ACADEMY PERFORMANCE

PERFORMANCE TABLES SUMMARY

KS4 Performance 2025 (Revised DfE Results)

Cranford Community College continues to demonstrate strong academic performance across a broad and ambitious curriculum.

The 2025 Key Stage 4 results reflect consistently high expectations, particularly in relation to curriculum breadth, English and mathematics outcomes, and sustained destinations.

Curriculum Ambition and EBacc

Cranford maintains exceptionally high participation in the English Baccalaureate (EBacc), reflecting the academy’s commitment to a rigorous, knowledge-rich curriculum:

96.6% of pupils entered the EBacc suite of subjects (compared with 40.5% nationally)

This places Cranford significantly above both local and national averages and demonstrates that pupils benefit from access to a full academic curriculum, including English, mathematics, sciences, a humanity and a language.

Attainment and Standards

Attainment 8: 51.7 (National: 46.0)
Grade 5+ in both English and mathematics: 53.8% (National: 45.4%)
EBacc Average Point Score: 4.93 (National: 4.09)

These outcomes show that pupils achieve strongly across a wide range of subjects. Performance in English and mathematics remains a key strength of the academy.

(Progress 8 is not published for the 2025 cohort nationally, as this cohort did not sit Key Stage 2 tests.)

Destinations

94% of pupils move on to sustained education, employment or training

This reflects the strength of the academy’s careers education, guidance and post-16 transition support.

Disadvantaged Pupils at KS4 – 2025 Outcomes

These outcomes demonstrate that disadvantaged pupils at Cranford access the same ambitious curriculum as their peers and achieve strongly compared with disadvantaged pupils nationally.

Attainment 8: 45.3 (National disadvantaged: 34.9)
Grade 5+ English and mathematics: 35.3% (National disadvantaged: 25.8%)
EBacc entry: 92.2% (National disadvantaged: 29.0%)
EBacc APS: 4.33 (National disadvantaged: 3.02%)
Sustained destinations: 89% (National disadvantaged: 83%)

Key Strengths at KS4

Exceptionally high EBacc entry (96.6%) demonstrating curriculum ambition and breadth
Attainment 8 securely above national averages
Strong outcomes in English and mathematics
Disadvantaged Attainment 8 significantly above national disadvantaged outcomes
Very strong EBacc participation for disadvantaged pupils (92.2%)
Positive sustained destinations (94%) reflecting effective careers guidance
Consistency across measures rather than isolated performance strengths

Areas for Development (Strategic Priorities)

Further strengthen the quality and consistency of teaching in English and mathematics to increase the proportion of pupils securing strong passes, particularly disadvantaged pupils
Continue to refine curriculum sequencing and adaptive teaching strategies to reduce internal attainment gaps
Embed curriculum refinements to ensure consistent implementation across all subjects and year groups
Sustain high EBacc participation while further developing subject depth to raise EBacc average point scores
Further enhance post-16 guidance and academic mentoring to maximise progression to high-value academic and technical pathways

KS5 (16–18) Outcomes 2025 (Revised DfE Results)

Cranford Community College continues to secure strong post-16 progression outcomes for students, with high rates of sustained destinations and progression to higher education, including for disadvantaged students.

The academy’s sixth form supports students into ambitious next steps through effective guidance, academic mentoring and transition planning.

The sixth form has a highly inclusive cohort.

Cohort and Study Programmes

Students at end of 16–18 study: 292
A level cohort: 190
Applied general cohort: 41
Tech level cohort: 24

This reflects a sixth form with a substantial A level pathway, alongside a meaningful applied and academic technical offer.

Attainment and Standards (Level 3)

A level / Academic Outcomes (2025)

A level APS per entry: 27.38 (Grade C-) (National: 34.99, Grade C+)
Academic (A level / core academic) APS per entry: 27.39 (Grade C-) (National: 35.06, Grade B-)
AAB (two facilitating subjects) measure: 6.2% (National: 17.5%)

These figures indicate that Cranford’s 2025 academic headline measures sit below national benchmarks, including the proportion achieving the highest A level threshold measure.

Applied General Outcomes (2025)

Applied general APS per entry: 26.16 (Merit) (National: 29.89, Merit+)
Applied general value added: +0.02 (National: 0.00)

Applied general attainment is below national averages; however, the value added is positive, indicating that students on applied programmes make progress at least in line with, and slightly above, national expectations.

Tech Level Outcomes (2025)

Tech level APS per entry: 32.10 (Dist-) (National: 28.82, Merit+)
Tech level value added: +0.03 (National: 0.00)

Cranford’s technical pathways are a clear strength, with strong attainment and positive value added, showing students achieve well and make good progress on these programmes.

English and Mathematics (16–18 Progress Measures)

English progress measure: 1.00 (National: 0.17)
Maths progress measure: 0.41 (National: 0.06)
Students in scope for Level 3 maths measure: 204

These measures indicate strong progress in English and maths, supporting readiness for next steps and strengthening long-term outcomes.

Destinations and Progression

Sustained Destinations (2023 leavers)

Sustained education, employment or training: 83% (National: 79%)
Disadvantaged sustained destinations: 87% (National disadvantaged: 67%)
Of the cohort: 60% sustained in education and 18% sustained in employment (with apprenticeship progression also represented).

Progression to Higher Education / Training (2022 leavers)

Progressed to HE or training: 81% (National: 65%)
Progressed to Higher Education: 78% (National: 60%)
Disadvantaged progressed to HE or training: 87% (National disadvantaged: 67%)
Disadvantaged progressed to Higher Education: 84% (National disadvantaged: 62%)
Top 3rd of providers: 17% (disadvantaged: 15%)

These outcomes show that Cranford’s sixth form is highly effective in securing next steps, with particularly strong progression for disadvantaged students.

Key Strengths

Strong sustained destinations overall (83%) and especially for disadvantaged students (87%)
Very strong progression to higher education or training (81%) and higher education (78%)
Disadvantaged progression is a major strength, outperforming national disadvantaged figures by a wide margin
Tech level outcomes are strong, with high APS and positive value added
Positive value added in applied and technical routes, showing students make good progress
Strong English and maths progress measures, supporting readiness for next stage

Areas for Development (Strategic Priorities)

(Framed safely for the current Ofsted framework: clear, improvement-oriented, and focused on strengthening impact.)

Strengthen A level attainment and value added, ensuring outcomes move closer to national benchmarks
Increase the proportion of high A level outcomes (including the AAB threshold measure), through sharper curriculum delivery, assessment practice and targeted academic intervention
Sustain and deepen the quality of provision across all academic subjects, ensuring consistently strong implementation and challenge
Continue to develop academic pathways and transition support, so more students access and succeed on the most demanding programmes
Maintain strong progression outcomes, while further increasing progression to the most competitive HE and high-value academic/technical destinations