To contact the exams Officer – examsofficer@stonehenge.wilts.sch.uk
EXAM RESULTS
GCSEs in England are graded with a scale from 9 to 1, with 9 being the highest grade.
Students and staff at The Stonehenge School are today celebrating a fantastic set of GCSE results, with outstanding achievements across a wide range of subjects.
This year’s cohort have shown what it means to be “striving for excellence, exceeding expectation”, with results that reflect their determination, hard work, and the support of their teachers and families.
This year’s results include some strong performances in Maths, English and Science, reflecting the strength and commitment of the students, providing them with the grades needed to move confidently into the next phase of their education.
Exceptional performances were also seen in History, Geography and Spanish, with strong results in Business Studies, Philosophy and Ethics. Art and Technology subjects continues the trend of outstanding grades in subjects such as Engineering, Hospitality and Catering, Art and Photography. The vocational offer also continued to gain excellent levels of value added through courses like Child Development, Health and Social Care and Sports.
Special congratulations go to our top attainers: Charlie Pearson, Katie Sarfas, Niyara Sherpa, Adam McGarry and Joshua Hall, each of whom achieved an outstanding set of results.
We are equally proud of students such as Lillia Salter, Lola Hanlon, Ethan Standen and Alfie Clifford, who made remarkable progress during their time at Stonehenge, demonstrating resilience and determination to achieve beyond expectations.
Headteacher Carole Dean said:
“I am incredibly proud of our students and staff. These results are a testament not only to the talent, commitment and perseverance of our pupils, but also to the dedication and expertise of our teachers. Our Year 11s began their secondary education during a period of disruption, yet they have shown extraordinary resilience, maturity, and strength of character. They have been much more than just exam candidates – they have been role models, leaders, and valued members of our school community. They will be deeply missed.”
Beyond the grades, this cohort leaves behind a legacy of achievement in sport, the arts, and service to the community. They have embodied the values of The Stonehenge School, proving that success is measured not only in exam results, but in the way our young people have grown into well-rounded individuals, ready to take their next steps.
Carole Dean added:
“These results give our students an excellent platform for the future – whether they are moving on to sixth form, college, apprenticeships, or training. We know they will continue to strive for excellence and exceed expectations.”
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We are currently using the following exam boards with these subjects –
| Subject | Exam Board |
|---|---|
| History | Edexcel |
| Geography | OCR - B |
| Computer Science | Edexcel |
| French | AQA |
| German | AQA |
| Spanish | AQA |
| Religious Studies | AQA |
| Business Studies | Edexcel |
| Film Studies | Eduqas |
| Astronomy | Edexcel |
| Art | WJEC |
| Photography | WJEC |
| Drama | AQA |
| Music | AQA |
| Engineering | NCFE |
| Hospitality & Catering | WJEC |
| Sport | OCR Cambridge National |
| Health & Social Care | OCR Cambridge National |
| Child Development | OCR Cambridge National |
Access Arrangements
Guidance for parents, carers and students about access arrangements
What are access arrangements?
- Access arrangements allow students with specific needs, such as special educational needs or disabilities, to access an exam. For example, support for students who have difficulties with reading, writing, speed of working or concentration.
- They allow students to show what they know and can do without changing the demands of the exam.
How will the process start?
- The SENCo/Deputy SENCo will work with teachers and the student to identify possible arrangements. This is started after Easter of Year 9, using their knowledge of the student that has been built up starting in Year 7.
- An access arrangement can only be granted where the centre has evidence that the arrangement is required, there is a ‘picture of need’ and it is the candidate’s normal way of working.
- Not all students with additional needs will require access arrangements. This depends on whether their difficulty affects their access to exams. Additional needs or a diagnosis alone do not entitle a student to access arrangements.
Who will make the assessment?
- If a student has learning difficulties, the school appointed assessor must conduct the assessment to determine the need for access arrangements, such as 25% extra time and then apply for some arrangements.
- Specialists (for example, a medical consultant or a psychiatrist) are responsible for providing a formal diagnosis. They are not responsible for decisions about access arrangements.
- Teachers must give evidence to show that an access arrangement is needed. The school will record how effective the arrangement is in the classroom, in internal tests or in milestone exams. If the student does not use the access arrangements during the milestone examinations, these maybe taken away from them as they are not showing that this is their normal way of working.
Finally
Schools and colleges must follow the rules. They are inspected and if they are found to be breaking the rules, this will be malpractice.
The school has the final decision which access arrangements a student has for their exams.