Downland School Exam Results 

Overview: For pupils who were taught in school and accessing our core curriculum, the cohort comprised of 8 out of 15 pupils (53%), rather than those on alternative and flexible programmes. 7 out of these 8 pupils were disadvantaged (88%). This cohort did not sit SATs due to COVID-19 and therefore had no Key Stage 2 grades to set and predict accurate GCSE and examination targets.

Pupils who were not educated fully in school attended other provisions to complement their educational offer. These included local farms, pre-16 college placements, one-to-one tutoring (either at home, in school, or at a different site), mentoring services, and arts-based alternative provision.

This year, as predicted, fewer pupils than normal took formal exams. This cohort was impacted the most by COVID-19, and this continued to affect their academic progress throughout their time with us.

Due to the needs of this year group, the Key Stage 4 (KS4) curriculum was fully modified. This meant this cohort’s timetable looked different from the previous ‘traditional’ core offer. This adjustment ensured pupils were successful in their KS4 education, as we felt a curriculum solely focused on GCSE and exam outcomes was unsuitable. Instead, we provided a more vocational approach offering college placements, fewer academic subjects, and increased enrichment opportunities. These included activities across areas such as sport, art and craft, gardening, life skills, and a strong focus on personal and social development.

Where possible, within English, maths, and science, pupils were entered for Entry Level qualifications, Functional Skills, and GCSEs as appropriate.

Outcomes Headlines

• One pupil sat GCSE art, biology, and maths, achieving a grade 3 in biology and maths, and a grade 4 in art.
• Six pupils achieved a GCSE in art, securing four grade 4s and two grade 3s.
• Seven of the eight pupils taught in school achieved qualifications in English, maths, and science.
• Six pupils achieved a BTEC Work Skills Level 1 pass in Home Cooking Skills.
• Three pupils achieved the Duke of Edinburgh’s Bronze Award, and one achieved a certificate for volunteering.
• Where appropriate, pupils educated outside of school gained a qualification in English, maths, or both.

Performance Table Measures for All Pupils (17)

GCSE achievement at the end of KS4:

• 0% achieved grades 9–4 in GCSE English and maths
• Progress 8 (whole school): 0
• Progress 8 (disadvantaged): 0
• Progress 8 (non-disadvantaged): 0
• Attainment 8 (whole school): TBC
• Attainment 8 (disadvantaged): TBC
• Attainment 8 (non-disadvantaged): TBC
• 0% achieved the EBacc.

Please note that our curriculum is not structured around traditional measures like the English Baccalaureate, nor is it designed to align with standard secondary school attainment metrics. Our pupils have not previously met these reportable measures as our cohort numbers are too small. These measures are designed for mainstream schools, whereas our pupils' performance profile is typically ‘spiky’, for example: a pupil may succeed in practical and maths-based areas but have very low literacy levels and not secure a GCSE in English. Additionally, our cohorts' starting points are lower each academic year; this ongoing trend means we now have pupils joining us with very low reading ages placing them within the ability range for Key Stage 1.

Overview for pupils who were taught in school and accessing a full curriculum 10 out of 17(59%), rather than those on alternative and flexible programmes, 6 out of 10 of these pupils were disadvantaged (60%). This cohort did not sit SATS due to Covid 19 and have no KS2 grades to set GCSE targets.

 Pupils who were not in school were educated at other provisions, these included attending local farms, pre-16 college placements, one to one tutoring either at home, in school, or at a different site, mentoring services and arts based alternative provision.

• GCSE English, 90% (9 pupils) achieved a GCSE, four achieved a grade 3 and four a grade 2, three pupils achieved a graded GCSE in English literature.
• GCSE maths, 90% (9 pupils) achieved a GCSE, one pupil achieved a grade 6 and two achieved a grade 3.
• GCSE biology, 90% (9 pupils) achieved a GCSE, one pupil achieved a grade 4, three a grade 3 and two a grade 2.
• GCSE AD&T (5 pupils), art one pupil achieved a grade 5, one a grade 4 and two grade 3, one pupil achieved a grade 4 in 3D design.
• GCSE History (5 pupils) one pupil achieved a grade 3, and two pupils a grade 2.
• Six pupils achieved a BTEC in performing arts or home cooking skills.
• Two pupils achieved a level 2 Certificate of Personal Effectiveness (CoPE) and two a level 1.
• Three pupils achieved Duke of Edinburgh Bronze award.
• Most of the pupils in school also achieved Entry levels in English, maths and science. Two pupils achieved a level 2 in functional skills English and maths.

Performance table measures for all pupils (17)

GCSE achievement at the end of key stage 4:

· 0% achieved 9-4 GCSE in English and maths

· Progress 8 whole school tbc

· Progress 8 disadvantaged tbc

· Progress 8 non disadvantaged tbc

· Attainment 8 whole school tbc

· Attainment 8 disadvantaged tbc

· Attainment 8 non disadvantaged tbc

· 0% achieved EBacc. However, the current curriculum is not shaped to meet the English Baccalaureate. Instead, it is personalised for each pupil. For example, pupils only take English language and one science, with the option of taking two

Destination data – three-year trend:

GCSE Results: 

Overview for pupils who were taught in school and accessing a full curriculum 12 out of 21 (57%), rather than those on alternative and flexible programmes: 

Pupils who were not in school were educated at other provisions, these included attending local farms, pre-16 college placements, one to one tutoring either at home, in school, or at a different site, mentoring services and arts based alternative provision.

