading and maths tests, and their teacher assesses them as ‘working at the expected standard’ or better in writing. For a more detailed explanation, see Scaled scores at key stage 2, Key stage 2 teacher assessment and Primary school accountability.

School Local authority average England average
Percentage of pupils meeting the expected standard in reading, writing and maths 58% 57% 53%
View as table

Percentage of pupils achieving at a higher standard in reading, writing and maths

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Pupils are ‘achieving at a higher standard’ if they achieve a ‘scaled score’ of 110 or more in their reading and maths tests, and their teacher assesses them as ‘working at a greater depth within the expected standard’ in writing. This standard was set for the first time in 2016 by the Department for Education to provide information about pupils across England achieving in the top 5%. For a more detailed explanation, see Scaled scores at key stage 2, Key stage 2 teacher assessment and Primary school accountability.

School Local authority average England average
Percentage of pupils achieving at a higher standard in reading, writing and maths 7% 7% 5%
View as table

Average score in reading

This score shows how well pupils performed in the key stage 2(opens a popup) reading test.

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This score is known as the reading ‘scaled score’. The score is an average for pupils in the school. The expected standard is a score of 100 or more. The higher standard is 110 or more. For a more detailed explanation, see Scaled scores at key stage 2 and Primary school accountability.

School Local authority average England average
Average score in reading 105 105 103
View as table

Average score in maths

This score shows how well pupils performed in the key stage 2(opens a popup) maths test.

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This score is known as the maths ‘scaled score’. The score is an average for pupils in the school. The expected standard is a score of 100 or more. The higher standard is 110 or more. For a more detailed explanation, see Scaled scores at key stage 2 and Primary school accountability.

School Local authority average England average
Average score in maths 106 104 103
View as table

Additional data

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.

Disadvantaged pupils Other pupils
Progress in reading
more info Click to expand

Progress score, description and confidence interval

SUPP

SUPP

Progress in writing
more info Click to expand

Progress score, description and confidence interval

SUPP

SUPP

Progress in maths
more info Click to expand

Progress score, description and confidence interval

SUPP

SUPP

Percentage of pupils meeting the expected standard in reading, writing and maths SUPP SUPP
Percentage of pupils achieving at a higher standard in reading, writing and maths SUPP SUPP
Average score in reading SUPP SUPP
Average score in maths SUPP SUPP

Performance by 'prior attainment' Click to expand

'Prior attainment' is the attainment level of a pupil at the end of the previous key stage - key stage 1. This data indicates how well a school helps all of its pupils to meet their potential. Middle attainers are pupils who achieved level 2 at the end of key stage 1. High attainers achieved higher than level 2 at the end of key stage 1, while low attainers had not achieved level 2 at the end of key stage 1. Pupils without key stage 1 results are not included in these figures.

All pupils Low attainers Middle attainers High attainers
Pupils eligible for key stage 2 assessment 59 8 35 13
Progress in reading
more info Click to expand

Progress score, description and confidence interval

3.5
Well above national average
(1.8 to 5.2)
-2.6
Average
(-7.2 to 2)
4.8
Well above national average
(2.7 to 6.9)
3.1
Average
(-0.3 to 6.5)
Progress in writing
more info Click to expand

Progress score, description and confidence interval

0.4
Average
(-1.2 to 2)
-0.3
Average
(-4.7 to 4.1)
-0.2
Average
(-2.3 to 1.9)
2.4
Average
(-1 to 5.8)
Progress in maths
more info Click to expand

Progress score, description and confidence interval

3.5
Well above national average
(2.1 to 4.9)
0.6
Average
(-3.1 to 4.3)
5
Well above national average
(3.2 to 6.8)
1.2
Average
(-1.7 to 4.1)
Percentage of pupils meeting the expected standard in reading, writing and maths 58% 0% 57% 100%
Percentage of pupils achieving at a higher standard in reading, writing and maths 7% 0% 6% 15%
Average score in reading 105 90 105 112
Average score in maths 106 96 106 109

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
Progress in reading
more info Click to expand

Progress score, description and confidence interval

3.5
Well above national average
(1.8 to 5.2)
3.1
Average
(-0.3 to 6.5)
Progress in writing
more info Click to expand

Progress score, description and confidence interval

0.4
Average
(-1.2 to 2)
0.7
Average
(-2.7 to 4.1)
Progress in maths
more info Click to expand

Progress score, description and confidence interval

3.5
Well above national average
(2.1 to 4.9)
4.5
Well above national average
(1.6 to 7.4)
Percentage of pupils meeting the expected standard in reading, writing and maths 58% 50%
Percentage of pupils achieving at a higher standard in reading, writing and maths 7% 6%

Performance of girls and boys Click to expand

All pupils Girls Boys
Progress in reading
more info Click to expand

Progress score, description and confidence interval

3.5
Well above national average
(1.8 to 5.2)
3.2
Above national average
(0.8 to 5.6)
3.7
Well above national average
(1.4 to 6)
Progress in writing
more info Click to expand

