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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Fort Pitt Grammar School

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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 0.03

Confidence interval(opens a popup) is -0.16 to +0.22

Below average

(about 20% of schools in England)

Well below average

(about 10% of schools in England)

Progress 8 score Close to national average
+0.03
Progress 8 confidence interval -0.16 to +0.22
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

Medway (local authority)

England state-funded mainstream schools

This school = +0.03
-1.0
Progress needs improvement
0.00
1.0
Progress very good
Medway = +0.05
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.

HideShow more info Click to expand

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 Medway (local authority) England all schools
Attainment 8 score 62.3 49.8 48.2
View as table

English and maths GCSEs

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

School Medway (local authority) England all schools
Pupils achieving a grade C or better in English and maths GCSEs 96% 64.5% 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 Medway (local authority) England all schools
Pupils achieving the English Baccalaureate 63% 26.4% 22.8%
View as table

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 Medway (local authority) England all schools
Pupils entering for the English Baccalaureate 78% 37.1% 36.6%
View as table

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 Medway (local authority) England all schools
Pupils going on to Education and employment after key stage 4 96% 93% 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

Fort Pitt Grammar School NA 0.2 (0 to 0.39) 0.03 (-0.16 to 0.22)
Medway NA --- 0.05 (0.01 to 0.09)
England state-funded schools NA -0.03 -0.03
England all schools NA NA NA

Attainment 8 score

Fort Pitt Grammar School NA 63 62.3
Medway NA --- 49.8
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

Fort Pitt Grammar School 94% 96% 96%
Medway 62.0% 59.60% 64.5%
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

Fort Pitt Grammar School 52% 53% 63%
Medway 23.4% 25.90% 26.4%
England state-funded schools 24.2% 24.30% 24.5%
England all schools 22.9% 22.90% 22.8%

Entering for the English Baccalaurete

Fort Pitt Grammar School 63% 67% 78%
Medway 35.5% 37.50% 37.1%
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.

Fort Pitt Grammar School NA NA 96% (102 of 106)
Medway NA NA 93% (2870 of 3070)
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.

96% 93% 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.

106 3070 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.

5% 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.

SUPP 2% 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.

SUPP 91% 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.

13% 32% 38%
Sixth form college SUPP SP 13%
School sixth form 81% 56% 39%
Other education destinations SUPP 3% 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 6% 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.

Progress 8

  • Progress 8 shows whether, as a group, pupils in this school made above or below average progress across 8 qualifications, from the end of primary school to the end of secondary school, compared to similar pupils in other schools.
Close to national average
+0.2 grades
What does this score mean? Click to expand

The average score for mainstream schools in England is 0. In most cases, schools score somewhere between -1 and +1.

If a school scores +1 and above, it shows that pupils made very good progress and the school can be exempt from Ofsted inspection for a year. If the score is below -0.5, the school may come under increased scrutiny.

Confidence interval
0 to +0.39
more info Click to expand

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.

Generally speaking, the greater the number of students, the smaller the range of the confidence interval. For smaller schools, the confidence interval tends to be larger, since fewer pupils are included, and therefore the score will be more greatly impacted by performance of individual pupils.

A school is above average if their Progress 8 score is above 0 and the whole confidence interval is above 0. Similarly, a school is below average if their Progress 8 score is below 0 and the whole confidence interval is below 0.

More information on statistical confidence

Attainment 8

  • more info Click to expand

    The average pupil achievement across 8 qualifications, including English and maths and at least 3 other English Baccalaureate qualifications.

School Medway (local authority) England all schools
Attainment 8 63 NA 47.4
View as table

Key stage 4 achievement

  • 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 Medway (local authority) England all schools
Pupils achieving the English Baccalaureate 53% 25.90% 22.90%
Pupils achieving A*-C in English and maths GCSEs 96% 59.60% 55.80%
View as table

Additional performance measures

  • This school is one of 327 schools that opted into the new performance measures, Progress 8 and Attainment 8, a year early. Additional measures have been provided to allow comparison with other secondary schools not reporting Progress 8 and Attainment 8 this year.
    more info Click to expand

    Expected progress: 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 Medway (local authority) England all schools
Pupils achieving 5+ A*-C GCSEs (or equivalent) including English and maths GCSEs 96% 57.80% 53.80%
Pupils making expected progress in English 93% 73.90% NA
Pupils making expected progress in maths 84% 67.60% NA
View as table
Progress 8 score Close to national average
+0.2
Progress 8 confidence interval 0 to +0.39
School Medway (local authority) England all schools
Attainment 8 63 NA 47.4
Pupils achieving the English Baccalaureate 53% 25.90% 22.90%
Pupils achieving A*-C in English and maths GCSEs 96% 59.60% 55.80%

Additional performance measures

These values are also reported for schools who have not opted in to early Progress 8 and Attainment 8 reporting.

