Results & Student Outcomes
Aylsham High Students Maintain Outstanding Standards at GCSE
Exam results
The table shows the headline figures for the school based on information contained in the DfE performance table against the school data if all qualifications achieved were included.
|
Performance table measure |
AHS 2025 |
|||
|
All students |
SEND students |
Disadvantage students |
Students not in the SEND or disadvantaged cohort |
|
|
Cohort |
202 |
64 |
52 |
108 |
|
% Entering EBacc |
68% |
27% |
50% |
93% |
|
5+ E and M |
41% |
14% |
21.2% |
58% |
|
4+ E and M |
64.4% |
38% |
48.1% |
81% |
|
Attainment 8 (A8) |
44.98 |
30.65 |
36.4 |
53.53 |
|
EBacc average points |
4.25 |
2.69 |
3.35 |
5.19 |
Link to the DfE performance table data for Aylsham High School:
https://www.find-school-performance-data.service.gov.uk/school/121164/aylsham-high-school
Conclusions
The AHS 2025 cohort achieved some great successes in the summer exams. Students have left AHS as well rounded individuals having experienced a broad curriculum and many enrichment opportunities. These range from sports activities, to clubs, to day trips and residentials. Students have made successful transitions to post 16 provision. The data for all students shows that the class of 2025 performed in line with estimated expectations provided by the Fisher Family Trust (an independent organisation which monitors performance of schools in the UK).
We are proud that AHS is an inclusive school which caters to meet the needs of our community. This inclusivity is reflected in the nature of the 2025 cohort. Our class of 2025 contained high numbers of students in receipt of pupil premium funding (27% of the cohort compared to 25% nationally) and students on the SEND register (32% compared to 17% nationally). We recognise that securing outcomes for students within these two groups can present additional challenges. This is something which we have risen to by supporting academic progress via the work of our SEND, pastoral, SEMH and medical needs provision teams. To illustrate this the table above shows the breakdown of performance for the SEND and disadvantaged groups. The final column of data shows the outcomes for students who are not included in the SEND or disadvantaged groups.
The 2025 cohort contained some students who required support via the medical needs provision. Our medical needs team worked with these families to put in place curriculum opportunities to support these students so that they could complete some of their GCSE exams.
The cohort also contained a number of students for whom engagement with the school curriculum was impacted by low levels of attendance. Continuous attendance at school means that a student’s learning journey and progress is not interrupted. The graph below shows the level of attainment against attendance with the dots representing students. There is a high number of students with attendance above 95% whose attainment is high. The graph shows the strong link between good attendance and attainment of higher GCSE grades. Equally, lower levels of attainment were linked to low levels of attendance, below 90%. It is very important for students to attend school on a regular basis.
During their studies at Aylsham High School, students have experienced a varied curriculum. 69% of the cohort have completed studies within the English Baccalaureate subjects which includes mathematics, English literature and language, history, geography and French. As shown in the table above, outcomes in these subjects are strong with students achieving high average point scores in these subjects. The flexibility of the curriculum means that alongside these subjects students have also studied drama, art, design technology, food preparation and nutrition, PE and business studies. The percentage of the cohort completing qualifications in these subjects is shown in the table below. Nationally, the number of students being entered for these subjects has declined.
This means students are leaving Aylsham High School with a wide and varied set of qualifications that will support them on their next steps of their educational journey.
|
Subject |
% of AHS students completing qualifications |
% Nationally of total GCSE entries |
|
Art & Design (fine art, graphic communications, textile design) |
3.9% |
3.4% |
|
Drama |
1.7%
|
0.1% |
|
DT |
2.8% |
1.4% |
|
Food preparation and nutrition |
2.7% |
1.0% |
|
Business |
4.4% |
2.4% |
|
Physical Education |
3.0% |
1.6% |
Summary of School Leavers' Destinations in 202
Information about the destinations for our class of 2023 can be found here:
Student Destinations - Aylsham High School
Executive Headteacher Duncan Spalding:
"We are thrilled once again with the tremendous results achieved by our students and teachers. They have worked so hard and richly deserve their success. Their achievements are a cause for great celebration not only in school and at home but also right across the wider Aylsham community.
We are a proud and successful comprehensive school equally as proud of our top performers as those who achieved great success against the odds and in the face of profound challenges.
I am thrilled for each and every one of our students and I wish them the very best for the future as they leave us and go on to fresh and exciting challenges. Not only do they leave us with fabulous results but also hopefully with a love of learning and the confidence that they can hold their own in any situation. It has been an absolute pleasure and a privilege working with them over the years.”