Progress score, description and confidence interval

0.4
Average
(-1.2 to 2)
1.2
Average
(-1.2 to 3.6)
-0.4
Average
(-2.7 to 1.9)
Progress in maths
more info Click to expand

Progress score, description and confidence interval

3.5
Well above national average
(2.1 to 4.9)
2.6
Above national average
(0.6 to 4.6)
4.4
Well above national average
(2.5 to 6.3)
Percentage of pupils meeting the expected standard in reading, writing and maths 58% 57% 59%
Percentage of pupils achieving at a higher standard in reading, writing and maths 7% 7% 7%

Performance of non-mobile pupils Click to expand

'Non-mobile pupils' are pupils who were at the school throughout both year 5 and year 6.

All pupils Non-mobile pupils
Progress in reading
more info Click to expand

Progress score, description and confidence interval

3.5
Well above national average
(1.8 to 5.2)
3.5
Well above national average
(1.8 to 5.2)
Progress in writing
more info Click to expand

Progress score, description and confidence interval

0.4
Average
(-1.2 to 2)
0.4
Average
(-1.3 to 2.1)
Progress in maths
more info Click to expand

Progress score, description and confidence interval

3.5
Well above national average
(2.1 to 4.9)
3.6
Well above national average
(2.2 to 5)
Percentage of pupils meeting the expected standard in reading, writing and maths 58% 57%
Percentage of pupils achieving at a higher standard in reading, writing and maths 7% 7%

Secondary (key stage 4) performance in 2016

These are provisional results and reflect the performance of pupils who finished key stage 4 (when most pupils finish their GCSEs) in 2016. We will publish revised figures in January 2017, these updates will include; late results, amendments following re-mark requests and pupil changes made when schools check the data. These provisional results were published in October 2016.


'Progress 8' score (progress made during secondary)

Progress 8 tells us how well pupils at this school have progressed between the end of primary school (key stage 2) and the end of secondary school (key stage 4), compared to pupils in other schools who got similar results at the end of primary school. This is based on results in up to 8 qualifications, which include English, maths, 3 qualifications including sciences, computer science, history, geography and languages, and 3 other additional approved qualifications

HideShow more info and video Click to expand

The average Progress 8 score for ‘mainstream’ schools in England is 0. Mainstream schools are schools that aren’t special schools or 'alternative provision settings' (for example pupil referral units). Most schools score between -1 and +1. If a school scores +1 and above, it shows that pupils made exceptionally good progress. If the score is below -0.5, the school may come under increased scrutiny and receive additional support. 

Confidence intervals(opens a popup) - It is difficult to say with certainty how much of the Progress 8 score is down to the school (which may have scored higher with a different group of pupils) and how much is down to the pupils (for example some may have performed well at any school). The confidence interval reflects this uncertainty. If the confidence intervals for two schools overlap, then we can't say for certain that the two Progress 8 scores for these schools are significantly different.

How we calculate the Progress 8 descriptions ('bandings'):

Progress 8 description School is given the description if...
Well above average Score is 0.5 or higher, and lower confidence interval is 0 or higher.
Above average Score is higher than 0 but lower than 0.5, 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.

Detailed guide to Progress 8 - for more information about how the Progress 8 score is calculated.

Well above average

(about 5% of schools in England)

Above average

(about 25% of schools in England)

This score is average

(about 40% of schools in England)

Progress 8 score is -0.06

Confidence interval(opens a popup) is -0.26 to +0.13

Below average

(about 20% of schools in England)

Well below average

(about 10% of schools in England)

Progress 8 score Close to national average
-0.06
Progress 8 confidence interval -0.26 to +0.13
View as table
Additional chart Click to expand

The chart below shows how the school compares on Progress 8 against the
England and local authority averages:

School

School's confidence interval

Buckinghamshire (local authority)

England state-funded mainstream schools

This school = -0.06
-1.0
Progress needs improvement
0.00
1.0
Progress very good
Buckinghamshire = +0.01
England average = 0.00

Results at end of secondary school

How pupils performed in their GCSEs, regulated international GCSEs, AS Levels taken early and other approved qualifications.

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We don’t include data on all key stage 4 qualifications in secondary performance tables. Since the 2014 policy reforms, we only count approved qualifications. Schools that offer unapproved qualifications - for example, unregulated international GCSEs - may find that their performance is recorded as 0% against a measure such as ‘Pupils achieving a grade C or better in English and maths GCSEs’.

'Attainment 8' score (results in core subjects)

Schools get a score based on how well pupils have performed in up to 8 qualifications, which include English, maths, 3 qualifications including sciences, computer science, history, geography and languages, and 3 other additional approved qualifications.

School Buckinghamshire (local authority) England all schools
Attainment 8 score 49.6 55.3 48.2
View as table

English and maths GCSEs

Pupils achieving a grade C or better in English and maths GCSEs.

