Can someone help me get my head around these results?

[greenleavesmyjoy]

Just looking at the A-level stats for two different schools - both have very good reputations. I know results aren't everything, but I am trying to get an handle on what it suggests given the differences in student cohorts.

School One gets 80% Astar-A grades at A-level. Students must have at least 4x 8s and 4x 7s at GCSE as a minimum requirement for entry.

School Two gets 54% A-star-A grades at A-level. Students must have at least 5 x6s at GCSE as a minimum requirement for entry.

Obviously School One gets better results on paper. But given the differences in the grade requirements for entry, are they more 'equal' than one might think? I know it's difficult to be exacting (we don't know how many students at School Two might be entering with GCSE grades that are more like School One's requirements) - but trying to work out what this might say about teaching at each school etc.

Any thoughts appreciated! Thanks.

The fact that both schools achieve the A star grade is testimony to the schools covering the syllabus adequately and given capable children both can achieve this. What you don’t know is level of parent or outside involvement to get the grades… e.g external tutoring or parent support… could be that the school with the lower grades has a parent network that works either some external tutors etc obviously if you have a significant proportion of kids getting the higher grade it rules out some of the external engagement but it could still be there.

If both schools are state schools, then you can compare the 16-18 year progression score (valued added) which seeks, very broadly, to assess the academic boost or otherwise by the end of Y13, given the academic profile of the Y12 students. Navigate via School or College, then 16-18, then Advanced Level, then A level, then Progression Score.

Remember that teaching experience, quality, possible option combinations etc can all vary considerably across preferred subjects within a school or college as well as between settings. So ultimate decisions may hinge more on those factors than 'top line value added'. Some schools or colleges may also have a widespread 'private tutoring behind the scenes' culture, which will distort reported value added.

www.compare-school-performance.service.gov.uk/

Look at the value added. Also look at where your child(ren) would sit within the cohort. If your child might be aiming for Astar grades in sciences, are there people getting Astar grades in both sixth forms (even if in different proportions).
Comparing the sixth forms attended by my daughter and her friends, the one with much lower results had much higher value-added, so did very well by a fairly weak intake. However, comparing two particular very able students who were very similar in ability and attitude, the one who went to the higher-achieving school did better academically. The less academic school was doing all the right things, which is why most students did better than might have been expected, but the extremely academic peer group did make a difference.
(The student concerned was still glad they chose the less academic sixth form, as for other reasons it was completely the right place for them, and they gained massively from going there. So indeed, results are not everything.)

Thanks all. It's tricky because the school that gets the obviously better results is private, and the one with the 'less good' results is state.

I guess I'm wondering if, given the cohort in the private school is more academic in the first place (because of the requirements), is the standard of teaching probably about the same in both schools? Or is the private school's brilliant results indicative of excellent teaching, whichever way one looks at it?

I know it's a bit of a 'how long is a piece of string?' question, but interested to hear any more thoughts anyone might have!

Personally I would choose the state school and use any money for one on one tutoring to increase understanding and therefore their grade. Also consider that not all teaching takes place in the classroom and there are lots of resources online for free and whether your child has a positive attitude to learning and self motivation.

Ds1 had a study group of his mates so any free period was spent completing homework voluntarily. Teachers were available at the end of every day for 30 minutes for any help needed. Students were encouraged to stay in college for their free periods and both before and after lessons to get work done in a supported environment. They also had a day at home for independent study but that could be withdrawn if homework was not completed. There were also lunch time interventions if students were again not completing homework so that they wouldn't fall behind.

This sort of scaffolding made that sixth form what it was which was an outstanding state one. Results were really good considering the entry requirements were 5 grade 4s with some subjects like science having a minimum requirement of a 6.