Now published: 16-18 remaining measures, 2017 absence data and time series data.
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Thomas Wolsey School

This academy joined the sponsor after the start of the 2016/17 academic year

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About these results Click to expand

This page shows final(opens a popup) results data for pupils who completed key stage 2(opens a popup) in the summer of 2017. These figures were published in December 2017.

Progress score in reading, writing and maths Open help text for Progress score and description (opens a popup)

Reading
There is no data available for this school or college for this measure. This is for the following reason: SUPP(opens a popup)
Writing
There is no data available for this school or college for this measure. This is for the following reason: SUPP(opens a popup)
Maths
There is no data available for this school or college for this measure. This is for the following reason: SUPP(opens a popup)

Pupils meeting expected standard in reading, writing and maths Open help text for % of pupils meeting expected standard (opens a popup)

There is no data available for this school or college for this measure. This is for the following reason: SUPP(opens a popup)

Pupils achieving at a higher standard in reading, writing and maths Open help text for % of pupils achieving at a higher standard (opens a popup)

There is no data available for this school or college for this measure. This is for the following reason: SUPP(opens a popup)

Average score in reading Open help text for Average score in reading (opens a popup)

There is no data available for this school or college for this measure. This is for the following reason: SUPP(opens a popup)

Average score in maths Open help text for Average score in maths (opens a popup)

There is no data available for this school or college for this measure. This is for the following reason: SUPP(opens a popup)

Results over time

These measures were first recorded in 2016, so 2 years of results are shown. You can also download historical performance data back to 1991.

Progress in reading Click to expand

Progress scores are not directly comparable between years because of changes in the distribution of scores. This means we have to adjust the thresholds for the progress bandings each year. However, a change in a school’s progress banding is indicative of a change in its performance. For example, a school that had a progress banding of ‘average’ in 2016 and ‘above average’ in 2017 is likely to have improved the progress made with its pupils. This measure was first recorded in 2016.

2016 final(opens a popup) 2017 final(opens a popup)
School SUPP(opens a popup) Open help text for Reading progress score for Thomas Wolsey School (2016))More score details SUPP(opens a popup) Open help text for Reading progress score for Thomas Wolsey School )More score details
Local authority Below average
-0.8
Below average
-0.5
England state-funded schools 0.0 0.0

Progress in writing Click to expand

Progress scores are not directly comparable between years because of changes in the distribution of scores. This means we have to adjust the thresholds for the progress bandings each year. However, a change in a school’s progress banding is indicative of a change in its performance. For example, a school that had a progress banding of ‘average’ in 2016 and ‘above average’ in 2017 is likely to have improved the progress made with its pupils. This measure was first recorded in 2016.

2016 final(opens a popup) 2017 final(opens a popup)
School SUPP(opens a popup) Open help text for Writing progress score for Thomas Wolsey School (2016))More score details SUPP(opens a popup) Open help text for Writing progress score for Thomas Wolsey School )More score details
Local authority Below average
-0.8
Below average
-0.3
England state-funded schools 0.0 0.0

Progress in maths Click to expand

Progress scores are not directly comparable between years because of changes in the distribution of scores. This means we have to adjust the thresholds for the progress bandings each year. However, a change in a school’s progress banding is indicative of a change in its performance. For example, a school that had a progress banding of ‘average’ in 2016 and ‘above average’ in 2017 is likely to have improved the progress made with its pupils. This measure was first recorded in 2016.

2016 final(opens a popup) 2017 final(opens a popup)
School SUPP(opens a popup) Open help text for Maths progress score for Thomas Wolsey School (2016))More score details SUPP(opens a popup) Open help text for Maths progress score for Thomas Wolsey School )More score details
Local authority Below average
-1.2
Below average
-1.1
England state-funded schools 0.0 0.0

Pupils meeting expected standard in reading, writing and maths Click to expand

This measure was first recorded in 2016.

