Once again we are proud to celebrate the success of our all students in their Level 2 (GCSE and BTEC) and Level 3 (A Level and BTEC) qualifications. This has been our best ever year in terms of the percentage of pupils achieving 5A★-C including English Language and Mathematics (60%). Both our Year 11 and Sixth Form students have worked extremely hard over the course of two years and as a result of their success they are able to embark upon the next stage in their career, some beginning apprenticeships, some university or college courses and some returning to our Sixth Form.
At Millom School we believe that education goes beyond just exam results, however, we do need to monitor the progress and outcomes of our students and provide information on their attainment and progress using specific performance criteria.
Over the last 12-18 months there have been significant changes in the education landscape, specifically in the ways that the DfE are measuring and reporting on performance at Key Stage 4. The biggest change is concerning the new Progress 8 measure. This measures the difference between a pupil’s estimated attainment, based on their Key Stage 2 scores, and their actual attainment achieved by the end of Year 11. It takes the current year’s national performance data into account. The whole school Progress 8 score is an average of the Year 11 cohort and is calculated after students have taken the exams.
We have reported some of the older style measures below, including 5 or more A★-C GCSEs, including English and Mathematics and the Basics measure (the percentage of pupils achieving A★-C in English and Mathematics), in order for comparisons to be made to last year’s results, for which a Progress 8 score is not available. It should be noted, however, that in previous years only English Language counted in the 5A★-C E/M and Basics measures, whereas from 2016 onwards, English Literature also counts.
Progress from Key Stage 2 is measured in both English and Mathematics. Students are expected to make 3 levels of progress (Level 4 at Key Stage 2 to a C grade at GCSE). Again, this measure is no longer being reported in the performance tables, but serves as a useful comparison of this year’s results to the previous year.
At 18 students are measured in a variety of ways, however, the most revealing is the proportion of students attaining 3 or more A Levels or equivalent and 2 or more A Levels or equivalent.
Millom School is proud of its recent track record on all the measures outlined above. Below are the headline figures for 2016. Parents and carers are also encouraged to visit the Department for Education’s Performance Tables, which can be found on its web site.
Exam Results PDF version
GCSE Headline Figures
| | School 2016 | Provisional National for State-Funded School 2016 | School
2015
|
| Progress 8 | -0.28 | -0.03 (LA maintained mainstream school average) | n/a |
| Attainment 8 | 48.37 | 49.34 (all National, source = RAISE 2016) | n/a |
| 5A*-C (EM) | 65.3% | 56.8% | 51.0% |
| Basics (A*-C EM) | 68.0% | 62.6% | 59.0% |
| 3 or more levels of progress in English | 80.8% | 69.0% (2015 data) | 82.7% |
| 3 or more levels of progress in Maths | 62.2% | 66.0% (2015 data) | 55.5% |
Last year, 9% of the Year 11 cohort achieved the English Baccalaureate, which is a suite of qualifications including A★-C grades in the core subjects of English, Maths and Science, plus A★-C grades in a Humanities subject (History or Geography) and a Languages subject (French).
Level 3 Headline Figures
| | School 2016 | School 2015 |
| 3 or more level 3 passes | 76.0% | 81.3% |
| 2 or more level 3 passes | 84.0% | 93.8% |
| 1 or more level 3 passes | 100.0% | 100.0% |