The measure of a school's effectiveness is in its end product i.e the pupils successfully leaving for the next stage of their lives, participating fully, confidently and responsibly in society as adults and also by the engagement and manner in which pupils arrive at this lift-off point.
To this end academic results in public examinations tell us something about the success of pupils in a school but primarily they tell us how pupils have succeeded in public examinations, providing no commentary on the skills, personality and independence pupils have developed on the way in their academic studies and as importantly every other aspect of their education and development.
At Reed's we are proud of the achievements of our pupils on all levels - measurable and otherwise. In terms of measurable success, results of examination grades at GCSE and A Level are very good at Reed's and the range of subjects studied shows rigour and breadth. We believe fundamentally in offering as broad an educational experience as possible to meet the requirements and develop the strengths of individual pupils. We also measure value added performance which places individual pupil performance in public examinations in the context of their starting level at school - this measure shows how far we, as a school, have succeeded together with the pupils in improving their level of attainment.
These measures take into account the relative differences between intakes at different schools and provides a more contextual evaluation of the final examination grades that pupils achieve. All pupils sit baseline tests in Year 7,9 and 12 to provide a benchmark as a starting point. The performance of pupils against these benchmarks in later years in their public examinations provides the value added measure.
These value added measures on a year-by-year basis form part of the regular ISI inspection framework. The last two ISI inspections in 2010 and 2015 (which cover every academic year since 2008) graded pupil attainment and progress as 'excellent'.