GCSE RESULTS & Inspection Reports

Bowbrooks Academic Progress

The summary of GCSE results for recent years shows:

Year (no. of candidates)	Passes 9 – 4	5+ Passes 9 – 4	% of all entries passed at 7/8/9
2020 (33)*	92.6%	90.6%	27.4%
2021 (31)*	96%	93.5%	30%
2022 (25)	88.2%	84%	35%
2023 (33)	96%	97%	42%
2024 (29)	94%	89%	44%
2025 (32)	94%	91%	44%

ISI 2024 report states:

“leaders have successfully created a close-knit school environment and community within which pupils’ self-esteem, self-confidence and self- knowledge flourish. Leaders successfully prioritise the development of pupils’ mutual respect, self- assurance and tolerance and support pupils’ wellbeing effectively.”

“Pupils of all ages display positive attitudes towards learning.”

“Teaching staff plan and deliver well-planned lessons which challenge all groups of pupils so that they make good progress.”

“Pupils are engaged in their learning, collaborate effectively and develop effective independent learning skills.”

“Pupils work within clear expectations set by leaders and their behaviour is of a high standard.”

“Pupils are socially responsible and through their fundraising efforts demonstrate social and economic understanding of the value of their contributions.”

“Leaders provide a wide range of extra-curricular activities through which pupils gain a broad range of skills.”

“Pupil wellbeing is at the heart of the school’s culture.”

“Leaders have a detailed understanding of needs of pupils and promote their wellbeing effectively. As a result, pupils have strong and supportive relationships with all staff and each other. They feel valued, listened to, and their needs are well catered for.”

“The aims and ethos of the school are understood by the school community. Staff and pupils embody these in the way they conduct themselves, respond to each other and engage with their teaching and learning.”

“Family values permeate every aspect of school life and pupils appreciate the lengths that all staff go to in prioritising their wellbeing.”

“They ensure that pupils from all backgrounds feel included. Pupils are tolerant of each other, accepting of their differences and open about the challenges they face and as a result, they thrive academically and socially.”

“Teachers have good subject knowledge and classroom management skills and know their pupils well.”

“Pupils receive individualised support and challenge in all subjects and make progress. Teachers deliver well-structured lessons with a variety of tasks, which are well-resourced.”

“Lessons are engaging and pupils enjoy learning.”

“The youngest children benefit from a bespoke curriculum that is highly tailored to their individual learning needs and interests.”

“Throughout the school, teachers support and prepare pupils for the next stage of their education.”

“From a very early age, leaders encourage pupils to be independent in their learning.”

“Pupils of all ages display positive attitudes towards learning and make independent decisions and choices about their learning.”

“They (The Pupils) are well motivated, eager to progress, display resilience and are proud of their achievements.”

“Pupils have a positive work ethic and are actively engaged in their learning.”

“A wide range of extra-curricular activities helps pupils to develop a range of skills supporting their academic progress and health.”

“Leaders monitor pupils’ progress closely through a clearly defined assessment framework.”

“Constructive and regular teacher feedback enables pupils of all abilities to identify the next steps in their learning and make progress.”

“Pupils have a detailed understanding of the next steps in their learning within and across subjects.

pupils have a knowledge and understanding of their own needs, make progress and learn effectively.”

“Pupils develop linguistic, mathematical, technological and scientific skills. They speak, listen and write with confidence and acquire skills which support their public performances.”

“Pupils learn and make progress in the many curricular opportunities in the expressive arts, including drama, music, and particularly art.”

“Pupils intelligently interpret possible messages conveyed by pieces of art. For example, they recognise the emotion in pieces and are inspired by artwork.”

“Leaders’ emphasis on promoting independent learning is embedded in classroom activity and in the curriculum in all years and positively impacts pupils’ ability to make decisions and choices about their learning.”

“In the context of the nurturing, close-knit community and environment created by leaders, pupils’ self-esteem, self-confidence and self-knowledge flourish.”

“Pupils’ spiritual and moral knowledge and understanding is developed through lessons in subjects across the curriculum and regular assemblies.”

“Pupils understand the difference between bullying and unkindness.”

“Where behavioural standards fall short, pastoral leaders respond promptly, fairly and effectively.”

“Pupils are highly engaged in the sporting life of the school and develop teamwork skills through a wide variety of team and individual sporting opportunities.”

“The close-knit community and emphasis on participation encourages pupils to put themselves in new situations outside of their ‘comfort zone’.”