2016 final(opens a popup) 2017 final(opens a popup)
School SUPP(opens a popup) SUPP(opens a popup)
Local authority 49% 57%
England state-funded schools 53% 61%
England all schools 53% 61%

Pupils achieving at a higher standard in reading, writing and maths Click to expand

This measure was first recorded in 2016.

2016 final(opens a popup) 2017 final(opens a popup)
School SUPP(opens a popup) SUPP(opens a popup)
Local authority 5% 8%
England state-funded schools 5% 9%
England all schools 5% 9%

Average score in reading Click to expand

This measure was first recorded in 2016.

2016 final(opens a popup) 2017 final(opens a popup)
School SUPP(opens a popup) SUPP(opens a popup)
Local authority 102 104
England state-funded schools 103 104
England all schools 103 104

Average score in maths Click to expand

This measure was first recorded in 2016.

2016 final(opens a popup) 2017 final(opens a popup)
School SUPP(opens a popup) SUPP(opens a popup)
Local authority 102 103
England state-funded schools 103 104
England all schools 103 104

Results by pupil characteristics

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).

School disadvantaged pupils England state-funded schools other pupils
Progress in reading (score, description and confidence intervals) SUPP(opens a popup) 0.3
Average
(0.0 to 0.0)
Progress in writing (score, description and confidence intervals) SUPP(opens a popup) 0.2
Average
(0.0 to 0.0)
Progress in maths (score, description and confidence intervals) SUPP(opens a popup) 0.3
Average
(0.0 to 0.0)
Percentage of pupils meeting the expected standard SUPP(opens a popup) 67%
Percentage of pupils achieving a high standard SUPP(opens a popup) 11%
Average score in reading SUPP(opens a popup) 105
Average score in maths SUPP(opens a popup) 105

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 (opens a popup). These figures indicate how well a school helps all of its pupils to meet their potential. Low prior attainers achieved an average point score of below 12. Middle prior attainers achieved an average point score of 12 or higher and below 18. High prior attainers achieved an average point score of 18 or higher. Pupils without key stage 1 results are not included in these figures. Read more about average point scores.

All pupils Low prior attainers Middle prior attainers High prior attainers
Pupils eligible for key stage 2 assessment 5 SUPP(opens a popup) SUPP(opens a popup) SUPP(opens a popup)
Progress in reading (score, description and confidence intervals) SUPP(opens a popup) SUPP(opens a popup) NA(opens a popup) NA(opens a popup)
Progress in writing (score, description and confidence intervals) SUPP(opens a popup) SUPP(opens a popup) NA(opens a popup) NA(opens a popup)
Progress in maths (score, description and confidence intervals) SUPP(opens a popup) SUPP(opens a popup) NA(opens a popup) NA(opens a popup)
Percentage of pupils meeting the expected standard in reading, writing and maths SUPP(opens a popup) SUPP(opens a popup) --(opens a popup) --(opens a popup)
Percentage of pupils achieving at a higher standard in reading, writing and maths SUPP(opens a popup) SUPP(opens a popup) --(opens a popup) --(opens a popup)
Average score in reading SUPP(opens a popup) SUPP(opens a popup) --(opens a popup) --(opens a popup)
Average score in maths SUPP(opens a popup) SUPP(opens a popup) --(opens a popup) --(opens a popup)

English as an additional language (EAL) Click to expand

Pupils whose first language is not English.

All pupils EAL pupils
Progress in reading (score, description and confidence intervals) SUPP(opens a popup) NA(opens a popup)
Progress in writing (score, description and confidence intervals) SUPP(opens a popup) NA(opens a popup)
Progress in maths (score, description and confidence intervals) SUPP(opens a popup) NA(opens a popup)
Percentage of pupils meeting the expected standard in reading, writing and maths SUPP(opens a popup) --(opens a popup)
Percentage of pupils achieving at a higher standard in reading, writing and maths SUPP(opens a popup) --(opens a popup)
Average score in reading SUPP(opens a popup) --(opens a popup)
Average score in maths SUPP(opens a popup) --(opens a popup)

