KS4 RESULTS 2017
Tallis GCSE students succeed in a year of instability.
Over 250 students took GCSEs at Tallis in 2017, with new, harder courses and a 1 to 9 grading system in English and maths. It is difficult to know what these results really mean in a time of such educational turbulence, with nothing to compare them to! Current official guidance is that 4 and above is broadly equivalent to C and above, and 7 to 9 to A, A* and a new A** (see linked document explaining this).
Overall, attainment increased again in terms of average points and we are pleased that 68% of students achieved the equivalent of A* to C in their GCSE grades. 99% of students achieved G or better and 16% achieved the very top grades. 69% of our students achieved a 4 or better in GCSE English and 62% in maths; 56% achieving a 4 or better in both English and maths. We are also very pleased that 61% of students also achieved a 4 or better in at least 2 GCSE sciences. We celebrate all our young people's results at Tallis and look forward to enrolling hundreds of successful new sixth form students later this week.
There are some astonishing individual performances. Twenty-three students achieved seven or more 9/A* or A grades and nine of them got ten or more! Freya Dixon achieved an A* or A in all fourteen of her GCSEs with nine at A*. Annie Liang achieved thirteen A*/A grades in her GCSEs and Anna Hamm twelve. Tom McTurk achieved 12 A*/A grades, but also deserves a special mention for managing to achieve the new A** grade 9 in both maths and English. Fikao Ifeoluwa, Camille Lewis, Mai Nguyen, Majlind Grozda and Kezban Kussan all achieved 10 or more A*/A grades.
Tallis is a fully comprehensive school, where young people of all backgrounds and dispositions are respected, loved, nurtured and challenged to do their best. We hope our students develop a love for learning despite the frequent changes to examination and assessment to which this year group has been subjected. Our Tallis Habits and Tallis Character bind our community together so our young people might develop a lifelong love of learning, move from the known to the unknown and understand the world to change it for the better.
Overall, attainment increased again in terms of average points and we are pleased that 68% of students achieved the equivalent of A* to C in their GCSE grades. 99% of students achieved G or better and 16% achieved the very top grades. 69% of our students achieved a 4 or better in GCSE English and 62% in maths; 56% achieving a 4 or better in both English and maths. We are also very pleased that 61% of students also achieved a 4 or better in at least 2 GCSE sciences. We celebrate all our young people's results at Tallis and look forward to enrolling hundreds of successful new sixth form students later this week.
There are some astonishing individual performances. Twenty-three students achieved seven or more 9/A* or A grades and nine of them got ten or more! Freya Dixon achieved an A* or A in all fourteen of her GCSEs with nine at A*. Annie Liang achieved thirteen A*/A grades in her GCSEs and Anna Hamm twelve. Tom McTurk achieved 12 A*/A grades, but also deserves a special mention for managing to achieve the new A** grade 9 in both maths and English. Fikao Ifeoluwa, Camille Lewis, Mai Nguyen, Majlind Grozda and Kezban Kussan all achieved 10 or more A*/A grades.
Tallis is a fully comprehensive school, where young people of all backgrounds and dispositions are respected, loved, nurtured and challenged to do their best. We hope our students develop a love for learning despite the frequent changes to examination and assessment to which this year group has been subjected. Our Tallis Habits and Tallis Character bind our community together so our young people might develop a lifelong love of learning, move from the known to the unknown and understand the world to change it for the better.
POST 16 RESULTS 2017
Tallis has maintained its position in the top 15% of all Sixth Forms in Britain and its identity as a flagship comprehensive sixth form, with yet another year of outstanding achievement for both academic and vocational students.
Over two hundred students took A-level or BTEC exams at Thomas Tallis in 2017. 20% of A-level students obtained A*/A grades, and 49% achieved A*-B grades. 90% of BTEC students obtained Distinction grades or better. We achieve these results with a relatively non-selective cohort.
There were many astonishing individual performances at A-level: Ellen Sharman (A*A*A*B and a place to read Ancient and Modern History at Oxford), Hannah Wilkes (A*A*A*), Adam Dowsett (A*A*A*), Emily Barnes (A*A*AB and English Literature at Bristol), Jack Dean (A*A*A), Eleanor Gregson (A*A*A* and Maths and Philosophy at Bristol), Aidan Hendrickse (A*A*A), Logan Johnson (AAAA), Adnan Jouman-Agha (A*AA), Amber Poole (AAA), Grace Liu (A*AAB), Meera Gautami (AAAB and Engineering at Nottingham).
Tallis BTEC students also did superbly: 17 achieved Distinction* grades across all of their qualifications: Naashida Abbeey-Johnson, Farhiya Abukar, Damilola Adewakun, Adejumoke Ajayi, Arif Alawy, Sophie Armstrong, Shayann Arnold, Harri Bohorun, Cindy Ha, Olivia Hale, Patrick Haysen, Rheece Hemmings, Elliot Ijewere, Frederick Luwagga, Calum Snasdell, Desharne Townsend, Wenling Wu.
