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 – March 2023
This was the school’s second inspection of residential provision and took place from the 21st to the 23rd March 2023.
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 will soon be available on the Ofsted website.
Overall experiences and progress of young people – Outstanding
How well young people are helped and protected – Outstanding
The effectiveness of leaders and managers – Outstanding
- Students thrive in a welcoming and inclusive boarding environment. They say they would ‘absolutely’ recommend boarding at this college.
- Staff nurture students’ interests and help them achieve balance with their academic commitments.
- Students in boarding accomplish excellent education outcomes.
- The voice of students is highly valued…Students treat each other with respect and support those who are less confident to have their voice heard.
- [Parents] say that their children develop the skills they need to live independently and that staff achieve a balance between pastoral care and giving young people independence.
- Pastoral welfare has a high priority in the boarding provision.
- Staff proactively support students to develop their understanding of important issues such as mental health and healthy relationships.
- Leaders create and inspire a culture of acceptance and inclusion.
- The holistic package of support created in response [to social and emotional challenges of students] is transformational for their futures.
- A culture of learning, development and improvement is evident throughout the whole provision.
- Governors support the drive for continuous development through their oversight