“They (the pupils) contribute to and take a lead in a rich assembly programme in which spiritual and moral understanding are promoted and prejudice and behaviours such as racism and sexism are effectively challenged.”

“These sessions (regular assemblies) reflect the school’s ethos and further reinforce the sense of school community, actively promoting pupils’ mutual respect.”

“(PSHE) programme includes topics relating to mental health which stimulate dialogue amongst the pupil body in and out of the classroom and help them to form positive views of themselves.”

“Pupils are not only encouraged to cultivate empathy but also to contribute positively to the needs of individuals.”

“Pupils are generous in their charitable activities. They demonstrate their commitment to social responsibility by supporting charities chosen by pupils with personal relevance to them and to the school community.”

“Their pride in successful fundraising initiatives reflects their dedication to making a positive impact on others.”

“Pupils can differentiate between right and wrong and take responsibility for their own actions.”

“The curriculum includes social and economic education which helps prepare pupils for their future lives.”

“The school uses a broad, unbiased range of external speakers to help pupils make decisions on the directions they may take beyond Year 11.”

“Pupils of all ages undertake formal and informal roles of responsibility through which pupils learn to contribute positively to the lives of others.”

“Leaders encourage pupils to express their views and show appropriate respect and consideration towards others who hold opinions different to their own.”

“Pupils are very open about and accepting of their differences and show appreciation of the needs of others.”

“Pupils are willing contributors to these events (Drama Productions) and proud of their contributions.”

“Pupils collaborate effectively across year groups in their play and recreation.”

ISI 2019 report states:

“GCSE results are above National average…2019 (results) are higher than the previous three years”

“they listen attentively…they have highly effective skills for learning and a confidence to employ them independently”

GCSEs are completed at the end of Year 11 but we have robust systems of tracking pupils throughout the school.

In Nursery and reception we analyse the pupils ‘Good levels of Development’ (GLD) in line with Early Learning Goals which demonstrates positive progress.

In KS1 and KS2 we track and use reading age, spelling age and phonics development as well as the National Curriculum Framework Objectives to monitor and report on pupil progress.

At KS3 we use our own assessment system, allocating learning bands to pupils to set appropriate targets as well as to recognise areas of indicative strength with MidYIS used to guide our progress. This is tracked using regular assessments and teacher assessed outcomes which are stored on Engage, our management information system.

A document of explanation of our assessment system is sent out to parents in Year 7 or subsequent years if students arrive between the beginning of Year 7 and the end of Year 9. A copy of this is available on request.

In all cases, pupil progress is shared with parents through annual parents’ evenings and formal written reports. In addition to this, parents are most welcome to discuss the progress of their child at any time with relevant form tutors by appointment.

Particulars of the school’s academic performance during the preceding school year, including the results of any public examinations are available to all parents through appointment with the Head.

We would like to draw your attention back to the introductory comments in that, because there are small classes, ‘percentages’ do not tell the whole story. There have been candidates who have achieved 10 A*s at GCSE. We have also had former pupils written off by previous schools delighted with 4 or 5 grade 5 passes. Each child is an individual; each child’s progress should be measured individually.

Our most recent ISI Report 2019 commented “Pupils make progress because teaching understands their individual needs and…encourages their confidence and understanding”

They also went on to comment on the “More able pupils consistently achieve highly”

Importantly the 2019 ISI report said; “Pupils achieve their potential”

“GCSE results are above National average…2019 (results) are higher than the previous three years’”

“Pupils demonstrate most positive attitudes to learning”

“Highly effective learning support helps pupils with additional needs make progress”

Statistics do not always tell the full story and we would welcome the opportunity to show you the school at work.

(all quotes from ISI Inspection report 2019)

Summer 2017:

Congratulations to Daniel Fellows who was shortlisted for the National ISA Whitbread Memorial Prize for the ‘best individual score’ at GCSE. Daniel’s 7A*, 2As a 7 and an 8 saw him achieve a certificate for his nomination…well done young man!

Summer 2013:

Congratulations to Emily Allen, Winner of the National ISA Whitbread Memorial Prize for the ‘Best Individual GCSE Score’ in 2013. Emily achieved 10 A* grades at GCSE and an A in Further Maths (The top grade for further maths is an A – no A* is available in this exam!)
Having come through the school from N/R Emily is genuinely a product of Bowbrook House School!

GCSE RESULTS & Inspection Reports

Bowbrooks Academic Progress

Year (no. of candidates)

Passes 9 – 4

5+ Passes 9 – 4

% of all entries passed at 7/8/9

Bowbrook House School