Long Close is a school where academic excellence is nurtured and achieved. Our outstanding teachers give individual attention to every pupil, setting the bar higher than would be expected nationally, and instilling a strong work ethic that brings richly deserved results.
93% of Long Close papers were awarded Grade 4 and above vs. the National Average in the UK reported by the Joint Council for Qualifications as 67%. More pleasingly, at a time of much curriculum reform designed to make examinations more challenging, 42% of all grades achieved were awarded at 7+ (National Average 20.6%), the previous Grade A equivalent, and that also 25% of grades were at 8 or 9, the latter being equivalent to an A** to show exceptional performance.
Long Close School is proud that as a non-selective school our GCSE results take all pupils into account, including those who have identified Learning Support Needs.
100% of pupils were awarded Grade 5 or above in Biology, Chemistry and Maths. 50% of the total papers in English were Grade 7 and above. 31.3% of pupils awarded Grade 8+ in English Language, this far exceeds national average of 6.6%. Yellis value added data for English (VA +0.5) and English Literature (VA 0.4) shows above average progress by Year 11. The results were a testament to the hard work of students and teachers and proof of the advantages of our small class sizes.
‘Value added’ is a measure of the progress pupils make between different stages of their education; if pupils perform beyond expectations this is reflected in a high ‘value added’ score and Long Close students consistently perform very strongly on this.
50% of pupils achieved Grade 7 or above in English Language vs 13.9% National Average
43.8% of pupils achieved Grade 7 or above in English Literature vs 20.2% National Average
37.5% of pupils achieved Grade 7 or above in Maths vs 15.9% National Average
55% of pupils achieved Grade 7 or above in Chemistry and Physics vs National Average 43.8% and 43.9% respectively
Prep School Results
GL assessments are undertaken every year across the country and in British Curriculum Schools worldwide, with benchmarks of above 112 by the end of Year 6 representing high achievement. Therefore, success obtained is a measure of the outstanding teaching occurring within the school.
GL assessment enables us to check the accuracy of attainment within a national context and is also a good preparation for those wanting to sit 11+ in Year 6 as it is the system used by Buckinghamshire.
For the academic year 2018/19 we are delighted to announce a second year of increased of our scores, with the average scores as follows:
|Year group||Maths Score||English Score|
In our Junior School many children opt to sit the 11+ Plus exam and are offered a place at a selective secondary school of their choice.
Their success is due to a combination of natural ability and the teaching and experiences they have received from our Nursery onwards.
The specific 11 Plus preparatory work our experienced teachers deliver from Year 3 gives our pupils a certain advantage. We are proud of our academic achievements and high quality teaching.
Preparation for 11+ has always been a tradition at Long Close and many pupils continue to secure places at our local grammar schools. We understand that a large grammar school is not suitable for all pupils and our regular tracking and monitoring enables us to support all pupils to the journey to success.
2018/19 EYFS Profile Results
Our test results in the EYFS profile far exceed the National Average. For the academic year 2018/19,
83 % of the Reception children, including those with identified Learning Support (SEN) needs made a Good Level of development in the Early Learning Goals with 17% of these children Exceeding.
The National Average was 71.5% in 2018.
Children are defined as having reached a good level of development at the end of the EYFS if they have achieved at least the expected level in:
- The Early Learning Goals in the Prime areas of learning (personal, social and emotional development; physical development; and communication and language)
- The early learning goals in the specific areas of Mathematics and Literacy.
Read Write Inc Model School
In 2020, Long Close was awarded Model School status for the second year running by Ruth Miskin Training and Oxford University Press. We understand that the ability to read is the biggest driver of social mobility. Crucially, we make ensure the slowest progress children are not left behind: each child benefits from daily 10-minute tutoring, until they are able to keep up with their peers.
Model Schools status is given to Long Close because we achieve outstanding results by ensuring teaching children to read is at the heart of what we do. We teach Read Write Inc. Phonics for an hour a day – every day – and run weekly practice sessions for staff. Children start phonics training from the age of 3 at Long Close to provide them with the best start for a lifetime of reading.
87.5 % of the Reception children made Good level of development in the Prime Areas with 46% Exceeding.
87.5% of children made a Good level of development in Reading with 50% of these children Exceeding.
83% of the children made a Good level of development in Writing with 21% of the children Exceeding.
87.5% of the children made a Good level of development in Maths with 46% of these children Exceeding.
In recent years several of our pupils have achieved academic scholarships to schools such as Hampton, Merchant Taylor’s, The Abbey and Millfield School as well as many gaining places to grammar schools at the end of Year 11 or Year 6.