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GCSE results 2012: Lowest 10 schools in England

These are the bottom 10 state schools at GCSE ranked by the percentage of candidates getting at least five A* to C-grades, including English and maths. Lowest performing school is at the top.

  • Pate's Grammar School, Cheltenham
  • The Rushden Community College
  • Barnfield Business and Enterprise Studio Academy
  • The Mablethorpe Tennyson High School
  • Swaffham Hamond's High School
  • Endeavour High School Kingston-upon-Hull
  • Christ The King Catholic and Church of England Centre for Learning, Liverpool
  • Skerton Community High School, Lancaster
  • The Manor - A Foundation School, Cambridge
  • The Marlowe Academy, Ramsgate

A/AS Level results 2012: Top 10 schools in England

These are the top 10 schools in England for A/As Level ranked by the average points score per student. For example, an A-level grade A* scores 300 points, an A scores 270 points, a B scores 240 points, a C scores 210.

  • Colchester Royal Grammar School, Essex
  • King's College School, Merton
  • Sevenoaks School, Kent
  • Adcote School for Girls, Shropshire
  • King Edward VI Grammar School, Essex
  • Pate's Grammar School, Cheltenham
  • Altrincham Grammar School for Girls, Trafford
  • The Lady Eleanor Holles School, Richmond-Upon-Thames
  • King Edward VI High School for Girls, Birmingham
  • King Edward VI Camp Hill School for Boys, Birmingham


GCSE results 2012: Top 10 schools in England

100% of pupils at the following schools in England had pupils with five good GCSEs (five A*-C passes). The average GCSE point score per pupil ranges from 816.3 at Colyton Grammar School to 684.1 in the tenth ranked school in Headington.

  • Colyton Grammar School, Devon
  • The Rochester Grammar School, Medway
  • King Edward VI Camp Hill School for Girls, Birmingham
  • Lawrence Sheriff School, Warwickshire
  • King Edward VI Five Ways School, Birmingham
  • Skipton Girls' High School, North Yorkshire
  • Altrincham Grammar School for Boys, Trafford
  • Invicta Grammar School, Kent
  • King Edward VI Grammar School, Chelmsford
  • Headington School, Oxford

Tables reveal thousands of pupils being 'let down'

  • Thousands of teenagers in England are being let down because they are not leaving school with a decent set of GCSE results
  • Less than 40% of their pupils are gaining at least five GCSEs at grade C or higher, including English and maths
  • In addition one in four schools and colleges are not producing any students with top grades in subjects that will help them win a place at a leading university
  • In around 600 schools and colleges no A-level student scored AAB in "facilitating" or preferred subjects

Thousands turned away from Tom Daley book signing

Olympic star Tom Daley is very much in demand as he celebrates his A Level success.

Yet thousands of the diver's fans are being turned away from a book signing at Waterstone's in the Bluewater shopping centre in Kent because of excess numbers, ITV Meridian has reported.

The 18-year-old revealed earlier he scored straight As, including an A* in photography, following on from his bronze medal at London 2012.

His success in and out of the pool came despite losing his father Rob to brain cancer in 2011.

Education ministers have 'ignored advice' about A-levels

Pam Tatlow, chief executive of million+, a university think tank, said: "A-level courses and qualifications must be fit for purpose for employers as well as all universities.

"This is a much more complex task than simply getting a few academics together, especially when you bear in mind the huge range of subjects and courses.

"At a meeting with representatives from across higher education, ministers were advised very clearly that universities did not consider that the A-level system was 'broken'.

She added that education ministers "appear to have ignored this advice".


Headmaster warns 'unwise to give universities total control' of A-levels

Peter B Hamilton, headmaster of the private Haberdashers' Aske's Boys' School and chairman of the Headmasters' and Headmistresses' Conference academic policy committee, said: "A-levels are and will remain the most important examination for young people completing their pre-university education.

"Michael Gove is right to want university input into the much-needed review of A-levels but it would be most unwise to give universities total control.

"Those who teach 16 and 17-year-olds know best what they need, both to expand their knowledge base and develop their study skills, so input from successful sixth-form teachers will be equally important in getting an examination system fit for the 21st century."

NUT: Disappointing Gove didn't have A-levels discussion with profession

Christine Blower, NUT general secretary, told BBC Radio 4's Today programme it was "a little disappointing" Mr Gove had written to Ofqual "without having had this discussion with the profession".

She said: "There is a lot to commend A-levels, but there is no harm done in having a look at them again.

"What we don't want is to have proposals put to us on a take it or leave it basis."

Schooling inequality a 'national scandal'

Shadow education secretary Stephen Twigg Credit: PA

It is a "national scandal" that poorer pupils are lagging up to a year behind their richer classmates in their schooling, shadow education secretary Stephen Twigg is expected to warn later.

In a speech to the Association of Teachers and Lecturers (ATL) annual conference in Manchester, Mr Twigg will say: "In other words, being a poor pupil in a poor classroom is the equivalent of being left a year behind. This is a national scandal.

"I know there are inequalities in our health system, but if poorer patients were left to linger on waiting lists for an extra year there would be a huge outcry."

What do academics want to see in A-levels?

A study by Cambridge Assessment found that more than half of lecturers think that undergraduates are unprepared for degree-level study.

The findings show that academics want A-levels to include more advanced content for bright students, cover subjects in more depth and encourage critical thinking, independent study, experimentation and more extensive reading.

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