'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.
|HideShow sorting options Click to expand|
|Preston Muslim Girls High School (Maintained school)||Lancashire||61.7||1||Well above average 1.24||81%||5.66||29.6|
|Queen Elizabeth's Girls' School (Academy) Open help text for Better performing and within 75 miles opens a popup||Barnet||60.6||2||Well above average 1.11||89%||5.76||29.6|
|Brooke Weston Academy (Academy)||North Northamptonshire||56.8||3||Well above average 0.69||75%||5.2||29.5|
|Bullers Wood School (Academy)||Bromley||56||4||Well above average 0.61||78%||5.15||29.6|
|Walthamstow School for Girls (Maintained school)||Waltham Forest||55.5||5||Well above average 0.62||54%||5.03||29.5|
|Sharples School (Academy)||Bolton||55.3||6||Well above average 0.52||29%||4.79||29.5|
|Sedgefield Community College (Maintained school)||County Durham||54.7||7||Well above average 0.51||51%||4.75||29.4|
|Saint Martin's Catholic Voluntary Academy (Academy)||Leicestershire||54.6||8||Above average 0.49||54%||4.85||29.5|
|George Abbot School (Academy)||Surrey||54.4||9||Above average 0.46||47%||4.82||29.4|
|Southam College (Academy)||Warwickshire||54.4||9||Above average 0.46||48%||4.81||29.4|
|St Anne's Catholic School (Academy)||Southampton||53.7||11||Well above average 0.56||45%||4.78||29.3|
|Denbigh School (Academy)||Milton Keynes||53.2||12||Above average 0.29||64%||4.99||29.6|
|The Academy at Shotton Hall (Academy)||County Durham||53.1||13||Above average 0.35||41%||4.58||29.6|
|Hartismere School (Academy)||Suffolk||53||14||Above average 0.33||44%||4.54||29.3|
|Wildern School (Academy)||Hampshire||52.9||15||Above average 0.33||31%||4.54||29.4|
|Kingsbridge Academy (Academy)||Devon||52.8||16||Above average 0.31||62%||4.72||29.4|
|Cottenham Village College (Academy)||Cambridgeshire||52.7||17||Above average 0.34||33%||4.76||28.9|
|Framingham Earl High School (Academy)||Norfolk||52.6||18||Above average 0.26||47%||4.67||29.4|
|Bishop Ullathorne Catholic School (Maintained school)||Coventry||52.4||19||Above average 0.25||79%||4.84||29.5|
|Eaton Bank Academy (Academy)||Cheshire East||52.4||19||Above average 0.24||18%||4.42||29.5|
|Woodbridge High School (Maintained school)||Redbridge||52.3||21||Above average 0.37||72%||5||29.4|
|Royal Wootton Bassett Academy (Academy)||Wiltshire||51.9||22||Above average 0.22||41%||4.64||29.4|
|Oasis Academy Silvertown (Academy)||Newham||51.4||23||Average 0.16||75%||5||29.2|
|King Edward VII School (Maintained school)||Sheffield||51.3||24||Above average 0.2||62%||4.75||29.2|
|Dunraven School (Academy)||Lambeth||51.2||25||Average 0.09||50%||4.56||29.5|
|Burford School (Academy) Open help text for Similar percentage of disadvantaged pupils opens a popup||Oxfordshire||50.8||26||Average 0.12||32%||4.46||29.4|
|Caroline Chisholm School (Academy)||West Northamptonshire||50.7||27||Average 0.1||33%||4.36||29.5|
|St Wilfrid's RC College (Academy)||South Tyneside||50.4||28||Average 0.06||47%||4.43||29.6|
|John Ferneley College (Academy)||Leicestershire||49.7||29||Average 0.01||74%||4.58||29.4|
|Judgemeadow Community College (Academy)||Leicester||49.7||29||Average 0.02||71%||4.64||29.3|
|Chenderit School (Academy)||West Northamptonshire||49.6||31||Average -0.04||58%||4.57||29.4|
|Hollingworth Academy (Academy)||Rochdale||49.2||32||Average -0.03||8%||4.11||29.6|
|Kings Langley School (Academy)||Hertfordshire||49||33||Average -0.05||31%||4.2||29.5|
|Uplands Community College (Maintained school)||East Sussex||49||33||Average -0.15||20%||4.09||29.4|
|Oldfield School (Academy)||Bath and North East Somerset||48.8||35||Average -0.08||52%||4.4||29.6|
|Haydon School (Academy)||Hillingdon||48.1||36||Average -0.14||41%||4.14||29.5|
|Shipston High School (Academy)||Warwickshire||48.1||36||Average -0.18||28%||4.1||29.7|
|The Appleton School (Academy)||Essex||48.1||36||Average -0.15||50%||4.19||29.6|
|The Costello School (Academy)||Hampshire||48.1||36||Below average -0.24||46%||4.41||29.6|
|Bradon Forest School (Academy)||Wiltshire||47.9||40||Below average -0.22||36%||4.19||29.4|
|Wombourne High School (Academy)||Staffordshire||47.9||40||Average -0.18||70%||4.37||29.5|
|Horndean Technology College (Maintained school)||Hampshire||47.5||42||Below average -0.21||18%||3.85||29.5|
|Sandwell Academy (Academy)||Sandwell||47.4||43||Below average -0.24||67%||3.97||29.7|
|Blessed William Howard Catholic School (Academy)||Staffordshire||47.3||44||Below average -0.25||16%||3.87||29.5|
|Ingleby Manor Free School & Sixth Form (Academy)||Stockton-on-Tees||47.3||44||Average -0.23||24%||4.17||29.2|
|Turton School (Maintained school)||Bolton||47||46||Below average -0.24||37%||4.06||29.5|
|Springfield School (Academy)||Portsmouth||46.6||47||Below average -0.29||65%||4.3||29.6|
|Honley High School (Maintained school)||Kirklees||46.2||48||Below average -0.34||31%||3.96||29.5|
|Rye Hills Academy (Academy)||Redcar and Cleveland||46.1||49||Below average -0.36||25%||3.92||29.3|
|The Hermitage Academy (Academy)||County Durham||45.7||50||Below average -0.39||28%||3.85||29.7|
|Campsmount Academy (Academy)||Doncaster||45.3||51||Below average -0.41||19%||3.73||29.6|
|City of London Academy (Southwark) (Academy)||Southwark||44.7||52||Below average -0.47||79%||3.85||29.5|
|West Hill School (Academy)||Tameside||43.4||53||Well below average -0.59||8%||3.56||29.6|
|The Clere School (Maintained school)||Hampshire||43||54||Well below average -0.64||27%||3.54||29.6|
|The Long Eaton School (Academy)||Derbyshire||39.8||55||Well below average -0.95||44%||3.56||29.4|
- 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 test results in reading and maths.
Is there anything wrong with this page? Click to expand
Help us improve GOV.UK
Thank you for your help
An error occurred while processing your feedback submission
Please try again