This page allows you to see our recent results. We judge ourselves in terms of our pupils' progress according to assessment scales based on a development of P Levels and National Curriculum Levels. Historically, we compared our pupils' performance with the National Study called Progression Guidance. Although now dated, this is the only moderated natiional study of P level progress. This study followed a sample of pupils from the start of each Key Stage to the end of the Key Stage and measured their progress. It then gave the rate of progress for the best performing 25% of pupils in the National study and this was called the "Upper Quartile". Since this study we have always aimed to get as many pupils as possible to achieve in the Upper Quartile and were increasingly successful.
As the Progression Guidance scores became more dated, the national requirement for P levels was dropped, and the standard of education moved forward in the country as a whole, we found that, for many of our pupils, the Upper Quartile was not sufficiently challenging as a target for our pupils. Equally some of our pupils have conditions that mean that the Upper Quartile is not realistic. We also then saw that we could improve on the P levels that were done so long ago. Therefore, we improved the way in which we judge pupil progress. We have rewritten and supplemented the P levels - now calling them 'Cromwell Levels' or 'C levels' with a separte sensory assessment scale that we call 'S levels'. We have thorough and rigorous professional discussions to set genuinely outstandingly challenging targets for each pupil in English and Mathematics starting with the old Upper Quartile figure as a general guide, but then adjusted for pupil need. Our results are therefore in relation to these challenging targets and are therefore not directly comparable with previous aggregated evaluations, but as time progresses we will be able to see trends in achievement.