Students enter the school with attainment levels above national averages.
By the end of Year 11, the attainment of all students is very high in comparison with national averages. In all year groups students make substantial and sustained progress across a wide range of subjects.
In 2016, 96% of all entries were graded C or above. 61% of all entries were graded A*/A, with 79% of students qualifying for the award of the English Baccalaureate (EBacc). 40% of the cohort attained 10 or more GCSEs at grades A* or A, with 70% of students obtaining at least 5 A*/A grades. Students gained an average of 12.6 GCSEs at grade A-, with an average points score of 50.1. The Progress 8 figure for 2016 has been published as +0.23.
In the last four years, approximately two thirds of A level entries were awarded a grade B or above (64.4% in 2016) – with a significant number of entries were awarded the highest A* grade (11% in 2016).
Overall, students achieved above that expected based on their prior attainment (the A level value added score for 2016 was +0.04 with an average A level point score per entry in the best 3 A levels of 38.24). The percentage of students attaining AAB or higher in 2 or more facilitating subjects in 2016 was 27%.
For number of years, the school has engaged Alkemygold Ltd to provide an analysis of post-16 performance. This “A Level Performance” (ALPs) analysis of student attainment and progress at A level over the last three years suggests that school’s provision is “Excellent” (top 25%).
In the School’s last Ofsted report (September 2011) inspectors advised the school to ensure that all lessons are good or better by:
- developing more rigorous monitoring of teaching and learning;
- eliminating any remaining inconsistencies in the quality of teaching and marking of students’ work;
- ensuring all lessons fully engage students and proceed at a good pace.
It was recognised that improvement plans were clear and relevant and had a strong focus on tackling weaknesses in teaching. At the time, it was considered that these initiatives were at any early stage and had had only a limited impact on learning. It was also noted that the way leaders and managers monitor teaching and learning varied, and, in the case of middle managers, sometimes lacked rigour.
Since the last inspection, line management has become more rigorous through developing shared schedules for monitoring and evaluation. Revisions to the Appraisal and Capability Policy (since 2012) have made more explicit the relationship between the School Improvement Plan and the responsibilities of individual teachers. The monitoring and evaluation schedules and the appraisal process are supplemented with an on-going analysis of assessment data to identify areas for development and prompt early intervention, a comprehensive schedule of lesson observations and work scrutinies, and area reviews. Teaching staff have undertaken a number of professional development activities, most recently focused upon stretching the most able, improving students’ levels of literacy and ensuring that marking and feedback enables students to effect improvement.
There is a government website, through which you can search for primary, secondary and special needs schools and colleges near you, and check their performance.
You can view and download:
- exam and test results
- Ofsted reports
- financial information
To access the most recent Department for Education Performance tables, click here