Exam Results

• Progress 8 score – 0.74
• Attainment in English and maths – percentage of pupils achieving a grade 5 or above in GCSE English and maths – 70%
• Attainment 8 score – 57.6
• English Baccalaureate (EBacc) average point score (APS) 5.35
  

• The percentage of pupils that enter the EBacc – 87%
• The percentage of pupils staying in education or going into employment after key stage 4 (pupil destinations) – 97%
  

• Attainment 35.62
• Retention 96.4%
• Destinations 90% (78% higher education, 10% employment, 1% apprenticeship, 1% re-take)

Given the uneven impact of the pandemic on school and college performance data, the government has said you should not make direct comparisons between the performance data for one school or college and another, or to data from previous years.

Key Stage 4

• Progress 8 score – 0.55
• Attainment in English and maths – percentage of pupils achieving a grade 5 or above in GCSE English and maths – 64%
• Attainment 8 score – 57.3
• English Baccalaureate (EBacc) average point score (APS) 5.27

We suggest that schools also publish:

• The percentage of pupils that enter the EBacc – 86.3%
• the percentage of pupils staying in education or going into employment after key stage 4 (pupil destinations) – 98%  

Key stage 5 (16 to 18) information

If your school operates a sixth form, you must publish the most recent 16 to 18 performance measures, as published by the Secretary of State. For most schools, once published, these will be the performance measures for the 2021 to 2022 academic year:

• attainment 35.62
• retention 96.4%
• Destinations 90% (78% higher education, 10% employment, 1% apprenticeship, 1% re-take)

“This year GCSE exams did not take place because of the disruption to students’ education caused by the COVID-19 (coronavirus) pandemic. It would not have been fair for exams to take place in the usual way. Instead, grades were determined by teachers based on a range of evidence. These were known as teacher assessed grades, or TAGs. Since, the pandemic caused different levels of disruption across the country, many schools and colleges had not been able to teach all the course content. In response, students were only assessed on the content they had been taught while ensuring sufficient coverage of the curriculum to enable progression. Centres were given flexibility to decide how to assess their students’ performance, for example, through mock exams, class tests, and non-exam assessment already completed. This flexibility was to accommodate on-going disruption to teaching including school closures and the need for students and teachers to self-isolate.

Schools and colleges put in place internal quality assurance processes. They were required to make sure at least 2 people were involved in each judgement and the head of each school or college had to sign off the grades. Teachers and senior leaders in schools and colleges have worked hard to make sure that judgements were made, quality assured and submitted on time. They also submitted examples of students’ work to the exam boards.

Exam boards put in place external quality assurance arrangements, checking each centre’s policy, reviewing the profile of grades submitted, and reviewing samples of student work. Where exam boards had concerns, these were followed up with the school or college and in some cases, teachers reconsidered their judgements and submitted revised grades.”

Read more on the government website –https://www.gov.uk/government/news/guide-to-gcse-results-for-england-2021 

The Government has announced  that it will not publish any school or college level educational performance data based on tests, assessments or exams for 2020.

For the DfE performance table of our results, please use the following link below;
https://www.compare-school-performance.service.gov.uk/school/100977

School and college performance measures website (Guidance and tools to help you understand and analyse your school or college’s performance) – https://www.gov.uk/government/collections/school-and-college-performance-measures