Exam Policies, Information & Results
Newhaven Outcomes 2023/24
‘I want to say how amazing it is that I am here, if you had told me a year ago that I would be coming in for extra lessons, being in school, doing my GCSEs, I would have laughed at you. At one point, my anxiety was so bad, I wouldn’t even leave the house, and yet here I am, getting the bus to school and sitting my actual GCSE exams, and feeling fairly confident about them!’
NEST student who joined us at the end of year 9.
Data tells us something but at Newhaven, it is the richer stories behind it that give us a better sense of the incredible impact the school has. Having said that, outcomes from GCSEs, BTECs and others have improved significantly since last year. This was contributed to by earlier identification of an at risk cohort and interventions put in place to engage and accelerate their learning such as even earlier entry level qualifications, lunch time and after school sessions, adjusted timetables to focus on key subjects, practice mocks (with no exams actually done) to reduce anxiety and a whole range of bespoke interventions for individuals.
The main cohort identified each year for analysis purposes consists of students in Gardens, NEST and King’s Park who are entered for GCSEs. Some NEST students who joined from term 4 or who were not engaged in exams due to learning needs and some King’s Park students who are not sitting exams that year are excluded from this data.
| Y11 Main Cohort : Core Analysis | Total | % |
|---|---|---|
| English Qual | 31 | 100% |
| English 4+ | 15 | 48% |
| Maths Qual | 28 | 90% |
| Maths 4+ | 10 | 32% |
| % On Target for | 2019 | 2020 | 2021 | 2022 | 2023 | 2024 |
|---|---|---|---|---|---|---|
| GCSE English | 82% | 81% | 86% | 69% | 63% | 76% |
| GCSE Maths | 67% | 69% | 52% | 57% | 50% | 68% |
| GCSE Science | 83% | 71% | 17% | 14% | 20% | 60% |
| GCSE Art | 100% | 100% | 93% | 100% | 92% | 67% |
| % On Target for | 2019 | 2020 | 2021 | 2022 | 2023 | 2024 |
|---|---|---|---|---|---|---|
| BTEC Science | 87% | 100% | 100% | 90% | 82% | 100% |
| Gateway Science | - | - | - | - | - | 100% |
| BTEC Food (13) | 100% | 100% | 100% | 100% | 100% | 100% |
| BTEC Sport | 100% | 77% | 92% | 67% | 67% | 50% |
| YMCA Sport (9) | - | - | - | - | 100% | 100% |
| % 4+ Grades | 2019 | 2020 | 2021 | 2022 | 2023 | 2024 |
|---|---|---|---|---|---|---|
| English | 43% | 37% | 44% | 50% | 27% | 52% |
| Maths | 30% | 41% | 50% | 40% | 17% | 40% |
| Science | 75% | 48% | 17% | 0% | 10% | 60% |
| Art | 81% | 82% | 64% | 86% | 67% | 67% |
| % Level 2 Grades | 2019 | 2020 | 2021 | 2022 | 2023 | 2024 |
|---|---|---|---|---|---|---|
| BTEC Science (4) | 20% | 10% | 60% | 10% | 27% | 100% |
| Gateway Science (18) | - | - | - | - | - | 100% |
| BTEC Food (13) | 100% | 100% | 100% | 100% | 100% | 100% |
| BTEC Sport (2) | 45% | 54% | 33% | 0% | 0% | 0% |
Outcomes in English were significantly improved. This was impacted by an extensive early intervention programme starting entry level qualifications in the autumn; targeted revision work on line and engagement with parents and targeted period 6 and other revision sessions.
Maths also had a big jump in students on track and particularly at level 2. After last years results, maths did extensive work targeting the level ¾ borderline with additional sessions, parental engagement, lunch clubs, after school clubs, and targeted online work with the new Sparx maths which had strong take up from the more successful students.
In Science, the introduction of the gateway course allowed 18 students to achieve level 2 qualifications with 2 of these exceeding their target grades, one of whom achieved at Diploma Level. This is due to the flexibility of delivery and recording evidence for the course and was ably delivered by the Science department as well as the planning and delivery of targeted additional sessions. To achieve significantly higher results in a new course is a great achievement.
Case Studies
Background: Arrived at the Assessment Centre due to ‘anti social behaviour, hyperactivity and defiance. Stayed Jun-Nov 23.
Trust: Started with anti social behaviour patterns in school and out. Slow development of trust through staff following education approach embedded in trauma informed
Restore: pastoral support, range of strategies to deal with situations developed with Indy and as advice to new school.
Achieve: attendance at previous school 33%, 97% with Newhaven. Good progress in Eng, Ma, sci, PE. Successful managed move to mainstream still going strong. Parent feedback very positive- behaviour at home much better too!
Background: Had missed nearly 2 years of school when referred to the Outreach Team.
Trust: Led with neurodiverse friendly approach with deep understanding and clear manageable steps laid out.
Restore: engaged with individual and then group activities.
Achieve: It is hard to put into words how grateful I am for what Dom and Keri have done for my son. He had previously missed almost two years of school, but they were able to get him to sit his GCSE exams in six months’ time. They lead with so much motivation and empathy that they were able to reach pass my son’s low self-confidence and bring out the best in him. Because of their incredible support, he now has the opportunity to move on to college, which we hoped for but never imagined would be an option. (En 6; Ma 3; Mu 4)
Background: Came to NEST in year 8 and leaves KP 6th form this year to start a Foundation degree at university. On arrival had missed significant time in school. ASD and SpLD. Traumatised by bullying and school.
