final + Oxbridge & A* update - Wed 20th
8-Feb-16
THE ASHCOMBE SCHOOL
A LEVEL (and AS) EXAMINATION RESULTS 2014
The Ashcombe School’s 2014 A-level results have maintained the very high standards set over the
years. The Headteacher, David Blow, welcomed the results:
“We are delighted that there continues to be extremely high results for a wide range of students.
The standard of teaching here is excellent, and the students have responded with enormous
commitment and hard work, whilst engaging in a wide range of extra-curricular and social
activities.”
The average points score for candidates was 350 UCAS points and 880 QCA points with half the
grades at A*-B. The A*-E% of 97% reflects the school’s approach of giving borderline candidates an
opportunity to get a grade E. The school has consistently achieved an average score of over 300
UCAS points per student ever since the new A-level arrangements were introduced over a decade ago.
Mr Blow said “As a comprehensive school, our focus is on both achieving outstanding results at the
top end, and also delivering high value-added (i.e. the progress made from GCSE to A-level). This
year, 5 students gained places at Oxbridge with others successfully applying for Medicine and other
courses with strong competition for places. We pride ourselves in offering opportunity as widely as
possible by keeping restrictions on entry to A-level courses to a minimum. We have one of the most
open entry policy onto A-level courses of any comprehensive school in Surrey. As a result, a number
of students who in most institutions would not have been allowed to begin A-level courses have
gained commendable grades, thereby giving them access to university places. We are also delighted
with the achievement of individual students who have overcome personal difficulties or tragedies with
the help of pastoral and support staff.
“One of the key reasons for our success both in absolute and relative terms has been a consistent focus
on the interests of the students, developing a broad range of skills and responsibilities. An excellent
pastoral team works with the students identifying concerns at an early stage and offering constructive
guidance.”
There were many outstanding individual results:
 9 students gained 4 or more A or A* grades (subjects with A* or A grade listed in italics, and A*
with * after subject) :
Harry Baker (Chemistry*, Music, Maths*, Physics*); Jenny Chaplin (Politics, History*, Maths* , General
Studies*); Phoebe Creswell (Biology, Chemistry, Geography*, General Studies); Matthew Fuller (Economics*,
English Literature*, History, General Studies*); Kiah Lunstone (Biology*, Chemistry*, Physics*, General
Studies); Jasmin Nash (Economics*, French, Maths*, General Studies); Hannah Storey (Politics*, History*,
Sociology*,General Studies); Elizabeth Stubbs (Economics*, History, Maths, General Studies);Andrew
Trezise (Politics, History*, Religious Studies, General Studies*);.
They will be studying as follows: Harry Baker, Chemistry, Oxford; Jenny Chaplin, History, Warwick;
Phoebe Creswell, Medicine, Sheffield; Matthew Fuller, History, Oxford; Kiah Lunstone, Medicine, Cardiff;
Jasmin Nash, Economics, Durham; Hannah Storey, Law, Exeter; Elizabeth Stubbs, Warwick, Philosophy;
Andrew Trezise, Exeter, History;.

16 students gained 3 A or A* grades (subjects with A* or A grade listed in italics, and A* with *
after subject) :
Ross Bangs (Maths*, Further Maths, Physics*); Yasmin Bahra (Biology, Chemistry*, Maths); Helen
Bridgman (Maths*, Further Maths*, Physics); Edward Day (Biology, Chemistry, Maths); Joanna Goddard
(Geography*, Maths*, Further Maths); Georgina Hobern (English Literature*, History, Spanish); Joanna
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8-Feb-16 23:03
Knowles (English Literature, Maths, Sociology); Zayna Lebari (English Literature, French, Spanish*); Jenny
McFarlane (Geography, Psychology, General Studies);Rebecca McCallum (English Literature, Psychology*,
Sociology*); Jack Morris (Economics*, History, Maths); Molly Reynolds (English Literature, History*,
Sociology*); Michael Richardson (Economics, Politics, History); Oliver Seymour (Classical Civilization,
English Literature*, Psychology*); William Stone (Biology*, Chemistry*, Physics); David Taylor (Maths,
Further Maths, Physics).
They will be studying as follows: Yasmin Bahra, Medicine, Newcastle; Ross Bangs, Mathematics, Exeter;
Helen Bridgman, Engineering, Oxford; Edward Day, Biology, Bath; Joanna Goddard, Mathematics,
Exeter; Georgina Hobern, Languages and Contemporary European Studies, Southampton; Joanna
Knowles, English, Sussex; Zayna Lebari, Modern and Medieval Languages, Cambridge; Rebecca
McCallum, Psychology, Kent; Jenny McFarlane, Geography, Kings College London; Jack Morris,
Economics, Exeter, Molly Reynolds, Multimedia Journalism, Bournemouth; Michael Richardson, Politics
with Economics, Bath; Oliver Seymour, English Literature, Newcastle; William Stone, Biological
Sciences, Oxford; David Taylor, Physics, Nottingham.
The Lower Sixth’s AS results were also extremely strong
- 6 students gained 5 grade As (Heather Boagey, Jason Clarkson, Catherine Gryffenberg, Ella
Knowles, Matthew Mahoney, Matthew Shortland)
- 7 gained 4 grade As: (Beth Bridgman, Thomas Charman, Alice Goodwin, Fern Osborne,
Alexander Pratt, Kyle Supra-Wood, Christopher Wood)
In addition to the headline news there are a number of more technical points which may be of interest:
1. It is important to note (especially in the light of the annual ritual debate in the national news about standards
rising/falling) that simple comparisons with A-level results before 2000 could be misleading. The A-level is split into
a Lower Sixth AS course and an Upper Sixth A2 course with most students pursuing an additional subject course in
the Lower Sixth compared with previous years. At the end of the Lower Sixth students were able to ‘drop’ one of their
four AS subjects taking forward just three to A2 level. Previous generations of students did not have this opportunity
which must, overall, have a positive effect upon results and in part may explain the apparent national rise in the level
of performance since the changes.
2. We remain concerned that there remains a discrepancy between the standards required in different subjects (so that
students of comparable ability will gain lower grades on average in certain subjects, especially maths, sciences and
languages; it is unsurprising that students may wish to choose subjects where they are more likely to gain higher
grades).
3. The Ashcombe School refuses to participate in national press analysis of A-level results because of the
unsophisticated manner in which data is interpreted and the simplistic conclusions which are drawn. Although not
participating in national league tables The Ashcombe School analyses its results in accordance with criteria used by
the national press (described below) and is pleased to share information from such analysis with the local community.
We are delighted that our results are very similar to those from last year, and that they are likely to place the school
amongst the highest performing comprehensive schools in the county and country.
DfE and QCA (Qualifications and Curriculum Authority) points system



A-level: A* = 300 pts, A = 270 pts, B = 240 pts, C = 210 pts, D = 180 pts, E = 150 pts, U = 0 pts
AS-level: A* = 150 pts, A = 135 pts, B = 120 pts, C = 115 pts, D = 90 pts, E = 75 pts, U = 0pts
Scores in subjects which students took at AS level are included
UCAS (Universities and Colleges Admission Service) points system



A-level: A* = 140 pts, A = 120 pts, B = 100 pts, C = 80 pts, D = 60 pts, E = 40 pts, U = 0 pts
AS-level: A* = 70 pts, A = 60 pts, B = 50 pts, C = 40 pts, D = 30 pts, E = 20 pts, U = 0pts
Scores in subjects which students took at AS level are included
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