Girls and boys Click to expand

All pupils Girls Boys
Progress in reading (score, description and confidence intervals) SUPP(opens a popup) SUPP(opens a popup) SUPP(opens a popup)
Progress in writing (score, description and confidence intervals) SUPP(opens a popup) SUPP(opens a popup) SUPP(opens a popup)
Progress in maths (score, description and confidence intervals) SUPP(opens a popup) SUPP(opens a popup) SUPP(opens a popup)
Percentage of pupils meeting the expected standard in reading, writing and maths SUPP(opens a popup) SUPP(opens a popup) SUPP(opens a popup)
Percentage of pupils achieving at a higher standard in reading, writing and maths SUPP(opens a popup) SUPP(opens a popup) SUPP(opens a popup)

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 (score, description and confidence intervals) SUPP(opens a popup) SUPP(opens a popup)
Progress in writing (score, description and confidence intervals) SUPP(opens a popup) SUPP(opens a popup)
Progress in maths (score, description and confidence intervals) SUPP(opens a popup) SUPP(opens a popup)
Percentage of pupils meeting the expected standard in reading, writing and maths SUPP(opens a popup) SUPP(opens a popup)
Percentage of pupils achieving at a higher standard in reading, writing and maths SUPP(opens a popup) SUPP(opens a popup)
Average score in reading SUPP(opens a popup) SUPP(opens a popup)
Average score in maths SUPP(opens a popup) SUPP(opens a popup)

About this data

Abbreviations Click to expand

  • LOWCOV = Low coverage: shown for the ‘value added’ measure and coverage indicator where schools have less than 50% of pupils included in calculation of the measure
  • NA = Not applicable: figures are either not available for the year in question, or the data field is not applicable to the school or college
  • NE = No entries: the school or college did not enter any pupils or students for the qualifications covered by the measure
  • NEW = New school or college
  • NP = Not published: for example, we do not publish Progress 8 data for independent schools and independent special schools, or breakdowns by disadvantaged and other pupils for independent schools, independent special schools and non-maintained special schools
  • SP = Small percentage: the number is between 0% and 0.5%
  • SUPP = Suppressed: Where there are 5 or fewer pupils or students covered by the measure at the school or college (10 in the case of pupil or student destinations measures), we avoid making these figures public to protect the privacy of those individuals.
About these results Click to expand

This page shows final(opens a popup) results for pupils who completed key stage 4(opens a popup) in the summer of 2017. We published the provisional results in October 2017, the revised results in January 2018 and the final results in April 2018.

Progress 8 score Open help text for Progress 8 score (opens a popup)

There is no data available for this school or college for this measure. This is for the following reason: NE(opens a popup)

Attainment 8 score Open help text for Attainment 8 score (opens a popup)

There is no data available for this school or college for this measure. This is for the following reason: NE(opens a popup)

Grade 5 or above in English & maths GCSEs Open help text for Grade 5 or above in English & maths GCSEs (opens a popup)

There is no data available for this school or college for this measure. This is for the following reason: NE(opens a popup)

Achieving EBacc at grade 5/C or above Open help text for Achieving EBacc at grade 5/C or above (opens a popup)

There is no data available for this school or college for this measure. This is for the following reason: NE(opens a popup)

Entering EBacc Open help text for Entering EBacc (opens a popup)

There is no data available for this school or college for this measure. This is for the following reason: NE(opens a popup)

Staying in education or entering employment Open help text for Staying in education or entering employment for at least 2 terms after key stage 4 (opens a popup)

There is no data available for this school or college for this measure. This is for the following reason: SUPP(opens a popup)

Performance at grade 4/C or above Click to expand

School Local authority state-funded schools England state-funded schools
Number of pupils 8 6718 527744
Grade 4 or above in English and maths GCSEs
more info Click to expand

This tells you the percentage of pupils who achieved grade 4 or above in the 2017 reformed English and maths GCSEs. Reformed GCSEs are graded 1 (low) to 9 (high). Grade 4 or above in the new grading is a similar level of achievement to a grade C or above in the old grading.

