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% |
| 2026 (26) | 91% | 89% | 34% |
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.”
“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.”
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!