Pupils achieving 5+ A*-C GCSEs (or equivalent) including English and maths GCSEs 96% 57.80% 53.80%
Pupils making expected progress in English 93% 73.90% NA
Pupils making expected progress in maths 84% 67.60% NA

Additional data

Progress 8 by subject - disadvantaged pupils Click to expand

Evidence shows that, overall, performance of disadvantaged pupils is lower than that of other pupils. This data indicates how well a school does at tackling this difference. Disadvantaged pupils are those who were eligible for free school meals at any time during the last 6 years and children "looked after" (in the care of the local authority for a day or more or who have been adopted from care).

All pupils Disadvantaged pupils Other pupils

Context information:

Number of pupils at end of KS4 117 (100% are included in the Progress 8 calculation) 20 (20 are included in the Progress 8 calculation) 97 (97 are included in the Progress 8 calculation)

Overall score:

Score (confidence interval)
more info Click to expand

A school’s progress 8 score reflects the exam results of a specific group of pupils. It is difficult to say with certainty how much of the progress made 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. We use it to tell if there is a real difference between the school's score and the national average of 0, and to compare school scores. If the confidence intervals for two schools overlap, then we can't say for certain that the two scores are significantly different.

0.2 (0 to 0.39) -0.07 (-0.55 to 0.41) 0.25 (0.04 to 0.47)

Subject scores:

English 0.31 0.11 0.35
Maths -0.12 -0.37 -0.07
English Baccalaureate slots
more info Click to expand

The progress pupils made from the end of primary school to the end of secondary school in any 3 English Baccalaureate qualifications compared to pupils with similar starting points. The subjects that can count are science subjects, computer science, history, geography, and languages.

0.28 -0.14 0.37
Open slots
more info Click to expand

The progress pupils made from the end of primary school to the end of secondary school across any 3 other approved qualifications compared to pupils with similar starting points.

0.26 0.08 0.29

Attainment 8 by subject - disadvantaged pupils Click to expand

Evidence shows that there is a gap in the level of achievement and progress between disadvantaged pupils and others. This data indicates how well a school does at tackling this gap. Disadvantaged pupils are those who were eligible for free school meals at any time during the last 6 years and children "looked after" (in the care of the local authority for a day or more or who have been adopted from care).

All pupils Disadvantaged pupils Other pupils

Context information:

Number of pupils at end of KS4 117 20 97

Overall score:

Score 63 61.3 63.4

Subject scores:

English 13.2 12.9 13.2
Maths 12.1 11.8 12.2
English Baccalaureate slots
more info Click to expand

The average total Attainment 8 score per pupil in any 3 English Baccalaureate qualifications. The subjects that can count are science subjects, computer science, history, geography, and languages.

18.4 17.5 18.6
Open slots
more info Click to expand

The average total Attainment 8 score per pupil in any three other approved qualifications.

19.4 19.1 19.4
of which GCSEs only
more info Click to expand

The average total Attainment 8 score per pupil for GCSE qualifications counted in the open slot (including EBacc subjects not used for the EBacc slot).

19.4 19.1 19.4
of which non-GCSEs
more info Click to expand

The average total Attainment 8 score per pupil for all non-GCSE qualifications counted in the open slot.

0 0 0

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

Fort Pitt Grammar School 99% 94% 96%
Medway (local authority) 60.9% 58.8% 57.80%
England state-funded schools 60.6% 56.6% 57.10%
England all schools 59.2% 53.4% 53.80%

Achieving the English Baccalaureate

Fort Pitt Grammar School 23% 52% 53%
Medway (local authority) 18.6% 23.4% 25.90%
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 117 0 30 87
5+ A*-C GCSEs (or equivalent) including English and maths GCSEs 96% NE 83% 100%
Achieving the English Baccalaureate 53% NE 37% 59%
A*-C in English and maths GCSEs 96% NE 83% 100%
5+ A*-C grade GCSEs (or equivalent) 99% NA NA NA
5+ A*-G grade GCSEs (or equivalent) 100% 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.

67% NE 57% 70%
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.

93% NE 87% 95%
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.