NE(opens a popup) 63.10% 63.90%
Achieving the EBacc at grade 4/C or above
more info Click to expand

This is the percentage of pupils who achieved the English Baccalaureate (EBacc) at a grade 4 or above in English and maths, and at a grade C or above in the following subject areas: sciences, a language, and either history or geography. The English Baccalaureate is not a test or qualification; it is a measure used to provide information about a particular range of qualifications. The grading of English and maths GCSEs changed in the 2017 GCSEs reforms. Reformed GCSEs are graded 1 (low) to 9 (high). Grade 4 or above in the new grading is a similar level of achievement to a grade C or above in the old grading.

NE(opens a popup) 18.10% 23.80%

Progress 8 and Attainment 8 scores by subject area Click to expand

School Local authority state-funded schools England state-funded schools
Number of pupils 8 6718 527744
Progress 8 score and confidence interval NE(opens a popup) -0.01
(-0.04 to 0.02)
-0.03
Progress 8 score and confidence interval by subject area: English NE(opens a popup) 0.05
(0.01 to 0.09)
-0.04
Progress 8 score and confidence interval by subject area: Maths NE(opens a popup) 0.07
(0.04 to 0.11)
-0.02
Progress 8 score and confidence interval by subject area: EBacc slots NE(opens a popup) -0.01
(-0.05 to 0.02)
-0.03
Progress 8 score and confidence interval by subject area: Open slots: Any qualification NE(opens a popup) -0.12
(-0.15 to -0.08)
-0.04
Attainment 8 score NE(opens a popup) 44.7 46.3
Attainment 8 score by subject area: English NE(opens a popup) 9.8 9.9
Attainment 8 score by subject area: Maths NE(opens a popup) 8.7 9
Attainment 8 score by subject area: EBacc slots NE(opens a popup) 12 12.6
Attainment 8 score by subject area: Open slots: Any qualification NE(opens a popup) 14.2 14.9
Attainment 8 score by subject area: Open slots: Academic qualifications only NE(opens a popup) 11.3 11.5
Attainment 8 score by subject area: Open slots: Vocational qualifications only NE(opens a popup) 2.9 3.4

2016 results

You can also download historical performance data back to 1991.

2016 results all pupils Click to expand

This section shows final (opens a popup) results for pupils who completed key stage 4 (opens a popup) in the summer of 2016, except for the ‘Staying in education or entering employment’ figures, which show the percentage of pupils who either stayed in education or entered employment for at least two terms after finishing key stage 4 (opens a popup) in 2014.

School Local authority state-funded schools England state-funded schools
Progress 8 score, description and confidence interval SUPP(opens a popup) Open help text for Progress 8 score for Thomas Wolsey School (2016))More score details Average
0.02
-0.03
Attainment 8 score SUPP(opens a popup) 48.6 49.9
Grade C or better in English & maths GCSEs SUPP(opens a popup) 60.20% 63.00%
Achieving EBacc SUPP(opens a popup) 18.00% 24.70%
Entering EBacc SUPP(opens a popup) 30.20% 39.70%
Staying in education or entering employment SUPP(opens a popup) 95% 94%

2016 results disadvantaged pupils Click to expand

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). This section shows final (opens a popup) results for pupils who completed key stage 4 (opens a popup) in the summer of 2016, except for the ‘Staying in education or entering employment’ figures, which show the percentage of pupils who either stayed in education or entered employment for at least two terms after finishing key stage 4 (opens a popup) in 2014.

School Local authority other (non-disadvantaged) pupils England state-funded schools other (non-disadvantaged) pupils
Progress 8 score and confidence interval SUPP(opens a popup) 0.14
(0.11 to 0.17)
0.1
Attainment 8 score SUPP(opens a popup) 51.3 53.3
Grade C or better in English & maths GCSEs SUPP(opens a popup) 66.20% 70.60%
Achieving EBacc SUPP(opens a popup) 20.90% 29.70%
Entering EBacc SUPP(opens a popup) 34.10% 45.20%
Staying in education or entering employment SUPP(opens a popup) 97% 96%

Results by pupil characteristics

Disadvantaged pupils Click to expand

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).

