A Level results: Headteacher 'delighted' at The Woodroffe School
PUBLISHED: 14:04 20 August 2009 | UPDATED: 00:00 16 June 2010
Once again students at The Woodroffe School have achieved excellent results at A Level, with most students attaining or exceeding their target grades.
Once again students at The Woodroffe School have achieved excellent results at A Level, with most students attaining or exceeding their target grades. The overall pass rate (ie the overall percentage of grades A-E) was 98 per cent, up from last year's 97 per cent and above the national average. The percentage of grades A or B was a really impressive 51 per cent.
There were some outstanding individual performances. Noah Hillyard achieved an exceptional set of results, with 5 A grades and one B, all at A-Level, securing him a place to study Ancient History at Durham University. Laura Bizley gained four A grades, while Amy Price and Sean Weber-Butler both achieved three A grades.
Results were equally as impressive at AS level, with Lucy de Greeff gaining 4As and 2Bs, and Josh Beckers 4As and 1B. Will O'Shea achieved 3As and 2Cs but he also gained an A in the new Extended Project Qualification. The EPQ, as it is known, was new for this year and run as a pilot project in Year 12 with eleven students. It is a demanding, research based course equivalent to half a full A-Level and as such it is one of the first A-Level courses to offer A* grades to candidates. Two students at Woodroffe, Ceri Ashford and Hannah Storey gained A*s and there were also two A grades and five Bs from the group, all of whom passed.
Dr Richard Steward, headteacher, said: 'I am delighted with these results. All our students have worked incredibly hard this year and it is a pleasure to see them achieve the results they deserve. Of course, such high standards not only reflect the work of the students but highlight the dedication and commitment of the staff at Woodroffe who work tirelessly to ensure that the students in their classes fulfil their potential.
'Although it has now become fashionable to bemoan the decline in standards at A-Level, we should focus on our students and what they have achieved as individuals. The examinations students take nowadays are very different to those of the past and the demands are significantly greater. A-Levels are now modular and involve concentrated work across two years, rather than a brief series of end of course examinations. Students therefore have to work consistently throughout the course in order to gain the higher grades. I have great admiration for those young people who are able to navigate such a complex and demanding examination system successfully.'
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