Wiltshire Publications

School league table publishes Matravers stats

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SECONDARY School League Tables were published last week with Matravers School ranked as below average compared to other schools in the UK. 

The league tables report that Matravers School received a ranking of ‘below average’ for both their GCSE and A-level students. 

The reported progress 8 score for the school is -0.23. This score is considered below average because it is -0.5 or higher, but less than 0. The local authority average score for state-funded schools is 0.01. 

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.

The GCSE results for maths and English, which are graded using  a 9 to 1 number format, as opposed to the A to C letters format, were below the national average with 40% achieving a good pass at grade 5 or above in those subjects, compared to the national average of 43.3% and a Wiltshire average of 46.3%. This is an increase on the school’s recorded figure last year of 30% of students achieving top grades. 

Alongside the Progress 8 score, secondary schools are also judged on their Attainment 8 score. Attainment 8 measures the attainment of pupils in eight GCSEs including English and maths. Matravers School’s Attainment 8 figure was 45  compared to the national figure of 46.5 and Wiltshire’s figure of 48.3.

The progress of A-level students at the school was ranked as below average compared to similar students across England.

At Matravers, 0% of students gained AAB or higher grades in at least two ‘facilitating subjects’ compared to an average of 16.2% of students in England and 15.7% of students in Wiltshire. These subjects include maths, English, sciences and languages, which help students compete for top university places.

Matravers School said, “Matravers School notes the publication of the School Performance Tables.  As a school, we have never simply chased qualifications that make a school look good just in performance tables.  We prefer to build a broad and balanced curriculum based on meaningful qualifications that enable pupils to successfully progress onto the next steps in their lives.  This is why we have above national average destinations at the end of Year 11 and Year 13.  Students experiencing our curriculum model area enriched to not only gain qualifications, but also have the skills and aptitudes to use them beyond school.  We believe this to be important in education.”

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