'Similar schools' means schools across England whose key stage 4 pupils had similar achievement at the end of key stage 2 opens a popup . These figures are based on the results of pupils who finished key stage 4 in July 2019, which is the latest data available.
The list shows the selected school compared to other state-funded mainstream schools whose key stage 4 pupils were expected to achieve similar results in year 11 based on their grades at the end of primary school (key stage 2).
Two types of similar schools in the list are highlighted with a clickable question mark:
- Better performing schools that are located within 75 miles of the school
- Schools with a similar percentage of disadvantaged pupils opens a popup .
If there is no similar school within the grouping that is classed as better performing, a better performing school outside of the similar schools grouping may be shown at the bottom of the page. In some cases, this may not be possible, for example if the school has very high attainment or there are no better performing schools within a 75 mile radius. For further details, including the criteria for better performing schools and how these are assigned, see similar schools guidance. opens in a new window
Similar schools lists are normally updated each year in January, along with revised opens a popup results data, and again later in Spring, along with final results data.
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|St John Wall Catholic School (Maintained school)||Birmingham||47.1||1||Well above average 0.82||26%||3.95||26.2|
|The Steiner Academy Hereford (Academy)||Herefordshire, County of||45.5||2||Well above average 0.83||4%||2.89||26.1|
|Djanogly City Academy (Academy) Open help text for Better performing and within 75 miles opens a popup||Nottingham||43.8||3||Well above average 0.72||40%||3.86||24.9|
|George Dixon Academy (Academy)||Birmingham||43.8||3||Well above average 0.51||60%||4.14||25.6|
|St John Fisher Catholic High School (Maintained school)||Peterborough||42.4||5||Well above average 0.6||19%||3.57||25.8|
|East Point Academy (Academy)||Suffolk||41.9||6||Above average 0.36||31%||3.49||26|
|Somercotes Academy (Academy)||Lincolnshire||41.6||7||Above average 0.44||18%||3.64||25.8|
|Cockburn John Charles Academy (Academy)||Leeds||40.6||8||Average 0.14||17%||3.24||25.8|
|The Thetford Academy (Academy)||Norfolk||40.5||9||Above average 0.23||39%||3.62||25.8|
|Spalding Academy (Academy)||Lincolnshire||40.1||10||Average 0.2||18%||3.22||25.8|
|Carter Community School (Academy)||Bournemouth, Christchurch and Poole||39.1||11||Average 0.24||10%||3.36||25.3|
|The John Wallis Church of England Academy (Academy)||Kent||39.1||11||Average 0.11||17%||3.07||25.9|
|Carlton Bolling College (Maintained school)||Bradford||39||13||Above average 0.34||16%||2.86||25.6|
|Bloxwich Academy (Academy)||Walsall||38.5||14||Average 0.05||7%||2.9||25.8|
|Melior Community Academy (Academy)||North Lincolnshire||38.1||15||Average 0.16||4%||3.05||25.3|
|Thomas Clarkson Academy (Academy)||Cambridgeshire||38||16||Average -0.01||10%||2.99||25.9|
|West Walsall E-ACT Academy (Academy)||Walsall||37.6||17||Average -0.03||14%||3.07||26.2|
|The Boulevard Academy (Academy)||Kingston upon Hull, City of||37.5||18||Average -0.21||17%||2.92||25.8|
|Hewens College (Academy)||Hillingdon||37.3||19||Well below average -0.53||28%||3.23||25.7|
|The Hewett Academy, Norwich (Academy)||Norfolk||37.3||19||Average -0.05||52%||3.27||25.8|
|The Priory Witham Academy (Academy)||Lincolnshire||36.9||21||Average -0.08||26%||3.16||25.5|