School Buckinghamshire (local authority) England all schools
Pupils achieving a grade C or better in English and maths GCSEs 57% 73.6% 58.7%
View as table

Pupils 'achieving' the 'English Baccalaureate'

The English Baccalaureate is not a test or qualification; it is a measure used to provide information about a particular range of qualifications. A pupil is considered to have ‘achieved’ the English Baccalaureate if they got a grade C or better in the following subjects: English, maths, sciences, a language and either history or geography.

School Buckinghamshire (local authority) England all schools
Pupils achieving the English Baccalaureate 13% 36.5% 22.8%
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Pupils 'entering for' the 'English Baccalaureate'

The English Baccalaureate is not a test or qualification; it is a measure used to provide information about a particular range of qualifications. A pupil is considered to have ‘entered’ for the English Baccalaureate if they entered for qualifications in English, maths, sciences, a language and either history or geography.

School Buckinghamshire (local authority) England all schools
Pupils entering for the English Baccalaureate 20% 44.3% 36.6%
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Pupil destinations - pupils staying in education or going into employment

This measures the number of pupils who either stayed in education or went into employment after year 11 (after key stage 4). The data published in October 2016 is for pupils who finished year 11 in 2014, which is the most recent data currently available.

School Buckinghamshire (local authority) England all schools
Pupils going on to Education and employment after key stage 4 98% 97% 94%
View as table

Additional data

Performance over time Click to expand

2014 final results 2015 final results 2016 provisional results

Progress 8 score, description and confidence interval

St Michael's Catholic School NA --- -0.06 (-0.26 to 0.13)
Buckinghamshire NA --- 0.01 (-0.01 to 0.04)
England state-funded schools NA -0.03 -0.03
England all schools NA NA NA

Attainment 8 score

St Michael's Catholic School NA --- 49.6
Buckinghamshire NA --- 55.3
England state-funded schools NA 48.4 49.8
England all schools NA 47.4 48.2

Grade C or better in English & maths GCSEs

St Michael's Catholic School 47% 51% 57%
Buckinghamshire 71.1% 70.80% 73.6%
England state-funded schools 58.9% 59.20% 62.6%
England all schools 55.5% 55.80% 58.7%

Grade C or better in all English Baccalaureate qualifications

St Michael's Catholic School 14% 15% 13%
Buckinghamshire 33.4% 31.90% 36.5%
England state-funded schools 24.2% 24.30% 24.5%
England all schools 22.9% 22.90% 22.8%

Entering for the English Baccalaurete

St Michael's Catholic School 25% 20% 20%
Buckinghamshire 40.2% 38.20% 44.3%
England state-funded schools 38.7% 38.70% 39.6%
England all schools 36.3% 36.20% 36.6%

Staying in education or employment for at least two terms after key stage 4

more info Click to expand

The 2016 data is for pupils who finished  year 11 in 2014, which is the most recent data currently available.

St Michael's Catholic School NA NA 98% (108 of 110)
Buckinghamshire NA NA 97% (5510 of 5680)
England state-funded schools NA NA 94% (522835 of 558995)
England all schools NA NA 94% (522835 of 558995)

Breakdown of pupil destinations - what pupils did after secondary (after key stage 4) Click to expand

This data, published in October 2016, is for pupils who completed secondary (year 11, or key stage 4) in 2014, which is the most recent data available.

School Local authority state funded schools England state funded schools
Pupils staying in education or employment for at least two terms after key stage 4
more info Click to expand

Any sustained education or employment destination.

98% 97% 94%
Total number of pupils included in destination measures
more info Click to expand

Number of pupils in the 2013/14 key stage 4 cohort.

110 5680 558995
Apprenticeships
more info Click to expand

Pupils are reported as an apprenticeship destination if they sustained education or employment for two terms and had a record of taking a funded apprenticeship at any time between August and July. All apprentices also appear under either employment or education destinations.

3% 4% 6%
Pupils staying in employment for at least two terms after key stage 4
more info Click to expand

Pupils who have been in a sustained employment destination for the first two terms, October 2014 to March 2015. This includes pupils who sustained the two terms through a combination of education and employment.

5% 3% 3%
Pupils staying in education for at least two terms after key stage 4
more info Click to expand

Pupils who have been in a sustained education destination for the first two terms, October 2014 to March 2015. Individual lines may not add up to totals as there are a small number of pupils who were identified as sustaining more than one destination.

93% 94% 90%
Further education college or other further education provider
more info Click to expand

Other further education provider' includes pupils on work based learning or studying further education in a higher education institution. This does not include school sixth forms or sixth-form colleges.

36% 24% 38%
Sixth form college SUPP 4% 13%
School sixth form 41% 64% 39%
Other education destinations SUPP 2% 2%
Pupils not staying in education or employment for at least two terms after key stage 4
more info Click to expand

'Not staying in education or employment' means either the pupil had some education or employment participation in the destination year but it was not sustained from October to March or the pupil had no participation at all and was known to be NEET at some time in the destination year.

