BRIEFING
Subject: Annual Education
Standards Report
Date of Briefing:
February 2026
Report
of: Richard Barker; Head of Education
Email:
Richard.Barker@brighton-hove.gov.uk
1.1
This report contains an analysis of the End of Key Stage results
for children and young people for the 2024 - 2025 academic year.
1.2
This report explains some of the interventions implemented and
planned in the future to address areas of under-achievement.
1.3
This report also explains some of the work that is happening to
support outcomes for specific groups.
2.
Recommendations
2.1
That Councillors note the report.
3. Context and background information
3.1 In August
2025, 98% of childcare providers on the Early Years Register in Brighton &
Hove were judged good or outstanding which is the same as the England average. Ofsted
publishes statistics every six months.
3.2 Ofsted
school inspection one-word judgements were removed in September 2024 so Brighton
and Hove performance cannot be compared to national and other LAs using these overall
judgements. There are 64 maintained / academy / free schools in the city. 3
schools that converted to new academy schools are still awaiting inspection however
they were all in receipt of good/ outstanding grades. At the end of August 2025,
26 schools have good or outstanding judgements in all areas of quality of
education, behaviour and attitudes, personal development, effectiveness of
leadership and management, and where applicable early years provision and sixth
form provision. They also have a judgement of effective safeguarding. Another
32 schools have overall judgements of good or outstanding or that the school
continues to maintain these standards. Four schools have ‘requires improvement’
judgements in one or more areas. No schools have inadequate judgements.
3.3 Overall in Brighton and
Hove, Ofsted outcomes are strong and on key measures at the end of primary
education (Key Stage 2) or at GCSE pupils as a whole in the city tend to
achieve in line with or above pupils nationally. We have seen a dip in
outcomes at Key Stage 2 in 2025. The longer-term challenge, that
disadvantaged pupils do not achieve as well as those who are not disadvantaged
remains. However, our schools are committed to addressing this supported by an
‘Educational Disadvantage Strategy’. Whilst there are some indications that
specific projects have had a positive impact on outcomes, the overall trend
remains below the national average for many areas.
4. Summary
of outcomes
4.1.1 Early Years (age 5) and
Key Stage 1 (age 7)
The Brighton & Hove
percentage of pupils achieving a good level of development (GLD) in Early Years
is above the national average, as it has been for last 2 years (See Appendix 1).
4.1.2
The
Brighton & Hove percentage of Year 1 pupils meeting the required standard
for Phonics decoding was higher than the national average. (See Appendix 2)
4.1.3 The
Department for Education (DfE) introduced the multiplication tables check (MTC)
in 2022, as a statutory assessment for pupils attending schools in
England. Local
Authorities are not involved in the data collection. The DfE use a third party
to collect this data directly from schools. The published data is summarised in
the Appendix
4.1.4 KS1 data was no longer
available in 2024; 2023 was the final year the DfE collected teacher
assessments at the end of KS1.
4.2.1 Key Stage 2, End of
Primary Education (see Appendix)
Key Stage 2 (KS2) key performance
indicators of 2024/25 outcomes for all pupils
4.2.2
At
KS2, the percentage of all pupils achieving the expected standard in reading
was in line with the national average. The percentage of all pupils achieving
the expected standard in reading, writing and maths combined, writing and maths
was below the national average by a minimum of 2 percentage points.
4.2.3
There
are no progress measures at the end of KS2 for 2024/25 because the baseline of
teacher assessments at the end of KS1 was cancelled in England due to the
Covid-19 pandemic. This makes it impossible to understand how pupils in the city
progressed from their starting points.
4.2.4
Key
Stage 2 key performance indicators of 2024/25 outcomes for Disadvantaged pupils
4.2.5
At
KS2, the percentage of disadvantaged pupils achieving the expected standard in reading
is below the national average. Reading, writing and maths combined, writing and maths are
significantly below the national average.
4.2.6
Key
Stage 2 key performance indicators of 2024/25 outcomes for pupils with an
Education, Health and Care Plan (EHCP).
4.2.7
At
KS2, the percentage of pupils with an Education Health and Care Plan (EHCP)
achieving the expected standard in writing and maths is above the national
average. Reading and reading, writing and maths combined are in-line with the
national average.
