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, many are at the early stages of learning. 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, for our current Year 11 cohort this equates to 40% of our students. 

Every year we have children achieving the highest grades at Wexham. Every year students from Wexham 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. 

GCSE EXAMINATION RESULTS 2019

The results this year have improved in every one of the DfE’s headline performance measures. 

	2019	2018
Grade 4+ in English and Maths	45%	41%
Grade 4+ in English	61%	58%
Grade 4+ in Maths	53%	50%
Grade 5+ in English and Maths	29%	14%
Grade 5+ English	44%	38%
Grade 5+ in Maths	33%	23%
English Baccalaureate	12%	7%
English Baccalaureate APS	3.29	3.16
Progress 8	-0.62	-0.88
Attainment 8	37.51	34.54

Destinations for Y11 Cohort 2017

Total Number of Students Data is based on 156.

Destination Type	School Percentage	England state-funded schools
Pupils staying in education or employment for at least 2 terms after key stage 4	94%	94%
Pupils staying in education for at least 2 terms after key stage	92%	86%
Further education college or other further education provider	44%	37%
School sixth form	46%	37%
Pupils not staying in education or employment for at least 2 terms after key stage 4	4%	5%
Destination unknown	3%	1%

KS5 Examination Results 2019

A Levels

A* - A	4%
A* - B	8%
A* - C	33%
A* - E	81%

POST 16 Progress Information

	2019	2018	2017
A Levels	-0.22	-0.23	-0.24
Academic Qualifications	-0.21	-0.24	-0.24
Applied General	0.78	0.79	-0.31
English Resit	0.99	-0.09	0.45
Maths Resit	0.69	0.08	0.44

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.