Academy Statement Regarding Performance Tables Published in October 2016 and January 2017

We are extremely proud of the successes achieved by our students with their A Level and GCSE results.

A Level Results:

With 58% A*-B grades (and equivalents) and a 100% pass rate, DACA Sixth Form students perform extremely well compared to local and national results.

Just as crucial as these pass rates are the value added measures that the Government produces each year. These look at the final results achieved compared to a student’s GCSE grades and show how much progress students have actually made. The Government’s Post 16 Performance Table data (published in January 2017) shows that DACA students are performing better than ever and making more progress than ever before.


Progress in English and mathematics are above national:

  • +0.56 average progress students made in English (-0.09 national)
  • +0.29 average progress students made in mathematics (-0.11 national)

GCSE Results:

The Government’s changes to the rules about how schools’ 2016 results are represented in performance tables have been widely discussed in the media.

The new 2016 Government performance tables mean that it is impossible to compare DACA’s 2014 and 2015 exam results. In 2015 we published our GCSE exam results as:

  • 58% achieving 5+ A*-C grades, including English and mathematics (national 53.8%)
  • 62% achieving A*-C in English and mathematics (national 55.8%)
  • 68% of students making at least the expected levels of progress in mathematics
  • 73% of students making at least the expected levels of progress in English

Our 2016 results are:

  • 59% achieving 5+ A*-C grades, including English and mathematics
  • 67% achieving A*-C in English and mathematics (national 58%)
  • 70% of students making at least the expected levels of progress in mathematics
  • 73% of students making at least the expected levels of progress in English
  • Of the 11% entered, 8% of students achieved the EBacc


We agree with the Minister of State for School Standards, Nick Gibb’s words on how ‘young people are not statistics’ but are ‘individuals whose life chances depend on their results’. We commend our students who work extremely hard on their exams, particularly when they have had to cope with the changes to the qualifications system. We also praise DACA’s teachers and support staff for their continuous support and dedication to ensuring their students reach their full potential, particularly when they had regulatory changes imposed on the system at short notice and within two to three year programmes of study and assessment.

We have ambitious plans for the future and are confident we will continue to see accelerated progress and a significant increase in results in the coming years, with reduced coursework and the introduction of the new GCSE (9-1) and AS and A Levels.

It is worthy of note, that even in the light of removal of previously ‘equivalent’ qualifications, removal of coursework, limitations on early entry, raising of grade boundaries and ‘tougher’ standards, the academy has sustained a very good level of GCSE outcomes and the differential between ‘first’ and ‘best’ entry has diminished from 28% in 2014 to 0 in 2016.

Academic results can be viewed via the following links:

Department for Education Performance Tables