Exam Results

Our examination results continue to show that irrespective of need and diagnosis, all students, when provided with appropriate support and challenge can achieve accreditation. Furthermore, we are evidencing increasing numbers of students achieving qualifications, in certain subjects, that are in line with those achieved by their peers in mainstream settings.

You can compare school and collage performances on the Government service website: https://www.gov.uk/school-performance-tables

To find out specific information about our own performance measures, you can view this here: https://www.compare-school-performance.service.gov.uk/school/140701/bradfields-academy

Key Stage 2

Due to our students’ complex needs and diagnoses at Key Stage 2, students are often pre-verbal and working below the expected standard. As such the Key Stage 2 SATS are not achievable for them. This leads to those students being dis-applied from the process and a teacher assessed grade being made.

Please click on the drop-down menu ‘Key Stage 2 Performance Measures for Academic Year 2024-2025’ for more information.

Key Stage 2 Performance Measures for Academic Year 2024-2025 (click to expand)

iASEND Statements

The percentage (%) represents the number of iASEND statements students met by the end of the year.  Bradfields Academy Primary Community started using iASEND in January 2023.

To give further insight, the expected percentage progress over a year for children on the Key Stage 1 curriculum is 7% and for Key Stage 2 is 10%.

SubjectAverage Percentage (%) Progress in Year 6
English18%
Maths10%
Science14%

 

Percentage of pupils who achieved at least the expected standard or higher in reading, writing and maths

Bradfields students within the Primary provision all have an EHCP for the diagnosis of autism. This impacts their learning and their communication, which means that students are not expected to achieve the nationally expected standard in reading, writing and maths. All Primary students were dis-applied from the national testing.

Average ‘scaled scores’ in reading and maths

This data is unavailable as students were dis-applied from the national testing.

Key Stage 4

Please click on the drop-down menu ‘Key Stage 4 Performance Measures for Academic Year 2024-2025’ for more information.

Key Stage 4 Performance Measures for Academic Year 2024-2025 (click to expand)

Progress 8 Score & Percentage of pupils entering the English Baccalaureate (EBacc)

Due to their diagnoses and needs the vast majority of students will not contribute to the Progress 8 score nor the EBacc score. This does not mean that students are not progressing, in fact most make greater than expected progress. Many students were not able to take the assessments at the end of their Key Stage 2 and whilst they have gone on to achieve elements that count towards the Progress 8 score a reliable calculation is not possible.

Attainment in English and maths – percentage of pupils achieving a grade 5 or above in GCSE English and maths

The Attainment indicator is calculated for a grade 5 in BOTH English and maths GCSE

No students have achieved a grade 5 or above in both subjects, however from their starting points no student was expected to gain a 5 or above in either English or maths.

Attainment 8 score

Attainment 8 is calculated as part of Progress 8. It is Progress 8 – the expected Attainment generated from Key Stage 2 SATS.

As the majority of students are dis-applied from Kay Stage 2 SATS we cannot calculate a reliable Progress 8 score and therefore cannot calculate Attainment 8.

Pupil destinations – percentage of students staying in education or employment after Key Stage 4: 100%

Given the uneven impact of the pandemic on school and college performance data, the government has said you should not make direct comparisons between the performance data for one school or college and another, or to data from previous years.

Please click on the drop-down menu ‘Key Stage 4 Performance Measures for Academic Year 2020 – 2025’ for more information.

Key Stage 4 Performance Measures for Academic Year 2020 - 2025 (click to expand)

 202020212022202320242025
Level 2 & GCSE Courses352023362914
Non-GSCE Level 1 Courses114129224240
Entry Level260297243179287281
Total306358295237358335

 

Key Stage 5

Please click on the drop-down menu ‘Key Stage 5 Performance Measures for Academic Year 2024-2025’ for more information.

Key Stage 5 Performance Measures for Academic Year 2024 - 2025 (click to expand)

Progress and Attainment Points/Grade Tables

Please note that this is a large file, so you will need to zoom in to see the full detail.

Retention

Year Group

Number of Students

2022-2023

Number of Students

2023-2024

 

Number of Students

2024-2025

 

11365249
1233 (94% retention)38 (105% retention)43 (82% retention)
1337 (100% retention)30 (91% retention)48 (126% retention rate)
1426 (87% retention)28 (76% retention)27 (90% retention rate)

 

Destinations

Destination

Number of Students

2022-2023

 

Number of Students

2023-2024

 

Number of Students

2024-2025

Independent Provision (ISP)200
Employment200
Supported Internship788
Apprenticeship000
College232716
Other Sixth Form (relocation)120
Volunteering000
Social Care/Supported Living/Medical Support100
Training310
Unknown003

 

Given the uneven impact of the pandemic on school and college performance data, the government has said you should not make direct comparisons between the performance data for one school or college and another, or to data from previous years.

 

Please click on the drop-down menu ‘Key Stage 5 Performance Measures for Academic Year 2020 – 2025’ for more information.

Key Stage 5 Performance Measures for Academic Year 2020 - 2025 (click to expand)

 202020212022202320242025
Level 3023200
Level 2 & GCSE Courses724855443817
Non-GCSE Level 1 Courses1081151221108482
Entry Level136162147114151153
Total316327327270273252

 

All Results

Please click on the drop-down menu ‘All Exam Results for Academic Years: 2020 – 2025’ for more information.