|Firth Park Academy (Academy) Open help text for Similar percentage of disadvantaged pupils opens a popup||Sheffield||36.3||22||Average -0.2||43%||3.12||25.8|
|The Victory Academy (Academy)||Medway||35.8||23||Average -0.12||3%||2.65||25.3|
|City of Peterborough Academy (Academy)||Peterborough||35.7||24||Average -0.14||51%||3.24||26.1|
|Oasis Academy Lister Park (Academy)||Bradford||35.5||25||Average -0.1||38%||2.87||25.4|
|Thomas Becket Catholic School (Academy)||Northamptonshire||35.4||26||Average -0.28||50%||3.01||25.6|
|Christ The King Catholic High School (Maintained school)||Lancashire||35.3||27||Average -0.33||2%||2.84||25.8|
|Babington Academy (Academy)||Leicester||35.1||28||Average -0.05||17%||2.93||24.9|
|Blue Coat Church of England Academy (Academy)||Walsall||35.1||28||Average -0.21||9%||2.78||25.7|
|Unity City Academy (Academy)||Middlesbrough||34.9||30||Below average -0.31||23%||2.45||25.7|
|Co-op Academy Leeds (Academy)||Leeds||34.8||31||Average -0.18||41%||3.04||25.5|
|Fir Vale School (Academy)||Sheffield||34.4||32||Below average -0.2||56%||3.03||24.7|
|Parkwood E-Act Academy (Academy)||Sheffield||34.2||33||Average -0.15||8%||2.67||25.7|
|St James Academy (Academy) Open help text for Similar percentage of disadvantaged pupils opens a popup||Dudley||34.1||34||Below average -0.37||15%||2.88||25.5|
|Tudor Grange Academy Redditch (Academy)||Worcestershire||34.1||34||Below average -0.34||31%||2.92||25.7|
|Leeds East Academy (Academy)||Leeds||34||36||Below average -0.37||31%||2.7||25.9|
|Charles Read Academy (Academy)||Lincolnshire||33.7||37||Below average -0.43||23%||3.11||26.3|
|St Edmund's Catholic School (Academy)||Kent||33.1||38||Below average -0.42||31%||2.84||25.5|
|King's Leadership Academy, Liverpool (Academy)||Liverpool||32.8||39||Average -0.16||35%||2.8||24.8|
|Dixons Cottingley Academy (Academy)||Bradford||32.2||40||Below average -0.5||4%||2.48||26.3|
|Ormiston Maritime Academy (Academy)||North East Lincolnshire||32.1||41||Well below average -0.53||22%||2.75||25.6|
|The Oxford Academy (Academy)||Oxfordshire||31.4||42||Well below average -0.6||3%||2.42||25.6|
|Thomas Middlecott Academy (Academy)||Lincolnshire||30.5||43||Well below average -0.76||33%||2.51||26.1|
|One In A Million Free School (Academy)||Bradford||30.2||44||Well below average -0.83||8%||2.49||25.8|
|Merrill Academy (Academy) Open help text for Similar percentage of disadvantaged pupils opens a popup||Derby||26.4||45||Well below average -1.02||20%||2.22||25.4|
|Nightingale Academy (Academy)||Enfield||26.4||45||Well below average -0.74||38%||2.41||25.8|
|Hameldon Community College (Maintained school) Open help text for Similar percentage of disadvantaged pupils opens a popup||Lancashire||23.9||47||Well below average -1.18||0%||1.95||25.1|
|The De La Salle Academy (Academy)||Liverpool||23.1||48||Well below average -1.5||0%||1.8||26.7|
|South Shore Academy (Academy)||Blackpool||21.9||49||Well below average -1.54||8%||1.65||25.9|
|Cheshire Studio School (Academy)||Cheshire East||21.2||50||-1.67||0%||1.71||25.9|
|Leeds City College (College)||Leeds||11.4||51||-2.47||0%||0.86||25.7|
|Newbury College (College)||West Berkshire||5.9||52||-3.02||0%||0.33||25.9|
|Bishop Auckland College (College)||County Durham||4.1||53||-3.01||0%||0.34||25.6|
|West Thames College (College)||Hounslow||2.4||54||LOWCOV opens a popup||0%||0.15||25.4|
|Tyne Coast College (College)||South Tyneside||0.6||55||-3.33||0%||0.03||26.1|
- Academy - government funded but run by an academy trust rather than a local authority.
