2017 GCSE Results
This was the first set of results to include the new reformed (Grade 9-1) GCSE courses in Maths and English; these qualifications are more challenging, with significantly increased course content and more difficult examination papers.
We are delighted that all our students achieved a 'standard pass' (Grade 4 or above) in both English and Maths, and that almost all of them (97%) gained ‘strong passes’ of Grade 5 in both subjects. We are also very pleased with the significant proportion of students who gained the new Grade 9, which is pitched at a higher level than the former A* grade, and is awarded nationally to only around 3% of the students in each subject. Around a quarter of LGS students gained a Grade 9 in Maths, with a similar proportion in English Literature:
- 36 students gained Grade 9 in Maths
- 38 students gained Grade 9 in English Literature
- 12 students gained Grade 9 in English Language
There were a number of particularly impressive individual performances including 7 students who achieved Grade 9s in all three reformed qualifications - English Language, English Literature, and Maths.
Across the unreformed subjects using A*-G grades, just under 60% of the results were at grades A or A*, with an overall A*-C achievement rate of 96%.
Overall, just over 61% of the GCSE grades achieved were at Grade 7/Grade A or above.
A breakdown of GCSE outcomes by subject can be downloaded from the link at the foot of this page.
The average Attainment 8 score (see Note 2 below) was 71.8 Dividing this by 10 (eight subjects, but with English and Maths double-weighted) gives an average score of just under 7.2 per subject.
The average grade achieved was typically a Grade 7 in the reformed GCSEs and an A grade in the remaining unreformed qualifications.
Our Progress 8 score (see Note 1 below) for 2017 is +0.66. This places the school in the highest DfE band of 'well above average', representing the top 12% of schools nationally, and significantly above the average P8 score for grammar schools (+0.44)
GCSE outcomes over time
Langley Grammar School has been nationally recognised for its exceptional 2016 GCSE performance by the Schools, Students and Teachers network (SSAT). Educational Outcomes data analysis from SSAT has shown that the school is in the top 20% of schools nationally for the progress made by students.
Sue Williamson, Chief Executive of SSAT said:
"It's my great pleasure to commend Langley Grammar School on their excellent 2016 performance. We know how hard teachers work to ensure the success of every child. SSAT's Educational Outcomes award recognises the professionalism, commitment and hard work of the leaders, teachers and students at Langley Grammar School. A big thank you and well done to the pupils, staff and governors."
The SSAT Exceptional Outcomes Awards for 2017 will be based on the final validated GCSE data which will be released in January 2018
Statutory information about GCSE outcomes
The Department for Education requires us to publish particular information regarding GCSE outcomes. Please read the explanatory notes carefully.
Progress 8 score
Attainment 8 score
Students achieving Grade 4 or above (formerly A*-C) in English and Maths
Students achieving Grade 5 or above in English and Maths
Students achieving the EBacc at Grade 5+/C+
Students continuing in education or training
|See note 1||See note 2||See note 3||See note 4||See note 5||See note 6|
Note 1 - Progress 8 score
Progress 8 aims to capture the progress a pupil makes from the end of primary school to the end of secondary school. It is a type of value added measure, which means that pupils’ results are compared to the actual achievements of other pupils with the same prior attainment.
The score shows how much progress pupils made between the end of Key Stage 2 (Year 6) and the end of Year 11, compared to pupils in England who got similar results in the Key Stage 2 SATs assessments.
The Progress 8 score is based on up to 8 qualifications, which include English, maths, 3 'English Baccalaureate' qualifications including sciences, computer science, history, geography and languages, and 3 other additional approved qualifications. Maths and English are also double weighted compared to other subjects.
The average Progress 8 score for 'mainstream' schools in England is zero. Mainstream schools are schools that aren’t special schools or 'alternative provision settings' (for example pupil referral units). A score above zero means pupils made more progress, on average, than pupils across England who got similar results at the end of Key Stage 2.
Be aware that:
- No matter how high a pupil's KS2 outcomes, there is an upper to limit to the progress they can make - they cannot achieve higher than an A* grade, or a Grade 9 in the new reformed qualifications. This 'ceiling effect' may limit the Progress 8 score.
- Progress 8 scores also have an associated 'confidence interval' within which the score actually lies. Schools may have different Progress 8 scores but if the confidence intervals overlap, there is no statistically significant difference between them.
Note 2 - Attainment 8 score
Schools get a score based on how well pupils have performed in up to 8 qualifications, which include English, maths, 3 'English Baccalaureate' qualifications including sciences, computer science, history, geography and languages, and 3 other additional approved qualifications. Maths and English are also double weighted compared to other subjects.
To calculate the Attainment 8 score, each student's qualifying grades are converted to points and added up, with Maths and English double-weighted. The points values are given in the table below. From 2017, reformed GCSEs will be graded on a 1-9 scale; this requires a recalibration of the old A*-G grades as shown in the table.
|GCSE grade||2016 points||2017 and 2018 points|
Note 3 - Proportion of students achieving Grade 4 or above in English and Maths
Until 2017, achieving GCSE grades A*- C in English and Mathematics was widely recognised as the minimum required to commence post-16 study such as A levels or vocational qualifications. Schools have also been ranked in performance tables by this ‘Basics’ measure.
From 2017, Grade 4 in the reformed GCSE examinations is regarded as a 'standard pass' and represents the minimum entry requirement for further education.
For selective schools like Langley Grammar School this figure ought to be very high; however, there will sometimes be a very small number of students in Year 11 who do not perform to this level due to illness or personal circumstances.
Note 4 - Proportion of students achieving Grade 5 or above in English and Maths
Grades 5 and above are regarded as 'strong passes'.
In 2017 schools are reporting the proportion of students gaining grade 4+ in English and Maths, and the proportion gaining Grade 5+ in those subjects. In the future it is anticipated that Grade 5 will become the new expected standard.
Note 5 - Proportion of students achieving the EBacc
The English Baccalaureate (‘E-Bacc’) is a school performance measure used by the Department for Education. It measures the proportion of students in Year 11 who gain GCSE grades A*-C in the following subjects:
* Two Sciences (Two from GCSE Computer Science, Biology, Chemistry or Physics, or GCSE Science and Additional Science)
* A language (modern languages, or ancient languages such as Latin)
* History or Geography
At Langley Grammar School students currently take GCSE examinations in English, maths, three separate sciences), ICT and RE as the core curriculum in Years 10 and 11. Although all students are required to choose a modern foreign language, they may choose their remaining three options freely from a list which includes geography and history. Students are therefore currently not required by the school to study the full range of EBacc subjects although 80% choose to do so. The recent figures of just over 70% of students achieving the EBacc essentially means that around three quarters of our students choose to study History or Geography. This is already in line with the Government's intention for 75% of students to study an EBacc curriculum by 2022.
In 2015, the school's official EBacc figure was 1%. In this particular year, almost all students sat examinations in the three separate sciences - GCSE Biology, Chemistry and Physics. They achieved excellent results, averaging 75-80% A*/A grades across the three subjects. However, because these students had also taken GCSE Core Science in Year 10, they were deemed by the DfE to be on the Science + Additional Science pathway. None of their separate science results were therefore counted in the EBacc measure, despite most students having actually having four science qualifications. This clearly nonsensical situation arose as a result of the DfE changing the rules about what would count in the EBacc measure after the school had committed to entering the students for the Science examination.
Note 6 - Proportion of students continuing in education or training
This measures the number of students who either stayed in education or went into employment after Year 11. The data currently published on the DfE website is for students who finished Year 11 in 2015, which is the most recent data currently available.