Due to the COVID pandemic, GCSE exams did not go ahead in 2020 and 2021. In 2020 students were awarded Centre Assessed Grades (CAGs). There was a great deal of controversy around the grading standard for 2020. This was because the governments made a late decision to abandon the use of an algorithm that was intended to ensure grades followed a similar pattern to previous years. As a result of this, the grading standard between schools is different, and the outcomes from 2020 cannot be compared to previous years. For this reason, 2020 results are omitted from the table below.
In 2021, grades were awarded through a system of Teacher Assess Grades (TAGs) (further details about the TAG process can be found here: GCSEs Grading Guidance for Summer 2021 – The Radclyffe School). Whilst students did not sit exams, and therefore the outcomes are not directly comparable to previous years, the outcomes are included in the table below.
In 2022 things have returned to something like normal. GCSE exams went ahead and students received their results in August having had their papers assessed externally by the Exam Boards. Having said this, there were adjustments made to the scope of the exams in order to try to take account of the impact of the pandemic on young people. The grading standard was set at the mid-point between the exams of 2019 and the TAGs of 2021 (Ofqual’s approach to grading exams and assessments in summer 2022 and autumn 2021 – GOV.UK (www.gov.uk)). As a result of these differences, direct comparison to 2019 (the last time exams went ahead) should be made with caution.
Key Performance Measures – Best Entry
For a number of years up to and including 2019, the school operated an early entry policy. As a result of this, The Department for Education’s performance data for The Radclyffe School up to 2019 do not represent the true grade our students achieve. This is because DfE data is based on first entry data.
Following the results of 2019, it became clear that early entry was no longer of benefit to our students. As a result of this, we now only enter students at the end of Year 11. However, there are result from this policy working their way through to the published results for the school. Consequently, national published data on the Radclyffe School does not represent the true performance of our students. The headline figures for 2017-2019 are based on best entry results.
| National Av. | 2023 Local Av. | 2023 | 2022 | 2021 | 2019 | |
|---|---|---|---|---|---|---|
| 5+ English and Maths | – | 38.8% | 40% | 46.6% | 42% | 39% |
| 5+ English and Maths – boys | – | – | 43% | 46% | 39% | 31% |
| 5+ English and Maths – girls | – | – | 37.5% | 48% | 45% | 47% |
| 5+ English and Maths – disadvantaged | – | – | 32.4% | 37% | 38% | 35% |
| 5+ English and Maths – non-disadvantaged | – | – | 45% | 51% | 46% | 43% |
| 5+ English and Maths – SEN | – | – | 17.4% | 10% | 17% | 7% |
| 5+ English and Maths – non-SEN | – | – | 43.4% | 48% | 44% | 41% |
| 4+ English and Maths | – | 61.3% | 65% | 62.1% | 63% | 63% |
| 4+ English and Maths – boys | – | – | 67% | 62% | 60% | 55% |
| 4+ English and Maths – girls | – | – | 62.5% | 63% | 65% | 70% |
| 4+ English and Maths – disadvantaged | – | – | 57% | 50.5% | 54% | 62% |
| 4+ English and Maths – non-disadvantaged | – | – | 69% | 67% | 70% | 64% |
| 7+ English | – | – | – | – | 21% | 21% |
| 5+ English | – | – | – | – | 53% | 54% |
| 4+ English | – | – | – | – | 73% | 75% |
| 7+ Maths | – | – | 15% | – | 17% | 16% |
| 5+ Maths | – | – | 45% | – | 48% | 49% |
| 4+ Maths | – | – | 69% | – | 69% | 73% |
| EBACC Average Points Score | – | 4.21 | 3.62 | – | – | – |
| Progress 8 | – | – | +0.09* | +0.14 | +0.29 | -0.11 |
| Attainment 8 | – | 44.2 | 45.87 | 48.51 | 46.53 | 45.21 |
* Unvalidated Progress 8 – Taken from Sisra Exams Collaboration Data
The DfE school performance data can be found here:
https://www.compare-school-performance.service.gov.uk/school/105738/the-radclyffe-school/secondary