SUPP 2% 6%
No activity captured in data
more info Click to expand

'No activity captured in data' means the pupil was not found in an education or employment destination. Possible reasons for this could be that the pupil was living, working or studying abroad, was self-employed, or was attending a Scottish or Welsh college or school. Some pupils may have an education destination to an independent school that was not identified in the currently available data but may be included in the revised publication.

SUPP 1% 1%

More about this data Click to expand

Figures in the performance tables will only include those qualifications documented on the list of approved qualifications for the performance tables - for example, they will not include unapproved international GCSEs. Schools that offer unapproved qualifications may find that their performance against some headlines measures such as 'Pupils achieving a grade C or better in English and maths GCSEs' may be recorded as 0%.

Guidance and supporting documentation on school performance tables:

State-funded schools (local authority maintained schools and academies) are held to account for their performance against these measures when finalised. We publish results for independent schools, but they are not accountable against these measures.

School Buckinghamshire (local authority) England all schools
5+ A*-C GCSEs (or equivalent) including English and maths GCSEs 50% 68.90% 53.80%
Achieving the English Baccalaureate 15% 31.90% 22.90%
A*-C in English and maths GCSEs 51% 70.80% 55.80%
Making expected progress in English 66% 77.70% NA
Making expected progress in maths 59% 77.80% NA

Key stage 4 achievement

  • Pupils achieving:
  • more info Click to expand

    The English Baccalaureate is achieved by pupils who have obtained GCSEs at grade A* to C in English, maths, two sciences, a language and a humanities subject.

School Buckinghamshire (local authority) England all schools
5+ A*-C GCSEs (or equivalent) including English and maths GCSEs 50% 68.90% 53.80%
Achieving the English Baccalaureate 15% 31.90% 22.90%
A*-C in English and maths GCSEs 51% 70.80% 55.80%
View as table

Pupil progress since key stage 2

  • Pupils making expected progress in:
    more info Click to expand

    Pupils achieving a level 4 by the end of key stage 2 (usually the end of year 6) are expected to achieve at least a C grade at GCSE. Pupils reaching level 5 at key stage 2 are expected to achieve at least a B at GCSE.

School Buckinghamshire (local authority) England all schools
Making expected progress in English 66% 77.70% NA
Making expected progress in maths 59% 77.80% NA
View as table

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.

2013 2014 2015

5+ A*-C GCSEs (or equivalent) including English and maths GCSEs

St Michael's Catholic School 56% 47% 50%
Buckinghamshire (local authority) 71.3% 69.5% 68.90%
England state-funded schools 60.6% 56.6% 57.10%
England all schools 59.2% 53.4% 53.80%

Achieving the English Baccalaureate

St Michael's Catholic School 7% 14% 15%
Buckinghamshire (local authority) 34.4% 33.4% 31.90%
England state-funded schools 22.8% 24.2% 24.30%
England all schools 23.0% 22.9% 22.90%

Performance by 'prior attainment' Click to expand

'Prior attainment' is the attainment level of a pupil at the end of the previous key stage - key stage 1. This data indicates how well a school helps all of its pupils to meet their potential. Middle attainers are pupils who achieved level 2 at the end of key stage 1. High attainers achieved higher than level 2 at the end of key stage 1, while low attainers had not achieved level 2 at the end of key stage 1. Pupils without key stage 1 results are not included in these figures.

All pupils Low attainers at KS2 Middle attainers at KS2 High attainers at KS2
Number of pupils 116 20 62 30
5+ A*-C GCSEs (or equivalent) including English and maths GCSEs 50% 5% 48% 83%
Achieving the English Baccalaureate 15% 0% 10% 33%
A*-C in English and maths GCSEs 51% 5% 50% 83%
5+ A*-C grade GCSEs (or equivalent) 60% NA NA NA
5+ A*-G grade GCSEs (or equivalent) 97% NA NA NA
Achieving at least one qualification 100% NA NA NA
Entered in all English Baccalaureate subjects
more info Click to expand

The English Baccalaureate is achieved by pupils who have obtained GCSEs at grade A* to C in English, maths, two sciences, a language and a humanities subject.

20% 10% 15% 37%
Making expected progress in English
more info Click to expand

Pupils achieving a level 4 by the end of key stage 2 (usually the end of year 6) are expected to achieve at least a C grade at GCSE. Pupils reaching level 5 at key stage 2 are expected to achieve at least a B at GCSE.

66% 60% 66% 73%
Making expected progress in maths
more info Click to expand

Pupils achieving a level 4 by the end of key stage 2 (usually the end of year 6) are expected to achieve at least a C grade at GCSE. Pupils reaching level 5 at key stage 2 are expected to achieve at least a B at GCSE.

