Results & Performance

Saint Paul’s Celebrates Outstanding GCSE Results – Class of 2025

We are incredibly proud to announce another year of excellent GCSE results at Saint Paul’s. The Class of 2025 has shown remarkable determination, resilience, and ambition, achieving results that reflect their hard work and dedication.

This year:

· 62% achieved a Grade 4+ in English Literature, 51% in English Language, and 53% in Mathematics.

· 25% achieved Grade 5 or above in both English and Maths — an 8% increase from last year.

· 47% secured at least a Grade 4 in both English and Maths.

Outstanding subject highlights include:

· Biology – 75% Grade 4+

· Chemistry – 70% Grade 4+

· Physics – 71% Grade 4+

· Business Studies – 72% Grade 4+

· Information Technology – 69% Grade 4

There were some exceptional individual performances, including:

· One student achieving one Grade 9, six Grade 8s, a 7, and a 6

· Another achieving two Grade 9s, two Grade 8s, and the rest Grade 7s

· A further student securing one Grade 9, three Grade 8s, and three Grade 7s

In total, ten students achieved at least one Grade 9 across a range of subjects, placing several among the highest-performing students in the country.

Headteacher, Mike Whiteside, said:

“We are incredibly proud of our students’ achievements this year. These results reflect their determination, the hard work of our staff, and the invaluable support from families. The Class of 2025 has every reason to celebrate.”

Congratulations to all our students on an outstanding set of results!

Information for parents when using the DFE league comparison site (https://www.compare-school-performance.service.gov.uk/ )

Understanding School Performance: Context Is Key

When evaluating school performance, it’s vital to remember that context matters. Schools operate under vastly different circumstances and comparing them without accounting for these differences can be misleading. Factors such as pupil premium status, SEN needs, EHCPs, looked-after children (LAC), and English as an Additional Language (EAL) significantly influence overall outcomes. Statistically, schools with higher proportions of some of these indicators tend to face greater challenges—and yet may still achieve strong progress measures even if raw attainment appears lower.

Why context is essential:

· National averages serve as benchmarks, but they don’t capture the full picture.

· Schools with pupil premium (PP), SEND, or EHCP rates at or below national averages often benefit from a statistical advantage in progress and attainment.

· Conversely, schools with above-average proportions of these indicators may face tougher hurdles; comparing them directly to schools with fewer challenges isn’t a fair comparison.

Current National Averages (England, Academic Year 2024–25)

Based on the most recent statistics:

· Pupil Premium (disadvantaged pupils) National average is around 25% (particularly for primary schools) homefields.derby.sch.uk Comprehensive Future.

· SEND – SEN support (without EHCP) Approximately 14.2% of pupils receive SEN support without an EHCP Explore Education Statistics.

· EHCP (Education, Health & Care Plan) Around 5.3% of all pupils hold an EHCP this includes specialist schools Explore Education Statistics.

These percentages increase slightly if combining SEN support plus EHCP: collectively SEND affects well over 19% of pupils House of Commons Library Financial Times.

Your School’s Context in Comparison

St Paul’s school significantly exceeds national averages across all three categories. This highlights the importance of viewing progress and attainment in light of these elevated contextual factors.

We proudly serve a community with significantly higher needs. That makes our progress and attainment figures even more meaningful. We encourage parents to compare schools with similar contexts to ensure fair and meaningful comparisons.

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