School disadvantaged pupils England state-funded schools other pupils
Number of pupils 2 384200
Progress 8 score and confidence interval SUPP(opens a popup) 0.11
(0.1 to 0.11)
Attainment 8 score SUPP(opens a popup) 49.8
English & maths at grade 5 or above SUPP(opens a popup) 49.40%
English & maths at grade 4 or above SUPP(opens a popup) 71.20%
Achieving EBacc at grade 5/C or above SUPP(opens a popup) 25.60%
Achieving EBacc at grade 4/C or above SUPP(opens a popup) 28.20%
Entering EBacc SUPP(opens a popup) 43.00%
Staying in education or employment for at least 2 terms after key stage 4 (2015 school leavers) SUPP(opens a popup) 96%
Progress 8 score and confidence interval by subject area: English SUPP(opens a popup) 0.11
(0.1 to 0.11)
Progress 8 score and confidence interval by subject area: Maths SUPP(opens a popup) 0.11
(0.11 to 0.12)
Progress 8 score and confidence interval by subject area: EBacc slots SUPP(opens a popup) 0.13
(0.13 to 0.14)
Progress 8 score and confidence interval by subject area: Open slots: Any qualification SUPP(opens a popup) 0.09
(0.08 to 0.09)
Attainment 8 score by subject area: English SUPP(opens a popup) 10.6
Attainment 8 score by subject area: Maths SUPP(opens a popup) 9.7
Attainment 8 score by subject area: EBacc slots SUPP(opens a popup) 13.7
Attainment 8 score by subject area: Open slots: Any qualification SUPP(opens a popup) 15.7
Attainment 8 score by subject area: Open slots: Academic qualifications only SUPP(opens a popup) 12.6
Attainment 8 score by subject area: Open slots: Vocational qualifications only SUPP(opens a popup) 3.2
Exam entries per pupil, all key stage 4 qualifications SUPP(opens a popup) 9.6
Exam entries per pupil, GCSEs SUPP(opens a popup) 9

Prior attainment Click to expand

Prior attainment is the attainment level of a pupil at the end of the previous key stage - key stage 2 (opens a popup). These figures indicate how well a school supports all of its pupils to meet their potential. Middle prior attainers were pupils who achieved level 4. High prior attainers were pupils who did better than level 4, while low prior attainers were below level 4. Pupils without key stage 2 results have been excluded.

All pupils Low prior attainers Middle prior attainers High prior attainers
Number of pupils 8 7 0 0
Progress 8 score and confidence interval NE(opens a popup) NE(opens a popup) NE(opens a popup) NE(opens a popup)
Attainment 8 score NE(opens a popup) NE(opens a popup) NE(opens a popup) NE(opens a popup)
English & maths at grade 5 or above NE(opens a popup) NE(opens a popup) NE(opens a popup) NE(opens a popup)
English & maths at grade 4 or above NE(opens a popup) NE(opens a popup) NE(opens a popup) NE(opens a popup)
Achieving EBacc at grade 5/C or above NE(opens a popup) NE(opens a popup) NE(opens a popup) NE(opens a popup)
Achieving EBacc at grade 4/C or above NE(opens a popup) NE(opens a popup) NE(opens a popup) NE(opens a popup)
Entering EBacc NE(opens a popup) NE(opens a popup) NE(opens a popup) NE(opens a popup)
Exam entries per pupil, all key stage 4 qualifications NE(opens a popup) NE(opens a popup) NE(opens a popup) NE(opens a popup)
Exam entries per pupil, GCSEs NE(opens a popup) NE(opens a popup) NE(opens a popup) NE(opens a popup)

English as an additional language (EAL) Click to expand

Pupils whose first language is not English.