59% 40% 60% 70%
Value added in best 8 qualifications
more info Click to expand

A measure of the progress made by pupils from the end of key stage 2 to the end of key stage 4 based on their best 8 exam results.

998.5 1042 987.5 992.4
Value added confidence interval (lower to upper)
more info Click to expand

It is difficult to say with certainty how much of the Value added is down to the school (which may have scored higher with a different group of pupils) and how much is down to the pupils (some may have done well at any school).

The confidence interval reflects this uncertainty. If the confidence intervals for two schools overlap, then we can't say for certain that the two scores are significantly different.

984.8 to 1012.3 1009.5 to 1074.6 969 to 1006 965.8 to 1018.9
Proportion of pupils included in the value added measure 97% NA NA NA

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.

Disadvantaged pupils Other pupils
Number of pupils 14 102
5+ A*-C GCSEs (or equivalent) including English and maths GCSEs 29% 53%
Achieving the English Baccalaureate 7% 16%
A*-C in English and maths GCSEs 29% 54%
Entered in all English Baccalaureate subjects 7% 22%
Making expected progress in English 50% 69%
Making expected progress in maths 36% 63%
Value added in best 8 qualifications
more info Click to expand

A measure of the progress made by pupils from the end of key stage 2 to the end of key stage 4 based on their best 8 exam results.

965.1 1003.3
Value added confidence interval (lower to upper)
more info Click to expand

It is difficult to say with certainty how much of the Value added is down to the school (which may have scored higher with a different group of pupils) and how much is down to the pupils (some may have done well at any school).

The confidence interval reflects this uncertainty. If the confidence intervals for two schools overlap, then we can't say for certain that the two scores are significantly different.

926.2 to 1004 988.6 to 1018
Average number of entries per pupil 8.6 8.7
Average point score achieved per pupil in best 8 qualifications 278.7 315.4

More about this data Click to expand

The 'final 2015' data relates only to ‘eligible pupils’ who reached the end of key stage 4 (end of year 11) in 2015.

The figures cover key stage 4 qualifications that are Ofqual regulated and also on the list of approved qualifications for 2015.

Pupil destinations - education after completing key stage 4 in 2013

This measures the number of pupils who stayed in education after year 11 (after key stage 4). The data published in 2015 is for pupils who finished year 11 in 2013, which was the most recent data available at that time.

Pupil destinations after key stage 4 Click to expand

Published January 2016

School Local Authority state funded schools England state funded schools
Total number of pupils
more info Click to expand

Number of pupils in the 2013/14 key stage 4 cohort.

110 5570 571810
Pupils staying in education for at least two terms after key stage 4
more info Click to expand

Individual lines may not add up to totals as there are a small number of students who were identified in more than one destination.

89% 94% 90%
Pupils not staying in education for at least two terms after key stage 4
more info Click to expand

Includes students who did not have continuous participation in education destinations from October to March.

4% 3% 7%
Activity not captured in data
more info Click to expand

'No activity captured in data' means the pupil was not found in an education or employment destination. Possible reasons for this could be that the pupil was living, working or studying abroad, was self-employed, or was attending a Scottish or Welsh college or school. Some pupils may have an education destination to an independent school that was not identified in the currently available data but may be included in the revised publication.

6% 3% 3%

Breakdown of education destinations Click to expand

Published January 2016

This measure cannot be directly compared to the 2016 destinations data as pupils entering employment were not included. Only pupils continuing education for at least two terms after key stage 4 are reported for this year.

School Local Authority state funded schools England state funded schools
Pupils staying in education for at least two terms after key stage 4
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Individual lines may not add up to totals as there are a small number of students who were identified in more than one destination.

89% 94% 90%
Total number of pupils included
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Number of pupils in the 2013/14 key stage 4 cohort.

110 5570 571810
Further education college 29% 21% 34%
School sixth form
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State funded

48% 66% 38%
Sixth form college 12% 3% 12%
Independent school 0% 1% SP
Other further education provider
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Includes students undertaking further education provision at a higher education institution

SUPP 2% 3%
Specialist post-16 institution 0% 0% SP
Alternative provision or pupil referral unit 0% SUPP SP
Special school
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Maintained, non-maintained and independent special schools

0% 2% 1%
Apprenticeships
more info Click to expand

Pupils are reported as an apprenticeship destination if they sustained education or employment for two terms and had a record of taking a funded apprenticeship at any time between August and July. All apprentices also appear under either employment or education destinations.

SUPP 3% 5%
UK higher education institution 0% SUPP SP
Attending more than one type of institution
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Includes students who fulfilled the October to March participation criteria but through more than one type of education destination.

0% SP SP
Pupils not staying in education for at least two terms after key stage 4
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Includes students who did not have continuous participation in education destinations from October to March.

