We improve the life chances of our students and equip them with the skills they need for further education and employment.
We pride ourselves on ensuring students follow the appropriate curriculum pathways to them. This inevitably has a detrimental impact on some of the school's headline measures as a significant number of students do not fully fill all elements of progress 8 due to our strong values and principles – students will always come first at our school.
* The cohort of 2018 GCSE sat the single science examinations. The majority of students sat Biology and Chemistry and not a third science. Unfortunately, this was not verified for the 2018 performance data and has therefore impacted our headline measures. We made the decision not to change this course part way through the year, but have since moved all current GCSE students onto the combined science or triple science route.
**Progress at Buile Hill has been affected as we have a significant number of students who were unable to sit exams in the summer, this has undoubtedly had a significant impact on our overall data. Buile Hill has always been an inclusive school that places students at the forefront of all decisions. This means that they follow a curriculum path that is appropriate to them. This results in some students not ‘filling’ all elements of progress 8. When the EBACC curriculum is appropriate, students follow it and have a positive progress score of +0.9.
Further to the inclusive nature of the school, there is high mobility of students with incomplete key stages that affect the progress of the school. In the 2018 GCSE leavers, 21 per cent of the cohort did not begin the school in Key Stage 3. This group have a significant negative progress score.
Students who attend school every day have a positive progress figure of +0.07
Unfortunately, due to the COVID19 pandemic, centre assessed grades were awarded in 2020. A more detailed breakdown of these grades can be supplied on request.