84% NE 87% 83%
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.

1012.3 NE 1019.6 1009.8
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.

998.8 to 1025.8 NE 993 to 1046.2 994.2 to 1025.4
Proportion of pupils included in the value added measure 100% 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 20 97
5+ A*-C GCSEs (or equivalent) including English and maths GCSEs 95% 96%
Achieving the English Baccalaureate 45% 55%
A*-C in English and maths GCSEs 95% 96%
Entered in all English Baccalaureate subjects 60% 68%
Making expected progress in English 85% 95%
Making expected progress in maths 75% 86%
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.

998.3 1015.2
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.

965.8 to 1030.9 1000.4 to 1030
Average number of entries per pupil 10.5 10.8
Average point score achieved per pupil in best 8 qualifications 378.9 386.7

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.

120 3240 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.

97% 91% 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.

SUPP 6% 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.

SUPP 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
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.

97% 91% 90%
Total number of pupils included
more info Click to expand

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

120 3240 571810
Further education college 8% 29% 34%
School sixth form
more info Click to expand

State funded

88% 58% 38%
Sixth form college 0% SP 12%
Independent school 0% SP SP
Other further education provider
more info Click to expand

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% SP SP
Special school
more info Click to expand

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.

0% 3% 5%
UK higher education institution 0% SUPP SP
Attending more than one type of institution
more info Click to expand

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
more info Click to expand

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

SUPP 6% 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.

SUPP 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*.

219.5 216.1
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.

C+ C+
Average point score per A level student (full-time equivalent)
more info Click to expand

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.

859.1 778.3
Achieving at least 3 A levels at A*-E 94% 78.7%
Achieving at least 2 A levels at A*-E 100% 92.2%
Achieving AAB or higher in at least 2 facilitating subjects
more info Click to expand

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.

13% 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.

-0.11 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.

-0.19 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 413 NA
Number of students at the end of A level study
more info Click to expand

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.

102 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.

97.1 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.

220.4 216.4
Average point score per academic entry expressed as a grade
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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.

C+ C+
Average point score per full-time equivalent (FTE) academic student
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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.

866.3 785.5
Achieving qualifications equivalent to at least 3 A levels at A*-E 98% 79.3%
Achieving qualifications equivalent to at least 2 A levels at A*-E 100% 92.4%
Value added score
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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.

-0.10 ---
Value added lower confidence limit
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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.

-0.18 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 437 NA
Number of students at the end of academic study
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The number of students at the end of academic studies, e.g. A level, International Baccalaureate, Pre-U, AQA Baccalaureate etc.

102 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.

101.8 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.

SUPP 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.

SUPP 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.

SUPP 577.4
Achieving at least 3 substantial vocational qualifications SUPP 47.5%
Achieving at least 2 substantial vocational qualifications SUPP 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.

SUPP ---
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.

SUPP 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.

SUPP NA
Number of vocational entries included in the Value added measure SUPP 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.

1 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.

0.3 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
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Percentage of possible mornings or afternoons recorded as an absence from school for whatever reason, whether authorised or unauthorised, across the full academic year.

3.4% 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.

2.3% 5.4%


Pupil population in 2014 to 2015

The figures below are for the 2014 to 2015 academic year, which is the latest year for which performance results have been published for schools and colleges that do not cover the primary (key stage 2) phase of education. Pupil population figures for the 2015 to 2016 academic year will be published in January 2017 along with this school or college's 2015 to 2016 performance figures.

Pupil population Click to expand

School National
Total number of pupils on roll (all ages) 815 3184728
Girls on roll 96.9% 49.7%
Boys on roll 3.1% 50.3%
Pupils with a statement of special educational needs (SEN) or education, health and care (EHC) plan 0.1% 1.8%
Pupils whose first language is not English 9.9% 15.0%
Pupils eligible for free school meals at any time during the past 6 years 14.1% 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 2014 to 2015

The figures below are for the 2014 to 2015 academic year, based on the November 2014 school workforce census, which is the latest year for which performance results have been published for schools and colleges that do not cover the primary (key stage 2) phase of education. Workforce figures for the 2015 to 2016 academic year, based on the November 2015 school workforce census, will be published in January 2017 along with this school or college's 2015 to 2016 performance figures.

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

56 ---
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

49.9 ---
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.

16.3 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.

£39,088 £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

4 ---
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

3.3 ---

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

29 ---
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

25.2 ---

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.

This school or college does not provide financial data directly comparable with maintained schools



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