Outcomes 2020

The process in 2020

The results in 2020 for GCSE and A level had to be awarded differently from usual, after exams were unable to go ahead due to Covid-19. Schools and colleges were asked to use their professional experience to make a fair and objective judgement of the grades they believed a student would have achieved had they sat their exams this year, based on work that the student had already done, then to submit these centre-assessed grades (CAGs) to the relevant exam board.

Groups of teachers and leaders in each subject worked together to discuss and agree CAGs for each student. They took into account a wide range of available evidence, including class work, mock exams and other records of student performance.

Schools and colleges were also asked to make sure that, unless there had been major changes in their school or college this year, the CAGs they submitted were broadly in line with the institution’s previous results in a subject. This is because, although there can be some variation from one year to another, data shows that this is normally quite small.

At The Polesworth School, we closely followed Ofqual’s guidance on determining CAGs, as we were required to do.

The process we undertook, therefore, was as follows:

  1. Senior leaders agreed the objective evidence that teachers and subject leaders would use when assessing students.
  2. Teachers and subject leaders worked together to propose a CAG for each student in each subject.
  3. Senior leaders reviewed all the proposed CAGs, moderating them as instructed by Ofqual.
  4. The final agreed CAGs were submitted to the exam boards.

As mentioned above, the CAGs were therefore the school’s considered assessment of the grade each student would have been most likely to get if they had taken their exams and completed any non-exam assessment this summer. As the Ofqual guidance makes clear, these are not the same as:

  • age-related grades (usually defined as the grade a student would receive if they took the relevant exam now)
  • ‘working at’ grades (the grade a student is currently working at)
  • target grades (often set a little higher than likely to be achieved, to motivate students), or
  • (for A levels) predicted grades provided to UCAS in support of university applications

The intention was that the exam boards would moderate the submitted CAGs, to check that schools and colleges had approached this task consistently, before providing students with their final calculated grades. Unfortunately, as you may be aware, the method they used to do this proved problematic, and was likely to lead to many grades being unfairly downgraded.

Due to the process of centre assessed grades it is not possible to publish progress or value-added information. Therefore, the information published below focuses on attainment.

Year 11 outcomes

Number of students 259
Percentage attaining grade 5 or above in English and maths 50.2
Percentage attaining grade 4 or above in English and maths 73.0
Attainment 8 score 5.06
Percentage of students entered for EBacc 52.5
EBacc average point score 4.48

Year 13 outcomes

Number of students 127
Percentage achieving AAB or higher in at least 2 facilitating Subjects 21.0
Average Points Score per Entry 38.19
Average Grade B-
Points for a student’s best 3 A Levels 40.4