Top of the class in maths
Writhlington School students have walked away with another good set of GCSE results.
Maths results have proved particularly pleasing for the school with 75 per cent of students achieving results at A*-C.
In English, 64 per cent of the year group achieved the higher grading with the percentage of students with at least five subjects at A*-C, including English and maths, now standing at over 60 per cent.
Almost 50 students achieved at least five A* -A grades and 90 achieved at least three A*-A grades in this year's exams.
The proportion of students succeeding in English Baccalaureate (EBacc) subjects also rose significantly, with many more students successfully following modern languages, science and humanities GCSE courses.
There were many highly impressive individual achievements. Amongst those students with exceptional performances were: Erin Slater with 12 A*s, Megan Martin with nine 9A*s and four As, Jena Bryan with five A*s, five As and two distinctions, Holly Francis with four A*s and six As, Molly Treasure with four A*s and six As, Ellie Rose Soccorsy with four A*s and five As, Rosemary Cox with three A*s and seven As, Callum Phillips Browne with three A* and six As, Matthew Bell with two A*s, eight As and two distinctions, and Robert Clapp with nine A grades.
Head teacher Mark Everett said: "I am delighted with the success of all our students. Their dedication, commitment and hard work have been striking throughout this year and they deserved to do well.
"Most of our students are staying on to undertake their A levels and we have a large proportion of students progressing to top Russell Group universities, including Oxford.
"I am especially pleased with our maths results this year. The proportion of top grades has increased by eight per cent and the progress made by students of all abilities has been very impressive.
"However, I am concerned at the continued unreliability of the English GCSE grading. For the second year in a row it has proved almost impossible to judge where the grade boundaries are going to be placed and this creates instability and a lack of confidence in the examination system."