Summary of 2019 GCSE Results

This year’s GCSE cohort (2019) worked well and achieved pleasing results, some of which are summarised above. Their results are lower than the 2018 group, but we were expecting this as there was a considerable difference in their underlying ability.


36% of subjects taken were passed at grade 7 or above, which is over a third of all entries in a mixed ability, non-selective class. This is an excellent achievement and well above the national level of 20.7%. At King’s, able students are stretched and challenged to achieve the best possible grades. 5% of entries were passed at grade 9 (4.5% nationally) and 15% at grade 8, meaning that a fifth of all entries attained the equivalent of an old A*! Over the first two years of these new GCSEs, we have been very encouraged by the high percentage of grade 9s (22% in 2018, 14% overall), which is more than the grade 8s (13% over the two years), as this shows that our academically strong students, who are targeting grade 8/9, are sufficiently pushed and challenged to reach the very top of their potential.


100% of students passed English Language (4 or above) compared to 62% of students nationally. This is a crucial figure, as it opens more opportunities for our students in terms of further education. It is also an outstanding achievement, considering that a number of students in this small class, had to overcome the challenge of dyslexia and other related SEN.  

85% passed Maths, compared to 60% nationally. 77% gained a 6 or above in Maths, opening the door to STEM subjects at A Level and beyond.

93% of all entries were passed at 4 or above (old C or above), considered by the government to be a standard pass. The national figure is 67%. This also shows that our mid-range students are achieving well and gaining a pass or better in the vast majority of their subjects. 89% of entries achieved a strong pass or better (grade 5 or above).


We do not insist that our students opt for ‘EBacc’ subjects, but rather tailor our option system to meet the needs, interests and passions of our pupils. 85% of the class attained a grade 5 or better in either Geography or History or both.  Take up of languages was not high in this group, but the 62% who opted in did well. 88% of the French and German grades were a strong pass (5) or better. Just over half the class opted for separate sciences, with the science grades, across both combined and separate, being excellent. 94% overall pass rate, with 80% pass rate in double science compared to 55% nationally. 59% of the separate science grades were 7-9, compared to 43% nationally.

With small classes we are prone to dramatic fluctuations in attainment statistics and therefore a detailed look at progress is perhaps more helpful in assessing whether the school is helping every pupil achieve their full potential academically. This is our second class who have taken CATs in Year 7 to assess their academic potential. Our classes tend to have average or just above average ability at intake, with the mean class CAT scores ranging from 102-110. The 2018 Y11 cohort were above average on intake (average 110), where as this year’s class (2019) had an average of 106, so just at the top end of the average ability range. However, to illustrate the excellent progress that this class made, 55% of grades exceeded the figure that the CAT tests predicted they would get and 29% exceeded it by 2 or more grades, which is an outstanding achievement and illustrates the outstanding progress made by most of the class. 82% of grades met or exceeded the CAT prediction.

The average APS for this class was 6.0 per grade. The CAT predictors said it would most likely be 5.2. This amounts to 0.8 above on average, which is value added of almost one whole grade on every entry. We cannot access the Progress 8 measure. However, it is based on Attainment 8, which is then compared to a predicted outcome based on KS2 results from Year 6. We have calculated the Attainment 8 scores but don’t have access to our student’s predicted outcomes. For this class the average attainment 8 score was 59.4. Our score is well above the national and Herts average.

It is also important for us to look at progress across the secondary school. Our GCSE teachers are preparing students well and our revision focus towards the end of Year 11 is also proven to be successful. However, is this just a final push at the end or are pupils making steady progress towards their goals?

Our Key Stage 3 attainment data shows that, in general, students are staying on track throughout the three years. The average grade change across the three years for the last 4 classes to have completed KS3 (66 pupils) is -0.1. We grade on a 1-5 scale. If students manage to maintain their grade level, despite the work getting much more challenging as KS3 progresses, they are making at least expected progress, sometimes more. We have a target based on a mix of their most likely CAT grade and their tough CAT target. The average of these target grades is 2.4, with the average report grade across Y7-9 being 2.5. Therefore, pupils are within 0.1 of their tough targets when averaged across their grades. This leads to them having a strong foundation to build on at GCSE and ultimately achieve beyond the most likely grade come results day, as shown in the Y11 data above.

Andy Reeves (Head of Secondary)


Teacher Assessment



This subject was Teacher Assessed. Pupils were required to achieve the standard in every section of the criteria to meet the expected standard.

9 pupils were working at the expected standard.

3 pupils were working towards the expected standard.

0 pupils were working at greater depth within the standard, across all the criteria, although the moderator identified that one pupil was very close to the threshold.



This subject was Teacher Assessed. There were two categories: working at the expected standard or has not met the expected standard.

10 pupils were working at the expected standard. 2 pupils have not met the expected standard.


Special Needs

2 children in this class have received regular extra English/Maths support and have IEPs in place.

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