4% 3% 7%
Activity not captured in data
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'No activity captured in data' means the pupil was not found in an education or employment destination. Possible reasons for this could be that the pupil was living, working or studying abroad, was self-employed, or was attending a Scottish or Welsh college or school. Some pupils may have an education destination to an independent school that was not identified in the currently available data but may be included in the revised publication.

6% 3% 3%

More about this data Click to expand

The 'final 2015' data relates only to ‘eligible pupils’ who reached the end of key stage 4 (end of year 11) in 2015.

The figures cover key stage 4 qualifications that are Ofqual regulated and also on the list of approved qualifications for 2015.

A Level performance Click to expand

Includes students who are at the end of 16-18 study and have been entered for at least one A level. Where a student has studied a mix of qualifications, they may also be included in the academic or vocational performance measures.

School National
Average point score per A level entry
more info Click to expand

The total number of A / AS level points achieved by students divided by the total number of entries made in these qualifications.

Points are assigned to A level grades on a scale of 150 points for an E to 300 points for an A*.

186.8 216.1
Average point score per A level entry expressed as a grade
more info Click to expand

A conversion of the average point score per entry into an average grade. For example, an average point score between 295 and 300 converts to an A* average grade.

D+ C+
Average point score per A level student (full-time equivalent)
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The total number of A / AS level points achieved by students divided by the total number of full time equivalent (FTE) students taking those qualifications.

Points are assigned to A level grades on a scale of 150 points for an E to 300 points for an A*.

The number of FTE students is based on the proportion of time a student spends on A level study compared to the time spent on their whole study programme.

593.9 778.3
Achieving at least 3 A levels at A*-E 39% 78.7%
Achieving at least 2 A levels at A*-E 91% 92.2%
Achieving AAB or higher in at least 2 facilitating subjects
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Facilitating 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.

0% 14.7%
Value added score
more info Click to expand

Shows how much progress students make between the end of KS4 and the end of 16 to 18 study. The score is shown as a number of A level grade(s) above or below the national average level of progress for students of similar prior ability.

-0.20 NA
Value added lower confidence limit
more info Click to expand

It is difficult to say with certainty how much of the Value added is down to the school (which may have scored higher with a different group of pupils) and how much is down to the pupils (some may have done well at any school).

The confidence interval reflects this uncertainty.If the confidence intervals for two schools overlap, then we can't say for certain that the two scores are significantly different.

-0.38 NA
Value added upper confidence limit
more info Click to expand

It is difficult to say with certainty how much of the Value added is down to the school (which may have scored higher with a different group of pupils) and how much is down to the pupils (some may have done well at any school).

The confidence interval reflects this uncertainty.If the confidence intervals for two schools overlap, then we can't say for certain that the two scores are significantly different.

-0.02 NA
Number of A level entries included in the Value added score 64 NA
Number of students at the end of A level study
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The number of students at the end of their A level studies. This figure is also included in the number of students at the end of academic study.

23 NA
Number of full-time equivalent (FTE) students at the end of A level study
more info Click to expand

The number of FTE students is based on the proportion of time a student spends on A level study compared to the time spent on their whole study programme.

18.9 NA

Academic performance Click to expand

Includes students who are at the end of 16-18 study and have been entered for at least one A level or an International Baccalaureate, Pre-U or AQA Baccalaureate qualification . Where a student has studied a mix of qualifications, they may also be included in the A level or vocational performance measures.

School National
Average point score per academic entry
more info Click to expand

The total number of academic points achieved by students divided by the total number of entries made in these qualifications.

Points are assigned to grades differently depending on the type of academic qualification.

188.2 216.4
Average point score per academic entry expressed as a grade
more info Click to expand

The average point score per entry converted into an average grade eg an average point score between 295 and 300 converts to an A* average grade.

D+ C+
Average point score per full-time equivalent (FTE) academic student
more info Click to expand

The total number of academic points achieved by students divided by the total number of full time equivalent (FTE) students taking those qualifications.

Points are assigned to grades differently depending on the type of qualification.

599.4 785.5
Achieving qualifications equivalent to at least 3 A levels at A*-E 39% 79.3%
Achieving qualifications equivalent to at least 2 A levels at A*-E 91% 92.4%
Value added score
more info Click to expand

Shows how much progress students make between the end of KS4 and the end of 16 to 18 study. The score is shown as a number of A level grade(s) above or below the national average level of progress for students of similar prior ability.

-0.18 ---
Value added lower confidence limit
more info Click to expand

It is difficult to say with certainty how much of the Value added is down to the school (which may have scored higher with a different group of pupils) and how much is down to the pupils (some may have done well at any school). The confidence interval reflects this uncertainty.If the confidence intervals for two schools overlap, then we can't say for certain that the two scores are significantly different.

-0.36 NA
Value added upper confidence limit
more info Click to expand

It is difficult to say with certainty how much of the Value added is down to the school (which may have scored higher with a different group of pupils) and how much is down to the pupils (some may have done well at any school). The confidence interval reflects this uncertainty.If the confidence intervals for two schools overlap, then we can't say for certain that the two scores are significantly different.

