Headline Figures
The data summarised below is that used by the government when comparing schools in league tables.
Further details, including some of our students’ stories can be read here.
Pass Rate: 100%
Retention: 97%
Average Grade: A (48.8)
Average of Best 3 Grades: A (49)
Proportion of High Grades (A*, A or B): 87.2%
Proportion of A* or A grades: 67.4%
Progress (value added) Score: This score was not included in our data as students GCSE grades were teacher assessed.
Progress
For us, this is the most important measure; are our students achieving better than would be expected based on their prior performance?
In 2022 the Value Added scores were not included in our data as the students GCSE grades were teacher assessed. However, when progress measures were last reported, in 2019, we confirmed the following:
We can say a resounding “Yes”. All groups of students achieved positive Value Added Scores, on average achieving over three quarters of a grade higher per subject than expected based on achievement in GCSEs and over a whole grade higher in Mathematics.
Destinations 2022
Headline Figures
90%
of students have secured places at University or have work or training
89%
of students have firmly accepted places at University, including degree apprenticeships
9%
of students are attending Oxbridge
| University | No. | % |
| Bath | 2 | 3 |
| Birmingham | 2 | 3 |
| Bristol | 2 | 3 |
| Cambridge | 4 | 7 |
| Cardiff | 3 | 5 |
| Coventry | 1 | 2 |
| Durham | 1 | 2 |
| Dyson Degree Apprenticeship | 3 | 5 |
| Edinburgh | 1 | 2 |
| Exeter | 4 | 7 |
| Falmouth | 1 | 2 |
| Glasgow | 1 | 2 |
| Imperial College London | 2 | 3 |
| J P Morgan Degree Apprenticeship | 1 | 2 |
| King’s College, London | 1 | 2 |
| Lancaster | 1 | 2 |
| Leeds | 2 | 3 |
| Leicester | 1 | 2 |
| Michigan (USA) | 1 | 2 |
| Northumbria | 1 | 2 |
| Oxford | 1 | 2 |
| Oxford Brookes | 1 | 2 |
| Plymouth | 1 | 2 |
| Queen Mary, London | 1 | 2 |
| Queen’s, Belfast | 1 | 2 |
| Reading | 1 | 2 |
| Sheffield | 3 | 5 |
| Southampton | 3 | 5 |
| St Andrews | 1 | 2 |
| Sussex | 2 | 3 |
| Swansea | 3 | 5 |
| University College London (UCL) | 2 | 3 |
| Warwick | 6 | 10 |
| West of England | 1 | 2 |
| Degree Apprenticeship Organisation | No. |
| Dyson | 3 |
| JP Morgan | 1 |
| Subject / Course | No. | % |
| Accounting and Finance | 1 | 2 |
| Aerospace Engineering | 2 | 4 |
| Automotive Engineering | 1 | 2 |
| Biochemistry | 1 | 2 |
| Chemical Engineering | 2 | 4 |
| Chemistry | 1 | 2 |
| Computer Science | 5 | 9 |
| Computer Systems Engineering | 1 | 2 |
| Computing Foundation | 1 | 2 |
| Economics | 2 | 4 |
| Games Technology | 1 | 2 |
| Geology | 1 | 2 |
| History of Art | 1 | 2 |
| Mathematics | 15 | 26 |
| Mathematics with Joint Honours | 6 | 12 |
| Mechanical Engineering | 5 | 9 |
| Motorsport Engineering | 1 | 2 |
| Natural Sciences | 3 | 5 |
| Physics | 5 | 9 |
| Physics with Joint Honours | 1 | 2 |
| Software Engineering | 1 | 2 |
This table does not include the student studying in America or the 4 students doing university apprenticeships.