All Exam Results for Academic Years: 2020 - 2025 (click to expand)

 202020212022202320242025
Level 3 Courses023200
Level 2 & GCSE Courses1076878806731
Non-GCSE Level 1 Courses119156151132126122
Entry Level & Others396459390293438434
Total622685622507631587

 

Subject Exam Results

Please click on the drop-down menus for more information on each subject’s exam results.

English and Media Studies (click to expand)

English & Media Results
 2025
Level 30
Level 21
Level 14
Entry Level 314
Entry Level 241
Entry Level 10
Total60

 

Maths (click to expand)

Maths Results
 2025
Level 30
Level 20
Level 111
Entry Level 325
Entry Level 254
Entry Level 126
Total126

Science & Land Studies (click to expand)

Science & Land Studies Results
 2025
Level 30
Level 20
Level 115
Entry Level 322
Entry Level 219
Entry Level 10
Total56

Computing (click to expand)

Computing Results
 2025
Level 30
Level 27
Level 115
Entry Level 329
Entry Level 21
Entry Level 12
Total54

Humanities, MFL & RE (click to expand)

Humanities, MFL & RE Results
 2025
Level 30
Level 20
Level 115
Entry Level 330
Entry Level 22
Entry Level 11
Total48

PE (click to expand)

PE Results
 2025
Level 30
Level 20
Level 12
Entry Level 316
Entry Level 214
Entry Level 10
Total53

PSHCE, Life Skills & Health & Social Care (click to expand)

PSHCE, Life Skills and Health & Social Care Results
 2025
Level 30
Level 20
Level 11
Entry Level 30
Entry Level 20
Entry Level 10
Total16

Technology (click to expand)

Technology Results
 2025
Level 30
Level 219
Level 115
Entry Level 30
Entry Level 20
Entry Level 10
Total34

The Arts (click to expand)

The Arts Results
 2025
Level 30
Level 24
Level 113
Entry Level 322
Entry Level 21
Entry Level 10
Total40

Pastoral (click to expand)

Pastoral Results
 2025
Level 30
Level 20
Level 12
Entry Level 38
Entry Level 20
Entry Level 10
Total10

Quality Review & Development Report Summary:

Examination Boards state clear and unequivocal positive remarks about systems of assessment, recording, reporting, validation and secure processes.

EDEXCEL’s Report during the academic year clearly cites:

  • A robust, consistent and transparent approach to verification and the management of external assessment.
  • All quality processes are in place and effective.
  • The assessment processes are appropriate and operational throughout the organisation.
  • Learners are recruited with integrity onto appropriate programmes that will : (a) meet their needs (b) enable and facilitate learning and achievement (c) enable progression.
  • The Quality Nominee [VP(C&QS)] continues to demand the highest aspirations of Quality assurance. This demand is met by excellent and dedicated staff.
  • It is always very pleasing to attend this centre.

Statements about our results

What impresses me the most of all is the variety of experiences in the arts the young people have journeyed through. In each case the work has been undertaken with real energy and spirit of enquiry.

Charles Savage [Arts Award Moderator]

ICT is entrenched in all working practices and as a special school the use of technology permeates every aspect of education. This is an e-mature school.

Brendan Walsh [NAACE ICT Assessor]

Congratulations on taking your young people through Arts Explore. We are looking to create new resources for advisers who are working with young people with learning difficulties, or who have limited communication and would like to use your model of ‘assessment through student profiles’.

Catherine Price [Education Support Officer, Arts Programmes]

‘It is … interesting to see the learner involvement in evidencing and their motivation and pride to achieve the criterion required for the qualification within their working methods’.

Miss Bridge – Edexcel

‘An exemplary set of candidates work, a pleasure to moderate. Thank you for your prompt submission’.

AQA

‘This was a fascinating project which clearly developed from the candidate’s personal interest in gaming. The candidate should be congratulated on producing a successful project’.

Olivia Dean Arts Award

‘Well done on supporting 4 young people to achieve Bronze Arts Award. Assessment was clear and accurate’.

Olivia Dean Arts Award

‘Congratulations on supporting ……. Through her Silver Arts Award. Clearly set out portfolio accurately assessed’.

Olivia Dean Arts Award

‘This was a successful submission of CoPE candidates to be certificated at level 1. The portfolios were organised and presented well with a good variety of suitable supporting evidence placed with the mandatory paperwork. Congratulations to the candidates and to the staff’.

Darren Hughes ASDAN

‘The moderation was successful and all of the candidates will be certificated. This was the centre’s first submission and congratulations are due to all concerned. The candidates had plainly been well supported, both to contribute to the success of the event and in producing their portfolios’.

Mike Davis ASDAN Community Volunteering Award

‘This is an excellent centre. All candidates were well prepared for moderation. They were very enthusiastic, well behaved and disciplined during all Adventurous Activites, Gymnastics, Exercises and Team Competitions. Students were able to evaluate their own performance.’

David Griffiths Healthly Living & Fitness WJEC

‘Particular good practice included the extensive use of photographs to provide a record of the learners’ practical ability.’

Dr W. Green Land Studies Verification