Trust: They said that at their first meeting, ‘I told the pastoral manager Gill my story and she said ‘I’m sorry, that sounds really hard.’
Restore: Given time to talk when they needed it about worries and difficulties with relationships with other students and is now comfortable with their peers. Programmes to support this included weekly mentoring and pastoral support. W is currently doing work experience as a TA in the NEST part of the school.
Achieve: They became happy at school and says that ‘learning is fun’. They have achieved level 2 qualifications in English, Maths, EPQ, and ASDAN amongst others and are now achieved level 3 Arts Award and have achieved a B grade at EPQ (level 3). They say they benefited from the calm atmosphere, the skill of the staff, the weekly reward certificates and mentoring sessions and the 1 to 1 literacy interventions. Their parents’ say six years at Newhaven have literally changed their life.
Background: Arrived in year 7 with significant barriers due to ASD, severe anxiety resulting in violent meltdowns, epilepsy and OCD leading to long periods of isolation and school refusal.
Trust: Tailored support designed through CP and SALT interventions targetted anxiety and communication needs. Time with therapy
Restore: Consistent support enabled his notable improvements in communication and academics. Reduced anxiety led to better focus and decreasing disruptive behaviour both at home and school. Over time, his trust in staff grew, fostering active engagement in learning and social interactions.
Achieve: Placement at a garage for the Motor Mechanics Apprenticeship Programme including paid work. Greenwich Young Citizen’s of the Year award for “Inspiring Others” this year.
His advice to other students is, “Don’t beat yourself up about small mistakes. They (staff) won’t hold it against you. Just work with them. Find someone to talk to and they will help you fix it.”
Background: Referred to the PRU and started in December of year 11. Difficulties outside of school led to a gap in education and continued after attending the PRU.
Trust: Staff spent long periods of time talking through his concerns re fairness and misunderstandings of situations and offered multiple interventions in this area. The school offered close support re peer relationships and conflict. Close work with parent.
Restore: Support was offered to restore situations when they went wrong with peers but he was reluctant. Additional support with academic studies was extensive.
Achieve: This student was serious about his studies but needed significant perseverance to help him deliver on his aims. He achieved a level 3 Lifeguard Award and a Mayor’s ‘Do the Right Thing Award.’; (En 4; Ma 3, EnL3; Sci L2; Emp L2; YMCA L1.
More case studies
A: Severe anxiety and physical/mental health; had missed nearly 2 years of school. Outreach team for year 11. Achieved 3 level 2 and 2 level 1s at GCSE (including a 9 in Russian). Re-integrated into 6th form.
B: Social care involvement; Youth Justice; number of outstanding charges; family breakdown in March when bailed to his fathers; school negotiated his release when arrested the night before Maths GCSE; achieved 5 qualifications (En 5; Ma 3; Sci L2; L2 Emp; L1 YMCA; Moving to L2 course at college.
C: Severe anxiety and eating disorder; significant gaps from school and inpatient in adolescent unit before joining in year 10; achieved 6 qualifications with 5 at level 2 (including BTEC Food). Going onto do level 3 performing Arts course at college.
D: Autism and severe mental health; missed a period of school through anxiety; achieved 7 qualifications including 2 level 2 and 1 level 3 (lifeguard); got a Saturday job and worked full time over the Summer at sports centre; returning for 6th form.
E: Severe disaffection; behaviour referral; joined PRU at end of year 10; low attendance and disengaged when in; support given with mental health but low engagement; SALT assessment; achieved 5 qualifications including 2 at level 2 (Sci and Art); going on to do art at college.
Reading age outcomes
The data below shows the number of students making on track progress since their admission at Newhaven and taken alone they would be worrying due to the low numbers of between 38 and 59%. However, these include a number of students who have:
a) Made faster progress that before whilst starting from a low age base. For example, a student who as a reading age of 7 at the age of 14 would be making better progress if they advanced 9 months in a year.
b) Not been tested twice due to admission part way through the year, reluctance or attendance issues.
| Cohort (2023/24) | Number of Pupils | # Made On Track Progress or Reached RA 17+ | % Made On Track Progress or Reached RA 17+ |
|---|---|---|---|
| KS3 | 38 | 17 | 45% |
| Y10 | 29 | 11 | 38% |
| Y11 | 33 | 19 | 58% |
| PO16 | 17 | 10 | 59% |
| Whole School (MC) | 117 | 57 | 49% |
A more accurate if more limited in numbers data set is that of those who have been tested at least twice 12 months apart (see table below).
| Cohort (2023/24) | Number of Pupils | # Made On Track Progress or Reached RA 17+ | % Made On Track Progress or Reached RA 17+ |
|---|---|---|---|
| KS3 | 16 | 14 | 88% |
| Y10 | 9 | 7 | 78% |
| Y11 | 18 | 14 | 78% |
| PO16 | 9 | 8 | 89% |
| Whole School (MC) | 52 | 43 | 83% |
These figures tell a much better story and are the result of developing practice with reading interventions across the school and the increasing focus on reading and broader literacy skills in all lessons.
By group girls are doing slightly better than boys, PP better than non, EHCP better than non, CIOC worse than non-CIOC and global majority better than white British. These are addressed individually and covered in other parts of this report (CIOC) or later in the year (see PP report due in December).
Newhaven School Exam Policies & Information
Please see below downloadable versions of our Newhaven School’s exam policies and other important information.