- College - colleges generally are focused on the 16 to 18 phase of education and provide vocational as well as academic courses. Some colleges also provide for full-time study at key stage 4.
- Independent school - privately funded.
- Maintained school - government funded and run by a local authority.
- Special school - schools that specialise in educating pupils with special educational needs.
Schools get a score based on how well pupils have performed in up to 8 qualifications, which include English, maths, 3 English Baccalaureate opens in a new window qualifications including sciences, computer science, history, geography and languages, and 3 other additional approved qualifications opens in a new window .
This is a ranking within the group of schools in the list, based on the Attainment 8 score.
This score shows how much progress pupils at this school made between the end of key stage 2 and the end of key stage 4, compared to pupils across England who got similar results at the end of key stage 2. This is based on results in up to 8 qualifications, which include English, maths, 3 English Baccalaureate opens in a new window qualifications including sciences, computer science, history, geography and languages, and 3 other additional approved qualifications opens in a new window .
In a small number of cases, pupils can have extremely negative progress scores that disproportionately affect a school’s overall progress score. To reduce the impact of these extreme scores, we set a limit on how negative a pupil’s progress score can be when calculating the school average. This will normally apply to 1 or 2 pupils per school, if any. Where a pupil’s score is more negative than this minimum value, an adjusted score will replace the pupil’s original progress score for the purpose of calculating a school’s overall progress average.
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.
A score below zero means pupils made less progress, on average, than pupils across England who got similar results at the end of key stage 2.
A negative progress score does not mean pupils made no progress, or the school has failed, rather it means pupils in the school made less progress than other pupils across England with similar results at the end of key stage 2.
Detailed guide to Progress 8 opens in a new window - for more information about how the Progress 8 score is calculated.
Pupils included in a school's Progress 8 score
Pupils who have no key stage 2 results (for example, those arriving at secondary school from an independent school or abroad) are not included in the Progress 8 measure. See the Secondary Accountability Measures opens in a new window guidance for more information
Schools and colleges not covering full Progress 8 period
Some schools start educating pupils partway through the 5-year period covered by Progress 8, which should be taken into account when comparing their results with schools that start at Key Stage 3. Progress 8 is not the most appropriate performance measure for university technical colleges, studio schools and some further education colleges. These establishments typically start educating pupils at age 14, with a focus on preparing pupils for their future careers by providing an integrated academic and professional education. Other headline measures, particularly pupil destinations, are more important for these establishments.
A pupil is considered to have entered for the English Baccalaureate if they entered for qualifications in English, maths, sciences, a language and either history or geography. The English Baccalaureate opens in a new window (EBacc) is not a test or qualification; it is a measure used to provide information about a particular range of qualifications.
University technical colleges, studio schools and some further education colleges with key stage 4 provision provide a specialist technical and professional education. It is not appropriate to expect the same rates of EBacc entry from these types of schools and colleges. They should decide on a case-by-case basis whether their specialist curriculum is compatible with the full EBacc.
The EBacc APS calculates a pupil's average point scores across the 5 pillars of the English Baccalaureate, allocating points to a pupil's best grades and dividing by 6 (the science grades count in 2 pillars, meaning a total of 6 pillars) to create an average point score per pupil. This measure is an average across the subjects (i.e. we divide the total by 6) and so is on a different scale to Attainment 8 which we calculated by simply awarding points score across 8 qualifications (without dividing the total).
This measure is based on the better result of either English language or English literature when both subjects are taken, maths, the best 2 results from the single sciences (3 out of 4 must be taken), or results from the combined science, the better result from either geography or history and the best result in languages.
For more information about how the EBacc average point score is calculated view the detailed guide to EBacc APS opens in a new window .
The average of the points score for all pupils at the end of key stage 2, based on teacher assessment for writing and test results in reading and maths.
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