• 58% (7 pupils) achieved a GCSE in English and maths, 92% (11 pupils) achieved a qualification in English and maths at functional skills or Entry level.
• 66% (8 pupils) achieved a GCSE in English with three pupils achieving their target grade.
• 83% (10 pupils) achieved a GCSE in maths with four pupils achieving their target grade and one exceeding it.
• 100% (12 pupils) achieved a GCSE in biology with six pupils achieving their target grade.
• AD&T photography (100%) (5 pupils) achieved a grade 3 or above with one pupil achieving a grade 4 and one a grade 5. All achieved or exceeded their target grade.
• Two pupils not in school still achieved GCSEs in maths and biology.
• GCSEs were achieved in geography and PE by seven pupils.
• Seven pupils achieved a BTEC in performing arts of home cooking skills.
• Three pupils achieved an ASDAN certificate of personal achievement.
• Five pupils achieved both bronze and silver Duke of Edinburgh Awards.

Performance table measures for all pupils (21)

GCSE achievement at the end of key stage 4:

• 0% achieved 9-4 GCSE in English and maths
• Progress 8 whole school- TBC
• Progress 8 disadvantaged- TBC
• Progress 8 non disadvantaged- TBC
• Attainment 8 whole school- TBC
• Attainment 8 disadvantaged- TBC
• Attainment 8 non disadvantaged- TBC
• 0% achieved EBacc. However, the current curriculum is not shaped to meet the English Baccalaureate. Instead, it is personalised for each pupils. For example, pupils only take English language and one science, with the option of taking two.

Destination data:

• 1 child went to Bath College
• 14 children went to Wiltshire College (including all 4 campus’)
• 2 children went to Andover College (including Sparsholt campus)
• 2 children did not make applications to Post-16 establishments (mental health difficulties)
• 1 child continued with AP
• 1 child went to Swindon College
• 1 x traveller child who did not attend school.

GCSE Results: 

Overview for pupils who were taught in school and accessing a full curriculum 12 out of 18 (66%), rather than those on alternative and flexible programmes: 

• 9 out of 12 of these pupils were disadvantaged (75%)
• 11 out of 12 (92%) of pupils achieved four or more GCSEs at grade 9 – 1 including English and maths
• The average number of GCSE qualifications achieved by pupils in school is 5.2
• 100% of pupils gained a qualification in English, maths and science
• In English 4 out of 12 (33%) achieved or exceeded the expected level of attainment using national estimates and 7 out of 13 (54%) in maths
• 4 out of 10 (40%) of disadvantaged pupils achieved the expected level of progress using national minimum estimates in English and 5 out of 10 (50%) in maths
• AD&T Art and 3D art had 5 out of 8 (63%) of pupils achieving a grade 4  pass or above  and 6 out of 8(75%) of pupils exceeded the expected level of attainment using national estimates

Performance table measures for all pupils (18)

GCSE achievement at the end of key stage 4:

• 0% achieved 9-4 GCSE in English and maths
• Progress 8 whole school- 1.93
• Progress 8 disadvantaged- 1.88
• Progress 8 non disadvantaged- 2.22
• Attainment 8 whole school- 8.50
• Attainment 8 disadvantaged- 7.73
• Attainment 8 non disadvantaged- 12.33
• 0% achieved EBacc. However, the current curriculum is not shaped to meet the English Baccalaureate. Instead, it is personalised for each pupils. For example, pupils only take English language and one science, with the option of taking two.

Destination data:

All pupils, on leaving, had a college placement.

After 42 days, we will undertake checks with all chosen destinations to ensure that pupils have maintained the placement.

GCSE Results: 

Overview for pupils who were taught in school and accessing a full curriculum 7 out of 9 (78%), rather than those on alternative and flexible programmes:

• 5 out of 7 of these pupils were disadvantaged (71%) 
• 86% (6 out of 7) pupils in school achieved four or more GCSEs at grade 9 – 1 including English and maths
• The average number of GCSE qualifications achieved by pupils in school is 4.6
• 86% of pupils gained a qualification in English, maths and science
• 57% of pupils (4 out of 7) of those in school achieved or exceeded the expected level of attainment using national estimates in English and 43% (3 out of 7) in maths
• 60% (3 out of 5) of disadvantaged pupils in school achieved the expected level of progress using national minimum estimates in English and 20% (1 out of 5) in maths
• AD&T had four pupils achieving a grade 4 pass and 100% of pupils exceeded the expected level of attainment using national estimates

Performance table measures for all pupils (9)

GCSE achievement at the end of key stage 4:

• 0% achieved 9-4 GCSE in English and maths
• Progress 8 Whole School -1.31
• Progress 8 Disadvantaged -1.32
• Progress 8 Non-disadvantaged -1.28
• Attainment 8 Whole School 13.44
• Attainment 8 Disadvantaged 13.17
• Attainment 8 Non-disadvantaged 14.00
• 0% achieved EBacc. However, the current curriculum is not shaped to meet the English Baccalaureate. Instead it is personalised for each pupil. For example, pupils only take English language and one science, with the option of taking two.

Destination data:

The school ensures all our pupils are prepared for their post-16 pathways. The majority of our pupils go on to attend mainstream colleges in their local area.

In August 2022 100% of pupils, on leaving, had a college placement.

After 42 days, we will undertake checks with all chosen destinations to ensure that pupils have maintained the placement.

Key Stage 2 SATs: 

Reading; progress score -0.43 (3 pupils)

Writing; progress score -1.26 (3 pupils)

Maths; progress score -5.67 (3 pupils)

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