Congratulations to the class of 2016, and to their teachers and parents, for their recent GCSE and other exam results. We thank God for all that they have been able to achieve and are grateful that all our students have progressed successfully onto their chosen courses in sixth form and college.
This group of students was characterised by wide-ranging interests and academic abilities, to whom we offered a range of academic and practical subjects, as well as a variety of methods of learning. Some of these qualifications are included in official performance measures but all are valuable qualifications that reflect student achievement and facilitate their progression to higher level vocational or academic courses. Several students faced significant challenges and had to work hard to overcome learning and other difficulties.
Progress against school targets
At CFS we measure academic progress by using the CAT tests taken in Y8 to provide an initial base-line indicator of cognitive abilities and predicted GCSE grades. These predictors are then calibrated using other data relevant to the individual student to give a school Minimum Expected Grade (MEG). This enables us to mirror as closely as possible the predictions that are derived from KS2 SATS tests (as used in other schools). Each student also has a Personal Aspirational Target (PAT). This is normally one grade higher than the MEG.
Our analysis of progress against school targets shows that all students achieved at or above predicted levels in most or all of their subjects, giving the school an overall progress score of about half a GCSE grade (0.45) against school targets. In terms of progress in core subjects, we have been particularly pleased this year with Maths and Science achievements, with 100% of students reaching or exceeding their targets.
Our overall attainment score in the 8 subjects used to measure school performance nationally was 5.1. This shows that on average this cohort scored at about a C across the range of subjects which are included in the performance measures. Given the cohortís baseline predictors, this is slightly above expectations.
Percentage with English and Maths at C or above
The cohort performance on this measure was 70% (2015: 67%).
Percentage with EBacc
30% of this cohort achieved C or above in the EBacc suite of subjects. In subsequent years, we expect this figure to be higher as we have now made the EBacc suite of subjects the core of our academic provision in Upper School.
Core subjects analysis, % of students gaining A*- C
Maths 89% (2015: 83%)
English Language 70% (2015: 83%)
English Literature 80% (2015: 83%)
Science (Core) 67% (2015: 92%)
Science (Add)* 100% (2015: 100%)
Religious Studies: 70% (2015: 83%)
ICT iGCSE*: 57% (2015: 80%)
PE (Full/short course)* 75% (2014: 75%)
(last year’s results in brackets)
* This is the percentage of students entered for the exam.
Several students additionally scored A or A* in a variety of language and science iGCSEs which, although not included in the school performance measures, represent valuable additional qualifications for the individual students.
With very small option groups (some as small as 2), percentage figures lack statistical validity, as one student could account for the current yearís figures showing a dramatic increase or decrease over the previous year.
78% of students achieved at or above expectations in all option subjects, with Art and Geography students well exceeding expectations. 100% of students achieved good GCSEs in Art, Geography and full course PE, and Merit or Distinction in Performance Arts exams.
Click here to view the curriculum results from 2015.