0.00 NA
Number of A level entries included in the Value added score 69 NA
Number of students at the end of academic study
more info Click to expand

The number of students at the end of academic studies, e.g. A level, International Baccalaureate, Pre-U, AQA Baccalaureate etc.

23 NA
Number of full-time equivalent (FTE) students at the end of academic study
more info Click to expand

The number of FTE students is based on the proportion of time a student spends on academic study compared to the time spent on their whole study programme.

19.3 NA

Vocational performance Click to expand

Includes students who are at the end of 16-18 study and have been entered for at least one substantial advanced vocational qualfication eg a level 3 BTEC or diploma. Where a student has studied a mix of qualifications, they may also be included in the A level or academic performance measures.

School National
Average point score per vocational entry
more info Click to expand

The total number of vocational points achieved by students divided by the total number of entries made in these qualifications.

Points are assigned to grades differently depending on the type of vocational qualification.

197.7 219.5
Average point score per vocational entry expressed as a grade
more info Click to expand

The average point score per entry converted into an average grade eg an average point score between 260 and 270 converts to a Distinction* average grade.

Merit Dist-
Average point score per full-time equivalent (FTE) vocational student
more info Click to expand

The total number of vocational points achieved by students divided by the total number of full time equivalent (FTE) students taking those qualifications.

Points are assigned to grades differently depending on the type of qualification.

The number of FTE students is based on the proportion of time a student spends on vocational study compared to the time spent on their whole study programme.

501.3 577.4
Achieving at least 3 substantial vocational qualifications 0% 47.5%
Achieving at least 2 substantial vocational qualifications 36% 65.8%
Value added score
more info Click to expand

Shows how much progress student makes between the end of KS4 and the end of 16 to 18 study. The score is shown as a number of of BTEC Subsidiary Diploma grade(s) above or below the national average level of progress for students of similar prior ability.

-0.70 ---
Value added lower confidence limit
more info Click to expand

It is difficult to say with certainty how much of the Value added is down to the school (which may have scored higher with a different group of pupils) and how much is down to the pupils (some may have done well at any school). The confidence interval reflects this uncertainty. If the confidence intervals for two schools overlap, then we can't say for certain that the two scores are significantly different.

-1.10 NA
Value added upper confidence limit
more info Click to expand

It is difficult to say with certainty how much of the Value added is down to the school (which may have scored higher with a different group of pupils) and how much is down to the pupils (some may have done well at any school). The confidence interval reflects this uncertainty.If the confidence intervals for two schools overlap, then we can't say for certain that the two scores are significantly different.

-0.30 NA
Number of vocational entries included in the Value added measure 19 NA
Number of students at the end of vocational study
more info Click to expand

The number of students at the end of advanced level vocational study.

14 NA
Number of full-time equivalent (FTE) students at the end of vocational study
more info Click to expand

The number of FTE students is based on the proportion of time a student spends on vocational study compared to the time spent on their whole study programme.

7.7 NA

About this data Click to expand

The figures above provide information on the achievement of students at the end of 16-18 study in secondary schools and colleges.

Minimum expected standards

These help the Department for Education to identify schools and colleges needing intervention to bring standards up to an acceptable level.

The key stage 5 interim minimum standards for schools and colleges are

• at least 45% of students achieve an average point score per entry in vocational qualifications of 194 points (a BTEC single starred distinction scores 270 points, a single pass scores 160 points)

• at least 45% of students achieve an average point score per entry in academic qualifications of 172 points (an A* scores 300 points, an E 150 points)



Absence in 2014 to 2015

Absence data covers pupils aged 5 to 15 on 31 August 2014, and is for the full 2014 to 2015 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. We plan to publish absence data for the 2015 to 2016 academic year in March 2017.

Absence Click to expand

School National
Overall absence
more info Click to expand

Percentage of possible mornings or afternoons recorded as an absence from school for whatever reason, whether authorised or unauthorised, across the full academic year.

4.8% 5.3%
Persistent absence
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The percentage of pupils missing 15% or more of the mornings or afternoons they could attend. For most pupils this means missing 56 or more mornings or afternoons in a year.

3.5% 5.4%


Pupil population in 2015 to 2016

The figures below are for the 2015 to 2016 academic year, which is the latest year for which primary (key stage 2) performance results have been published. Secondary (key stage 4) and 16-18 performance results for the 2015 to 2016 academic year will be published in January 2017.

Pupil population Click to expand

School National
Total number of pupils on roll (all ages) 1098 3184728
Girls on roll 49% 49.7%
Boys on roll 51% 50.3%
Pupils with a statement of special educational needs (SEN) or education, health and care (EHC) plan 2.3% 1.8%
Pupils whose first language is not English 29.4% 15.0%
Pupils eligible for free school meals at any time during the past 6 years 10.7% 29.4%


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)


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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 primary (key stage 2) performance results have been published. Secondary (key stage 4) and 16-18 performance results for the 2015 to 2016 academic year will be published in January 2017.