All pupils EAL pupils
Number of pupils 8 2
Progress 8 (score and confidence interval) NE(opens a popup) SUPP(opens a popup)
Attainment 8 score NE(opens a popup) SUPP(opens a popup)
English & maths at grade 5 or above NE(opens a popup) SUPP(opens a popup)
English & maths at grade 4 or above NE(opens a popup) SUPP(opens a popup)
Achieving EBacc at grade 5/C or above NE(opens a popup) SUPP(opens a popup)
Achieving EBacc at grade 4/C or above NE(opens a popup) SUPP(opens a popup)
Entering EBacc NE(opens a popup) SUPP(opens a popup)

Girls and boys Click to expand

All pupils Girls Boys
Number of pupils 8 4 4
Progress 8 (score and confidence interval) NE(opens a popup) SUPP(opens a popup) SUPP(opens a popup)
Attainment 8 score NE(opens a popup) SUPP(opens a popup) SUPP(opens a popup)
English & maths at grade 5 or above NE(opens a popup) SUPP(opens a popup) SUPP(opens a popup)
English & maths at grade 4 or above NE(opens a popup) SUPP(opens a popup) SUPP(opens a popup)
Achieving EBacc at grade 5/C or above NE(opens a popup) SUPP(opens a popup) SUPP(opens a popup)
Achieving EBacc at grade 4/C or above NE(opens a popup) SUPP(opens a popup) SUPP(opens a popup)
Entering EBacc NE(opens a popup) SUPP(opens a popup) SUPP(opens a popup)

Non-mobile pupils Click to expand

Non-mobile pupils are pupils who were at the school throughout both year 10 and year 11.

All pupils Non-mobile pupils
Number of pupils 8 8
Progress 8 (score and confidence interval) NE(opens a popup) NE(opens a popup)
Attainment 8 score NE(opens a popup) NE(opens a popup)
English & maths at grade 5 or above NE(opens a popup) NE(opens a popup)
English & maths at grade 4 or above NE(opens a popup) NE(opens a popup)
Achieving EBacc at grade 5/C or above NE(opens a popup) NE(opens a popup)
Achieving EBacc at grade 4/C or above NE(opens a popup) NE(opens a popup)
Entering EBacc NE(opens a popup) NE(opens a popup)

EBacc additional measures

Achievement by subject group Click to expand

The figures for pupils achieving the English and maths subject areas are calculated as a percentage of pupils at the end of key stage 4. The figures for sciences, history or geography and languages achievements are calculated as a percentage of those pupils who were entered in that subject area.

School Local authority state-funded schools England state-funded schools
Number of pupils 8 6718 527744
English at grade 5 or above NE(opens a popup) 59.20% 60.50%
Maths at grade 5 or above NE(opens a popup) 46.90% 48.60%
English at grade 4 or above NE(opens a popup) 75.80% 75.50%
Maths at grade 4 or above NE(opens a popup) 69.00% 69.30%
Science at grade C or above NE(opens a popup) 55.90% 62.20%
Humanities at grade C or above NE(opens a popup) 60.10% 62.90%
Languages at grade C or above NE(opens a popup) 59.70% 70.40%

Achieving grade 1/G or above by subject group Click to expand

The figures for pupils achieving the English and maths subject areas are calculated as a percentage of pupils at the end of key stage 4. The figures for sciences, history or geography and languages achievements are calculated as a percentage of those pupils who were entered in that subject area.

School Local authority state-funded schools England state-funded schools
Number of pupils 8 6718 527744
All 5 subjects (English, maths, science, humanities, languages) NE(opens a popup) 32.00% 37.90%
English at grade 1 or above NE(opens a popup) 96.50% 95.20%
Maths at grade 1 or above NE(opens a popup) 96.90% 95.60%
Science at grade G or above NE(opens a popup) 99.20% 99.20%
Humanities at grade G or above NE(opens a popup) 98.00% 98.00%
Languages at grade G or above NE(opens a popup) 99.20% 99.60%

Entries by subject group Click to expand

School Local authority state-funded schools England state-funded schools
Number of pupils 8 6718 527744
All 5 subjects (English, maths, science, humanities, languages) NE(opens a popup) 32.20% 38.20%
English NE(opens a popup) 97.20% 95.70%
Maths NE(opens a popup) 98.20% 97.30%
Science NE(opens a popup) 94.80% 91.40%
Humanities NE(opens a popup) 79.40% 76.80%
Languages NE(opens a popup) 39.10% 47.40%

Value added by subject group Click to expand

This shows how pupils’ attainment at key stage 4 in EBacc subjects compares to pupils across England with a similar starting point at the end of key stage 2.

