Langley School is one of the most advanced, well-resourced and forward-looking independent schools in the East of England. The school has an inclusive ethos and a commitment both to academic excellence and to meeting the broader needs of every pupil.
The inclusive nature of our school means we also have a long tail academically, where our more challenged pupils are well supported. This means, however, that our results cannot be compared on a percentage basis like-for-like with other schools.
We enable all pupils to expand their potential beyond initial expectations.
We set stringent targets for all pupils and expect all pupils to aim for at least one grade above their predictions based on cognitive ability tests in every subject. For 2018 the average added value was a fantastic 0.52 grades per entry. Some achieved even more than this.
Each year, in Year 11, there are a significant number of pupils with a string of A/A* (or more recently 8/9 grades), some pupils achieving A* (or equivalent) grades in all their subjects. Percentages will, of course, vary from year to year depending on cohort.
GCSE Results*New levels introduced in most other subjects *New rigorous levels introduced in Maths & English
|Year||A* (9-8)||A* – A (9-7)||A* – C (9-4)||5 A* – C (9-4)|
Fast tracking English Language
Over three quarters of pupils have already passed English Language at the end of Year 10 with over 6% of these pupils achieving the new, very demanding Grade 9 (Grades 9-7 = 17%)
Fast tracking ICT
ICT was also hugely successful in its Year10 fast track group, with 13/15 pupils (87%) achieving an A or A* grade and 100% at Grade B and above. This now frees curriculum time for these pupils to focus on their other GCSE subjects.
And at A level we have achieved an award for best Schools Guide ‘Top 100 UK Co-Educational Boarding School by A levels’, this award takes account of pupils’ intake and looks at added value.
At A level we have achieved an award for best Schools Guide ‘Top 100 UK Co-Educational Boarding School by A levels’, this award takes account of pupils’ intake and looks at added value.*Phased introduction of new, tougher specifications. Modules and coursework removed in most subjects.
|Year||A* – A||A* – B||A* – C||A* – E|
Similar to national trends, a greater number of pupils are choosing to defer entry and take a gap year in order to gain work or life experiences. Of those choosing to go straight into higher education, over three quarters achieved their first-choice place and all but two of the remainder secured a place in their second-choice institution. All other pupils were successfully supported in finding an alternative route to achieving their career aims.
Pupils are going onto study in an ever-widening range of fields from Engineering, Mathematics and Pharmacy to Environmental Science, Psychology and even Zoology, at a range of top-grade Russell Group universities or, increasingly, at universities abroad such as The University of Madrid or Leiden University, one of Europe’s leading international research universities in The Netherlands, with seven faculties in the arts.
We have an eclectic range of pupils who choose to excel in a wide range of other fields. Theatre Studies is one example where in one year alone we had pupils accepted into RADA, the LA Academy and Italia Conti Academy of Theatre Arts (Britain’s and the world’s oldest theatre arts training school).
Another example is in Design and Technology, where we have a centre of excellence; each year we have several pupils with prestigious Arkwright Scholarships and one pupil has won the nationally recognised Young Engineer of Britain Award.
Whatever pupils’ strengths are, Langley School endeavours to take pupils to the top of their field. For example, one of our music scholars is a keen organist. Whilst at the school not only has he achieved a Grade 8 with distinction in his ABRSM examinations, but also, he received an Organ Scholarship at St Peter Mancroft and performed at the Proms in The Royal Albert Hall with the National Youth Choir. He has just taken a prestigious place as Junior Organ Scholar at Truro Cathedral before taking up his unconditional offer at the Birmingham conservatoire from September 2018.
This academic achievement is attained in a flexible non-pressured /hot-housed way; we are a growth mind-set school that looks to pupils’ strengths, looking to develop these so that we have strong, confident and independent learners. For example, pupils are already able to make choices in year 9 (rather than sitting in classes for another year in subjects they know they are going to drop), and this year pupils have had an incredible 29 subjects to choose from going into next year’s year 12. We make space on the timetable for extra-curricular and co-curricular pursuits, be they adventurous (Duke of Edinburgh or CCF), musical, theatrical, engineering or, of course, sporting.
Boosting your UCAS point score
With competition for the top university places tougher than ever, many Langley pupils have increased their total UCAS point scores with ABRSM (Music) or LAMDA examinations. Any Grade 6 or above counts, with pupils clocking up an extra 30 UCAS points by achieving a Grade 8 distinction
The EPQ Programme
Continuing with the focus of giving every student in the Sixth Form the opportunity to stretch their thinking, the EPQ programme has grown in size and success. Last year, entries for the course tripled with very successful results. Students conducted research in areas such as the expansion of the universe, antibiotic resistance, euthanasia and solitary confinement, just to name a few, resulting in all A and A* grades for Year 12 students. A* = 28 UCAS points, equal to half an A Level at the same grade.
Please be aware that the school’s policy is that the interests of pupils will always come above our league table position. We, therefore, enter pupils for a range of examinations that are not always counted by the department for education and hence affect our league table positions detrimentally. These include some vocational qualifications (BTECs) as well as iGCSEs. In addition, pupils from overseas will study IELTS rather than GCSE English and so on. The statistics published by the school above and on our website make adjustments and grade equivalent substitutions to give a more accurate reflection of the results produced by our eclectic range of pupils and the subjects/qualifications for which they are entered.