The school is incredibly proud of the levels of academic attainment achieved by our students.
GCSE Results 2016 and levels of attainment
Progress 8 + 0.17
We are pleased with this result given that the Government floor target is -0.50 (75% of our students achieved above this floor target)
Attainment 8 49.96 – Average attainment at C grade (2015 C-)
66 % of our students achieved A*- C in both English and Maths
To celebrate some great achievement
Top students were Doncho Atanassov, Sienna Baki, Thisbe Barnett, Isabella Bramley, Samantha Cockram, Lizzie Cushion, Isobel Hooper, Chloe Humphries, Lauren Humphries, Kathleen McGlynn, Toby Parsons, Lucy Raymond, Giedre Sulcaite, Matthew Tinker, Jade Tucker, Emily Willis and Tegan Wrate who each achieved eight or more A* to A grades across their subjects. (17 students)
English and Maths
72.93% (2015 73% NA 65%) achieved A*-C in English (new measure)
73.6% (2015 71%, NA 69%) made expected progress in English (old measure – comparison only)
72.05% (2015 72% NA 63%) achieved A*-C in Maths (new measure)
74.07% (2015 72%, NA 66%) made expected progress in Maths (old measure – comparison only)
Following the OFSTED Inspection of the school in March 2013 (please see the full report below):
- Achievement is good. Most students now make good progress over time and achieve well
- Behaviour is outstanding…Students are polite and committed to their work. They feel safe and valued and their exemplary conduct contributes well to rapidly improving outcomes.
- A pattern of achievement has now been established where average G.C.S.E. grades are improving and are above average.
- The school benefits from a highly effective and committed Governing Body. Governors know the school well. They are highly supportive, with high expectations for future improvements. Staff, at all levels, are effectively held to account.
- Lessons feature good learning with a significant number that are outstanding. Most lessons are planned well and challenge and enthuse the students
- Recent significant improvements in marking and assessment procedures contribute well to improved progress over time. Students are now provided with better and clearer information about their work and what they need to do to improve.
- The headteacher offers clear, strong and visionary leadership. Progress has been rapid since his appointment in January 2010.
- The leadership’s strong emphasis on monitoring the quality of teaching and learning has seen many improvements and has helped to ensure that learning is now good.