All pupils Low prior attainers Middle prior attainers High prior attainers
Science (score, upper and lower confidence limits, coverage of measure) NE(opens a popup) NE(opens a popup) NE(opens a popup) NE(opens a popup)
Humanities (score, upper and lower confidence limits, coverage of measure) NE(opens a popup) NE(opens a popup) NE(opens a popup) NE(opens a popup)
Languages (score, upper and lower confidence limits, coverage of measure) NE(opens a popup) NE(opens a popup) NE(opens a popup) NE(opens a popup)

Other measures

Additional entry and achievement measures Click to expand

School Local authority state-funded schools England state-funded schools
Number of pupils 8 6718 527744
Pupils entering for more than 1 foreign language NE(opens a popup) 3.20% 4.20%
Pupils entering for biology, chemistry and physics NE(opens a popup) 33.30% 25.20%
Pupils achieving at least 1 qualification NE(opens a popup) 98.60% 98.00%

Pupil destinations

Pupil destinations (education and employment after key stage 4) Click to expand

This data, published in January 2018, is for pupils who completed key stage 4 (opens a popup) in 2015, which is the most recent data available.

Pupils staying in education or employment School Local authority state-funded schools England state-funded schools
Pupils staying in education or employment for at least 2 terms after key stage 4
more info Click to expand

Any sustained education or employment destination.

SUPP(opens a popup) 95% 94%
Total number of pupils included in destination measures
more info Click to expand

Number of pupils who finished key stage 4 in the academic year 2014/15.

6 7400 553910
Pupils staying in education
Pupils staying in education for at least 2 terms after key stage 4
more info Click to expand

Pupils who have been in a sustained education destination for the first 2 terms, October 2015 to March 2016. Individual lines may not add up to totals as some pupils can be counted in more than one category.

SUPP(opens a popup) 91% 90%
Further education college or other further education provider
more info Click to expand

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.

SUPP(opens a popup) 37% 38%
School sixth form SUPP(opens a popup) 44% 38%
Sixth form college SUPP(opens a popup) 9% 13%
Other education destinations
more info Click to expand

Includes pupils staying for 2 terms in:

  • higher education institutions (universities)
  • special schools and special post-16 institutions
  • alternative provision (including pupil referral units)
  • independent schools or colleges

Also includes pupils who moved between different types of education provider.

SUPP(opens a popup) 1% 2%
Pupils staying in employment
Pupils staying in employment for at least 2 terms after key stage 4
more info Click to expand

Pupils who did not stay in education for 2 full terms but were in a sustained employment destination from October 2015 to March 2016. This includes pupils who sustained the 2 terms through a combination of education and employment.

SUPP(opens a popup) 4% 3%
Pupils not counted as staying in education or employment
Pupils not staying in education or employment for at least 2 terms after key stage 4
more info Click to expand

Pupils finishing key stage 4 who did not stay in education or employment for at least 2 terms. They may have:

  • been enrolled on a course or been in employment for part of this time, but not sustained this activity (for example, dropped out)
  • have claimed out-of-work benefits in the year
  • been reported as NEET (not in education, employment or training) by their local authority.

SUPP(opens a popup) 5% 5%
Destination unknown
more info Click to expand

Pupils finishing key stage 4 who had no activity the following year captured in our data sources. Possible reasons for this could be that the young person was:

  • not in education, employment or training (NEET)
  • living, working or studying overseas
  • attending a Scottish, Welsh or Northern Irish school or college
  • undertaking activity other than paid employment or study in the UK
  • not successfully matched to a record in our data sources

SUPP(opens a popup) SP(opens a popup) 1%
Additional destinations
Apprenticeships
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Pupils who stayed in either education or employment for 2 terms and also started a funded apprenticeship at any time between August 2015 and July 2016. All apprentices also appear under either employment or education destinations.