Previous Results
| Measure | 2022 | 2019 | 2018 | 2017 | 2016 |
| Pass rate | 100% | 100% | 100% | 100% | 100% |
| Retention rate | 97% | 100% | 100% | 100% | 100% |
| Average Grade | A (48.8) | A- (48.2) | A- (45.0) | B+ (44.3) | B+ (43.4) |
| Average of best 3 grades | A (49) | A (49.2) | A- (46.8) | A- (45.9) | B- (45.1) |
| Proportion of high grades (A*, A or B) | 87% | 91% | 83% | 81% | 79% |
| Proportion of A/A* grades | 67% | 69% | 63% | 59% | 51% |
| Proportion achieving AAB or higher in at least two facilitating subjects | 71% | 71% | 56% | 56% | 49% |
| Progress score (value added) | N/A | 0.79 | 0.59 | 0.55 | 0.45 |
Ofsted Inspection 2017
Ofsted Outstanding
The school’s first full inspection took place from the 24th to the 26th January 2017. Ofsted have judged the school to be Outstanding in all categories.
A copy of the full report is available on the Ofsted website.
Overall effectiveness – Outstanding
Effectiveness of Leadership and Management – Outstanding
Quality of Teaching, Learning and Assessment – Outstanding
Personal Development, Behaviour and Welfare – Outstanding
Outcomes for Learners – Outstanding
16 to 19 Study Programmes – Outstanding
- The school’s core vision and values, as established at its foundation by Exeter University and Exeter College, are meticulously designed to cultivate the talents of young mathematicians and scientists.
- As a result of the culture that governors and senior leaders have developed, learners and staff pursue their passion for mathematics and science creatively by experimenting, challenging, debating and collaborating with each other.
- Senior leaders use frequent discussions about teaching, insightful feedback and effective professional development to ensure that teaching is of the highest quality.
- Senior leaders successfully recruit young people who have not previously had the opportunity to fulfil their potential in mathematics and science. They use the temporary grant for bursaries well to recruit learners who come from disadvantaged backgrounds. Currently, the number of female learners is slightly below that of males.
- The school provides very good residential accommodation for learners who cannot travel daily to the school; as a result, learners improve their independence and ability to care for themselves.
- Learners make excellent progress and secure A-level grades well above those expected, given their prior achievement.
- Outstanding teaching, learning, assessment and support ensure that learners develop high levels of confidence and enthusiasm for their studies and that they work hard to achieve excellent problem-solving skills.
- All learners progress to university or into employment befitting the skills and knowledge they have developed at Exeter Mathematics School.
- Learners undertake inspiring projects that extend their skills and knowledge significantly beyond the demands of their A-level courses.
- The excellent projects set by industry and academics ensure that learners develop the ability to work independently, carry out research assiduously and present their findings confidently.
- Teachers and support staff employ their excellent knowledge and understanding of each learner to provide outstanding pastoral and academic support, which contribute to learners’ excellent attainment of high grades in examinations, and significantly improve their personal skills.
Inspection of Residential Provision – September 2018
This was the school’s second inspection of residential provision and took place from the 17th to the 19th September 2018.
The inspection findings were aligned to our own self assessment and we were found to be Outstanding in all categories.
A copy of the full inspection report is available on the Ofsted website.
Overall judgment – Outstanding
Experiences and progress of young people – Outstanding
How well young people are helped and protected– Outstanding
The effectiveness of leaders and managers – Outstanding
- Staff and students work in partnership producing an environment where students thrive academically, socially and emotionally.
- Uniqueness is valued. The service provided is bespoke, and students make life-changing progress.
- Leaders and managers are inspirational. They lead by example and make decisions that are informed by research, experience and from meaningful consultation with students.
- The staff adapt their approach and the school’s residential provision to meet the needs of individual students. Students quickly realize that they can trust the staff to keep them safe, thus enabling the students to make progress.
- Students who access residential accommodation make better progress educationally than day students. This progress is also above the national average.
- Governance of the school is supportive, challenging and thorough. Leadership and management is strong and effective.
- While safeguarding records contain a wealth of information, the records are not always concise and well ordered.
