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Wexham School

Wexham School
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2018 Examination Results and Destinations

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In all years, the gap between boys’ and girls’ progress has narrowed, and differences between disadvantaged pupils’ progress and that made by other pupils have narrowed or disappeared, particularly in Years 7 to 9. (Ofsted 2017)

Context of our results and Destinations

Wexham is a non-selective school in a fully selective local authority. This means the vast majority of more able children sit the 11+ and join one of four grammar schools in the town. Whilst across England there are some 163 grammar schools there are more than 3000 comprehensive schools educating 90%+ of all students, most of which do not reside in fully selective areas unlike Wexham.

Wexham School has the highest number of what the government terms 'disadvantaged' students in Slough (well above the national average) and we have high numbers of students whose first language is not English. It is well publicised that under the government’s new Progress 8 (P8) measure schools with high numbers of disadvantaged students are penalised by this new measure. Equally some of our students will never feature on Progress 8 data as they were not entered by their primary school for SATs or were not in the country to sit them and therefore no matter how well they perform in their GCSE examinations their performance does not count as part of the school's overall P8 score. 

Every year we have children achieving the highest grades at Wexham. Every year students from Wexham (considerably above national average figures and Slough figures) move on into employment, further training or to universities where they study a broad range of qualifications, including medicine and law. We are exceptionally proud of all our students’ achievements; whatever their starting point and whatever their background. We are inclusive and proud to be so. 

Year 13 destination Data

Percentage of students continuing to university across Slough

 

All Students

Disadvantaged Students

Langley Grammar

76%

SUPP

Westgate

74%

60%

Herschel Grammar

73%

63%

Slough and Eton

73%

73%

Wexham

72%

65%

Upton Court Grammar

72%

65%

St Bernard’s

70%

SUPP

Burnham Grammar

70%

SUPP

St Joseph’s

68%

SUPP

Baylis

67%

SUPP

Beechwood

67%

65%

Langley Academy

64%

SUPP

Churchmead

44%

=

Slough

60%

61%

England

51%

52%

SUPP – not enough students to protect their confidentiality     

= no data

Based on the 2015 destinations. Latest available on DFE School Comparison Website.

Year 13 leavers at Wexham who continued to university as a percentage of all students in 2018 = 77%

YEAR 11 RESULTS 2018 

Attainment 8 Score                                                                                        34.9%

Attainment 8 is a new score that measures the attainment of a student across 8 qualifications including mathematics and English, three qualifications from Science, humanities and modern foreign languages (French etc) and three further qualifications such as creative arts subjects, technology subjects, business studies, RE, ICT etc (*Initial indication only - validated score published by DfE in October 2018)

Progress 8 Score                                                                                              -0.85

Progress 8 is a new score that measures the progress a student has made against the same suite of subjects used in the Attainment 8 qualification. If a student makes the expected progress from 11-16 then the score would be zero. (*The DfE publishes this result in October 2018)

Good GCSE in Maths and English                                                             41%

This represents the percentage of students who gained a grade 4 or higher in English and Maths.

Strong GCSE in Maths and English (grade 5 or higher)               14%

English Baccalaureate (Ebacc) pass rate                                            6%

This is the percentage of students that gained a grade 5 or better in English, mathematics, and grade C or better in two or more Sciences, a humanities subject (Geography or History) and a language (French).

GCSE Examination Results 2018

 

2018

2017

Grade 4+ in English and Maths

41%

36%

Grade 4+ in English

58%

52%

Grade 4+ in Maths

50%

45%

Grade 5+ in English and Maths

14%

20%

Grade 5+ English

38%

37%

Grade 5+ in Maths

23%

26%

English Baccalaureate

6%

5%

2017 Year 11 Destinations (2018 being collated)

Destination Type

Number

Percentage

Post 16 Education

142

91.6%

Apprenticeship

4

2.6%

Overseas

2

1.3%

Refused

1

0.6%

Unknown

4

2.6%

KS5 Examination Results 2018

A Levels

A* - A

4%

A* - B

15%

A* - C

45%

A* - E

90%

2018 Progress Information*

 

2018

2017

A Levels

-0.13

-0.31

Academic Qualifications

-0.15

-0.31

Applied General

NA

-1

Tech Level

0.8

-1.38

*Estimated until validated publishing in December 2018

Post 16-19 Study: Destinations Information

Following completion of a student’s 16-19 programme of study the school is required to identify where those students have gone next. The information below is the current picture for those students who completed their 16-19 study in July 2018. 

Destination Type

Number

Percentage

University

44

79%

In Employment

3

5%

Apprenticeship

3 5%

Gap Year

3

5%

Unknown

3

5%

The School’s very recent Ofsted inspection (November 2017) found the following to be strengths of the school. 

  • Many integrated elements of the curriculum contribute to the school’s excellent work to prepare pupils for their lives beyond school.
  • Wise changes to the curriculum have raised pupils’ aspirations at the same time as giving them more choice in what option subjects they can study for GCSE.
  • An above-national proportion of students are in education, training or employment after leaving, something that the headteacher rightly believes to be an important outcome.
  • The Years 12 and 13 retention rate and the completion of study programmes are strong. In 2017, over three quarters of students went on to university, and practically all the others into work or apprenticeships.
  • Pupils who speak English as an additional language, some of whom arrive from overseas with no more than a few words of English, are taught by experienced and skilful teachers. They make rapid progress and join in mainstream lessons as quickly as possible.
  • Emotional and practical kindness drives the school’s care for all its pupils and students.