Data
Here is an overview of student outcomes at ContinU Plus Academy, including our approach to target setting, a detailed analysis of Year 11 attainment, and trends in examination results over time. It outlines how we use baseline assessment data to set aspirational targets, alongside a comparison of outcomes over recent years, including pre-Covid benchmarks. The information also explains changes to our curriculum offer and entry patterns, reflecting our commitment to raising expectations and ensuring all students are supported to achieve the highest possible qualifications.
Targets
All students complete baseline assessments in English and Maths on entry to the school. At both KS3 and KS4, we use baseline assessments from the same exam boards, which supports a smooth transition for students progressing from KS3 into KS4.
Baseline data is used alongside KS2 end point data and comprehensive induction information, including SNAP, WRAT and SDQ profiles, to place students onto appropriate Progress Paths. These pathways include aspirational Year 11 target grades for each subject, aligned with national progress expectations.
Year 11 Attainment
This section provides a comparison of the school’s exam results over the past three years alongside 2019 outcomes, offering a pre-Covid benchmark for performance.
Percentage of Pupils gaining a GCSE pass
Percentage of Pupils gaining NCFE Level 2 pass
*The Level 2 Maths qualification had a change in specification from 23 to 24 with additional content added. This resulted in a dip in results which is now improving again.
Percentage of Pupils gaining any L2 pass
Entries and Pass Rates by Qualification Level
The charts below explain this data in more detail.
Entries at GCSE and Level 2 have increased dramatically from 79 to 205, and we have reduced the entries for Level 1 and ELC from 141 to 19. This shows our commitment to ensuring all students are pushed to achieve the highest possible level of qualification.
Since Covid, we have deliberately raised expectations for all students by increasing the proportion entered for higher-level qualifications, particularly GCSEs and Level 2 courses. While this has led to stronger ambition and improved progression pathways, it has also had an impact on overall pass rates.
At GCSE level – entries were broadly in line with 2024 in 2025 but outcomes took an 7% drop overall. We realise there is a dip with the Science outcomes and we are supporting the department to achieve equivalent results to 2024 going forward including introducing vocational courses alongside GCSE (Entry Level and L1/2), and we have appointed a Science apprentice to enhance capacity. In addition, we introduced GCSE Art for the first time in 2025 with a new member of staff who made inappropriate entries. This resulted in X grades for 7 students. As a result we have tightened our line management with this member of staff.
The dip in outcomes in 2025 should be understood in this context. We entered more students for Level 2 qualifications than in previous years, increasing from 49 entries in 2024 to 55 in 2025. This reflects our commitment to ensuring more students access appropriately challenging courses. However, of the additional students entered, a small number were not yet secure at this level. In addition, at Level 2, those students that didn’t achieve the full pass all received partial qualifications. No students entered for a L2 failed.
A similar pattern can be seen at Level 1. Entries reduced to 8 students in 2025, and with two students not achieving a pass, this resulted in a 75% pass rate. The difference one student makes is equivalent to 12.5%.
Overall, the 2025 outcomes reflect a strategic decision to prioritise aspiration and challenge. While this has resulted in a short-term dip in pass rates, it represents a positive shift towards higher expectations and improved long-term opportunities for our students.
Curriculum Offer
We have broadened our curriculum offer to include more GCSE and L2 qualifications at the expense of our L1 offer. Our Entry Level offer remains in place.
Graphs on entries and numbers of subjects per pupil
There were fewer entries per student in 2025. This aligns with our strategic focus on students undertaking a higher proportion of more rigorous qualifications. As a result, some students complete fewer qualifications overall in order to dedicate sufficient time to achieving success in GCSE and Level 2 courses.