SUPP(opens a popup) 8% 6%

About this data

Abbreviations Click to expand

Abbreviations

  • LOWCOV = Low coverage: shown for the ‘value added’ measure and coverage indicator where schools have less than 50% of pupils included in calculation of the measure
  • NA = Not applicable: figures are either not available for the year in question, or the data field is not applicable to the school or college
  • NE = No entries: the school or college did not enter any pupils or students for the qualifications covered by the measure
  • NEW = New school or college
  • NP = Not published: for example, we do not publish Progress 8 data for independent schools and independent special schools, or breakdowns by disadvantaged and other pupils for independent schools, independent special schools and non-maintained special schools
  • SP = Small percentage: the number is between 0% and 0.5%
  • SUPP = Suppressed: Where there are 5 or fewer pupils or students covered by the measure at the school or college (10 in the case of pupil or student destinations measures), we avoid making these figures public to protect the privacy of those individuals.

Further guidance Click to expand

Figures in the performance tables will only include those qualifications documented on the list of approved qualifications for the performance tables.

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. We publish results for independent schools, but they are not accountable against these measures.

Pupil absence in 2016-2017

Absence data covers pupils aged 5 to 15 on 31 August 2016, and is for the full 2016-2017 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.


School England state-funded schools
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.

11.4% 9.7%
Persistent absence
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The percentage of pupils missing 10% or more of the mornings or afternoons they could attend, meaning that if a pupil’s overall rate of absence is 10% or higher across the full academic year they will be classified as persistently absent.

41.3% 28.5%


Pupil population in 2016/2017

The figures below are for the 2016/2017 academic year, which is the latest year for which performance results have been published.


Pupil population Click to expand

School National
Total number of pupils on roll (all ages) 101 3307528
Girls on roll 37.6% 49.2%
Boys on roll 62.4% 50.8%
Pupils with a statement of special educational needs (SEN) or education, health and care (EHC) plan 78.2% 4.3%
Pupils whose first language is not English 11.3% 16.1%
Pupils eligible for free school meals at any time during the past 6 years 23.9% 29.1%


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 2016 to 2017

The figures below are for the 2016/2017 academic year, based on the November 2016 school workforce census, which is the latest year for which performance results have been published.

School workforce Click to expand

School National

Teachers:

Total number
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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

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Number of full-time equivalents
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This is the full-time equivalent number of all qualified & unqualified classroom and leadership group teachers with a contract of one month or longer working in the school

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Pupil to teacher ratio
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This is the ratio of the FTE number of pupils and the FTE number of all teachers in the school. This is a change from previous years to better reflect the numbers of teaching staff in the school and the class sizes they managed.

--(opens a popup) 15.6
Average salary per full-time equivalent
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This is the mean FTE gross salary of all teachers with a contract of one month or longer working in the school. This is a change from previous years to include part-time and unqualified teachers which better reflects average teacher salary.

--(opens a popup) £39,483

Teaching assistants:

Total number
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This is the actual number of all full & part-time teaching assistants (inc. higher level teaching assistants and other staff employed to provide classroom support) with a contract of one month or longer working in the school

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Number of full-time equivalents
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

--(opens a popup) --(opens a popup)

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

--(opens a popup) --(opens a popup)
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

--(opens a popup) --(opens a popup)

About this data Click to expand

Data was collected from local authority maintained nursery schools, primary schools, secondary schools, special schools as well as city technology colleges, academies (including free schools) and pupil referral units.

The census covered all teachers with a contract of 28 days or more, as well as all teaching assistants and other support staff members employed directly by the school. It did not collect data from direct grant nurseries, independent schools, non-maintained special and general hospital schools.

Finance 2016/2017

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



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