The pass rate in all our subjects was 100%, just as it has been for the last three years.
Almost 150 students from Thomas Tallis are taking up university places, with very many of our applicants going on to prestigious Russell Group universities. Other high-flyers besides those mentioned above include Mahammad Abdallahi, set to read Information Management at UCL, Leyla Sensev, reading Anthropology and Law at the LSE, Alec McGill, reading Politics and Spanish at Manchester and Chung Ping Liang, off to read Physics at King’s College London. There are many many others.
A further 30 students are taking up places at prestigious art colleges, including Camberwell, LCC, St Martin’s and Ravensbourne.
Lastly, our Higher Apprenticeship candidates are also off to a flying start, with Tallis students shortly due to start apprenticeships in Engineering, in Digital Marketing, in Media, and in many other fields.
Carolyn Roberts, our Head, comments:
There were many astonishing individual performances at A-level: Ellen Sharman (A*A*A*B and a place to read Ancient and Modern History at Oxford), Hannah Wilkes (A*A*A*), Adam Dowsett (A*A*A*), Emily Barnes (A*A*AB and English Literature at Bristol), Jack Dean (A*A*A), Eleanor Gregson (A*A*A* and Maths and Philosophy at Bristol), Aidan Hendrickse (A*A*A), Logan Johnson (AAAA), Adnan Jouman-Agha (A*AA), Amber Poole (AAA), Grace Liu (A*AAB), Meera Gautami (AAAB and Engineering at Nottingham).
Tallis BTEC students also did superbly: 17 achieved Distinction* grades across all of their qualifications: Naashida Abbeey-Johnson, Farhiya Abukar, Damilola Adewakun, Adejumoke Ajayi, Arif Alawy, Sophie Armstrong, Shayann Arnold, Harri Bohorun, Cindy Ha, Olivia Hale, Patrick Haysen, Rheece Hemmings, Elliot Ijewere, Frederick Luwagga, Calum Snasdell, Desharne Townsend, Wenling Wu.
The pass rate in all our subjects was 100%, just as it has been for the last three years.
Almost 150 students from Thomas Tallis are taking up university places, with very many of our applicants going on to prestigious Russell Group universities. Other high-flyers besides those mentioned above include Mahammad Abdallahi, set to read Information Management at UCL, Leyla Sensev, reading Anthropology and Law at the LSE, Alec McGill, reading Politics and Spanish at Manchester and Chung Ping Liang, off to read Physics at King’s College London. There are many many others.
A further 30 students are taking up places at prestigious art colleges, including Camberwell, LCC, St Martin’s and Ravensbourne.
Lastly, our Higher Apprenticeship candidates are also off to a flying start, with Tallis students shortly due to start apprenticeships in Engineering, in Digital Marketing, in Media, and in many other fields.
Carolyn Roberts, our Head, comments:
Our young people have worked hard and are ready to go, and we're delighted with their achievements at all levels and their thirst for learning and fulfilment. Successful sixth form study calls for personal qualities which our Tallis Habits are designed to support and promote and which will support our leavers into their futures. They understand that the purpose of education is to understand the world and change it for the better, and we're confident that these young people will do just that.
A note about the statistics
The 2017 Key stage 4 progress figures are currently provisional and may change once remarks have been completed and submitted nationally. However, the percentage data is accurate to date and may differ from that on published tables, since it includes improved grades as a result of remarks. Key stage 5 progress figures will be published towards the end of October when the LV3A is produced. We subscribe to a national data organisation called ‘Alps’ which has our post 16 provision rated in the top 25% of the country for value added.
We are clearly very disappointed with the progress 8 figure this year, but this is an anomaly in terms of past results and in terms of the progress of our other year groups coming through the school. However, it is worth mention some context regarding this particularly statistic for 2017. Firstly, a large number of English grades improved as a result of remarks. Secondly, progress 8 was introduced when our students had already opted for their GCSE courses and we made the ethical decision not to make our students re-opt for performance accountability reasons. The third issue is something currently being discussed within the DfE and mentioned in recent Ofsted publications. The negative impact on progress 8 of a small group of very poorly performing students, is often the result of issues outside of the school's control. If we were to account for all these 3 factors, our progress 8 score would be -0.06 with a confidence interval that takes us to over the national average.
We are clearly very disappointed with the progress 8 figure this year, but this is an anomaly in terms of past results and in terms of the progress of our other year groups coming through the school. However, it is worth mention some context regarding this particularly statistic for 2017. Firstly, a large number of English grades improved as a result of remarks. Secondly, progress 8 was introduced when our students had already opted for their GCSE courses and we made the ethical decision not to make our students re-opt for performance accountability reasons. The third issue is something currently being discussed within the DfE and mentioned in recent Ofsted publications. The negative impact on progress 8 of a small group of very poorly performing students, is often the result of issues outside of the school's control. If we were to account for all these 3 factors, our progress 8 score would be -0.06 with a confidence interval that takes us to over the national average.