School workforce Click to expand

School National

Teachers:

Total number
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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

64 ---
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

58.1 ---
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.

19.1 15.0
Average salary per full-time equivalent
more info Click to expand

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.

£36233 £38,246

Teaching assistants:

Total number
more info Click to expand

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

36 ---
Number of full-time equivalents
more info Click to expand

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

22.1 ---

Support staff:

Total number
more info Click to expand

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

17 ---
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

12 ---

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.

Technical guidance
More detail is available in our methodology and technical documents (opens in a new window)

Finance 2014 to 2015

Please note that we plan to publish finance data for 2015 to 2016 by the end of Feb 2017.

2014 to 2015 school income per pupil Click to expand

School Local authority (LA) median Non-London LAs median National median
Total income
more info Click to expand

Sum of grant funding and self generated income

£4306 £4638 £5,494 £5,894
Grant funding
more info Click to expand

Includes funds delegated by the LA, funding for 6th form students, SEN funding, funding for minority ethnic pupils, Pupil Premium, other government grants, other grants and payments, pupil focused extended school funding and/or grants and Additional grant for schools

£4179 £4527 £5,310 £5,694
Self-generated income
more info Click to expand

Includes income from facilities and services, receipts from other insurance claims, income from contributions to visits etc, donations and/or private funds

£127 £136 £163 £155

2014 to 2015 school spending per pupil Click to expand

School Local authority (LA) median Non-London LAs median National median
Total spend per pupil £4441 £4620 £5,539 £5,944
Teaching staff
more info Click to expand

Includes all teachers' pay

£2299 £2705 £3,061 £3,202
Supply staff
more info Click to expand

Includes salaries for supply staff employed directly by the school, agency staff and insurance costs

£211 £191 £107 £124
Education support staff
more info Click to expand

Includes salaries and wages of education support staff and insurance costs

£681 £540 £573 £626
Bought in professional services - curriculum
more info Click to expand

Includes spending on professional services to support the curriculum

£31 £32 £58 £67
Other staff costs
more info Click to expand

Includes cost of other staff, indirect employess expenses, development and training, staff related insurance

£107 £69 £92 £104
Learning resources (not ICT equipment)
more info Click to expand

Includes books, classroom and learning equipment, school trips and payments to alternative provision services

£155 £159 £218 £241
ICT learning resources
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Includes education software, cost of broadband, hire contracts and ICT revenue expenditure

£41 £43 £73 £77
Back office (inc. staff costs)
more info Click to expand

Includes administrative and clerical staff, administrative supplies and bought in professional services for administrative functions such as finances or legal

£448 £451 £493 £544
Catering (inc. staff costs)
more info Click to expand

Includes spending on catering staff and catering supplies including providing free school meals and free milk

£50 £30 £42 £61
Premises (inc. staff costs)
more info Click to expand

Includes building and premises maintenance and improvement, cleaning and caretaking, water and sewerage services including security and hygiene and includes salaries for employees of the school

£206 £244 £355 £384
Energy
more info Click to expand

Includes all costs related to fuel and energy

£94 £82 £95 £99
Other spending
more info Click to expand

Includes rates, exam fees, other insurance premiums, special facilities such as swimming pools, loan interest, community focused school staff and school costs

£117 £171 £221 £223

School spending per pupil over time Click to expand

2012-2013 2013-2014 2014-2015
Total spend £4112 £4212 £4441
Teaching and education support staff
more info Click to expand

The sum of all teachers' and education support staff pay and insurance costs, not including supply staff

£2865 £2825 £2980
Supply teachers
more info Click to expand

Includes salaries for supply staff employed directly by the school, agency staff and insurance costs

£102 £202 £211
Back office costs
more info Click to expand

Includes administrative and clerical staff, administrative supplies and bought in professional services for administrative functions such as finances and legal

£437 £499 £448
Energy
more info Click to expand

Includes all costs related to fuel and energy

£79 £78 £94
All other spending £629 £608 £708

About this data Click to expand

The finance section allows you to compare the outcomes schools achieve with how they spend their money, and so ask questions about how they could use their resources more efficiently and effectively.

Where possible, figures are shown as income or spend per pupil at the school to make comparisons easier. Some schools, such as academies and free schools, publish their financial information in different ways. You can find information about the income and spending of an academy or a free school in the annual report and financial statements provided.

To compare school incomes and spending fairly, you should consider the percentage of children eligible for free school meals (FSM), the type of school and whether a school is in London or not.

Local authority and national averages
Please note the national and local authority finance figures provided are all middle (median) values, the most appropriate type of average for this data. Using medians means that the figures for each aspect of income or spending in a region may not add up to give the total spending value (which itself is a median value).

Technical guidance
More detail is available in our methodology and technical documents (opens in a new window)

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