2016 Exam Results

Progress 8 – 0.05 (2016 national average = 0)

Attainment 8 – 48.87 (2016 national average = 48.2)

% students who achieved a good pass (A*-C) in English and Maths – 58% (2016 national average = 62%)

% students who achieved the English Baccalaureate – 6% (2016 national average = 23%)

% of students who continue into education, training or employment post 16 – 100%

  • We are very pleased with this year’s GCSE results. Students make strong progress from their individual starting points in our Academy. With 58% of students at the Academy achieving A*-C grades English and maths, this puts us in line with the national average with a cohort on entry that was significantly below.
  • Results in English this year were outstanding with 81% of our students achieving C+, 88% of students achieving their expected levels of progress and 31% better than expected. These figures are significantly above the national average.  Progress 8 was 0.01.
  • Maths also had very pleasing results with C+ and progress levels close to the National Average and a positive progress 8 score of 0.02
  • We estimate this year’s Value Added score to be 1013 which shows that our students make above expected progress across the curriculum. This is supported by a progress 8 score of 0.05.
  • Predictions for 2017 show that once again we will be achieving high standards with our students and similar to the last two years.
  • KS4 Intervention continues in supporting all students to achieve their target grade and beyond through regular RAP meetings.
  • A full program of intervention sessions is in place after school in a range of subjects.
  • Saturday school focuses on targeted students who complete a block of Saturday mornings for Maths, English, Science and Humanities with over 50 students regularly attending last year. We are confident that students this year will be just as eager to attend.
  • Our A*/A performance this year is in line with all FFT targets. 51% of students achieve and 1 A* and 14% 3 A*.
  • 5A*-G and 1A*-G is above the national average. Nearly all of our students achieve 5A*-G grades (98%).
  • The Academy has maintained a varied option choice for students including the triple Sciences, and a full selection from the Humanities, Expressive Arts, Business, ICT, Technology and Languages. Many of these subjects also did particularly well this year.
  • Two thirds of students taking vocational subjects in ICT, Engineering, Health and Social Care, Science, Music and Sport secured a Level 2 pass.
  • There is a whole Academy programme to enhance literacy skills which is showing a significant impact. (see Literacy section).
  • Pupil premium students make good progress (Ofsted 2014) and the funding is making a substantial difference to closing the gap in school. PP P8 is significantly better than 2015. Students with SEND make better than expected progress and see improvement in attainment measures from 2015. DSEN students are predicted to continue to do very well. Students from ethnic minorities continue to perform exceptionally well at the Academy.
  • Learning in the majority of lessons is good (Ofsted 2014) and this is supported by regular external teaching and learning moderations learning walks performance management observations and book trawls (see teaching section).
  • Students sit regular half termly tests across all subjects and all years to ensure robust teacher predictions and to prepare students for final examinations.

Click here to access the DfE school performance tables website.


Year 6 OPEN EVENING – come and join us on Wednesday 27th September. Presentations at 5.00pm and 6.30pm followed by guided tours


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  • Strong and trusting relationships consistently create a calm and purposeful working atmosphere.


  • Students have access to a wide range of exciting resources and learn specific skills through well-paced and sequenced activities.


  • Behaviour around the school is consistently orderly and students are polite and helpful.


  • Without a doubt, my time at Haywood firmly placed me on the path to Oxford.

    Jordan Williamson, Trinity College, Oxford