4.3
Key
Stage 4 (See Appendix 5)
4.3.1 Key
Stage 4 (KS4) key performance indicators of 2024/25 outcomes for all pupils.
4.3.2 Key
attainment measures for all students including Attainment 8, Grade 4+ and 5+ in
both English and Maths and EBAC score are strong (quartile B considering 152
LAs for which there is data) and above national averages.
4.3.3 Key
Stage 4 key performance indicators of 2024/25 outcomes for Disadvantaged pupils
4.3.4 Attainment
of disadvantaged pupils is generally below the national averages for this
group. This is consistent with trends prior to the pandemic. B&H is either
in quartile B (5+ and Ebacc score) or C (Attainment 8 and 4+) for these
measures.
4.3.5 Key
Stage 4 key performance indicators of 2024/25 outcomes for students with an
Education Health and Care Plan (EHCP).
4.3.6 At
KS4, Attainment 8 and Ebacc average point score of students with an EHCP is
below the national average for this group. The percentage achieving English and
Maths at grades 9-5 is below national, but grades 9-4 is above national.
4.4 Other Measures
4.4.1 Brighton
and Hove A- Level results remain above National Averages for attainment.
4.4.2 A
Level Results 2025 – Brighton & Hove (local collection) compared to the
National JCQ Benchmark
4.4.3 Geographical
analysis (see appendix 7) shows that there is significant variation of outcomes
when we look at certain areas. Key stage 2 and key stage 4 outcomes are
significantly lower in Moulsecoomb and Bevendean, East Brighton and some areas
of Hove. This was also the case before the pandemic.
4.5
Next
Steps and Focus on Disadvantage
4.5.1
The
outcomes for disadvantaged pupils are improving at KS4 and are broadly in line
with national averages. Reading at KS2 remains above national average. However,
attainment remains below the national average in many areas and disadvantaged
pupils do not do as well as non-disadvantaged pupils at all ages. This has been
the case for many years and was the driver for the Strategy for Tackling
Educational Disadvantage.
4.5.2
Specific
work happening as a result of the Strategy for Educational Disadvantage
includes:
4.5.2.1
All
professional development events for school leaders and colleagues (governors
and all school staff) are designed to support outcomes for disadvantaged pupils.
We are committed to raising awareness of strategies to improve outcomes disadvantage
in all conferences for school leaders. All training events delivered by the
school improvement team have an integral focus on disadvantaged woven into course
content.
4.5.2.2
As a
result of our partnership work with Durrington Research School and the
Education Endowment Foundation a total of 41 schools have completed the
flagship training programme “From Mitigation to Success.” Analysis of data from
the primary schools who have engaged with this programme, show that average
outcomes are above the national averages in most areas. Following this
successful collaboration, we continued working together on an Evidence
Exploration Partnership which aimed to identify and better understand why
outcomes for disadvantaged pupils in Brighton and Hove are lower than their
non-disadvantaged peers. A clear pattern emerged across Early Years, KS2, and
KS4: spoken language and communication, alongside significant vocabulary
deficits, were at the heart of underperformance across the city. We are now in
Year 2 of a bespoke training programme and have plans for this to continue so
that schools engaged will embark on a two- to four-year journey, not a one-off
initiative. To raise attainment in primary maths, the school improvement team commission
professional development courses that cover Early Years Foundation Stage, KS1
and KS2. These are offered in conjunction with expert providers such as Sussex
Maths Hub and Every Child Counts (Edge Hill University). The principles
behind these offers align with the ‘Recommendations for Improving Mathematics’ published
by the Education Endowment Foundation.
4.5.2.3
Work
has been commissioned from the University of Sussex, where Dr Matt
Easterbrook from the Psychology Department is collaborating with a cohort of 35
schools across the city. The project includes a series of workshops, training
sessions and data analysis, supported by a structured evaluation process. It
builds on evidence‑informed approaches
focused on strengthening teacher–student interactions and fostering a greater
sense of belonging in classrooms—particularly for disadvantaged pupils.
4.5.2.4
Impact
is measured for all maths professional development. For the Every Child Counts
maths intervention, disadvantaged pupils made an average of 15 months progress over
12 weeks intensive input with an adult. Following professional development on
Fractional Understanding, all schools engaged saw an increase in the number of
pupils successfully answering questions from the Fractions, Decimals and
Percentages strand in SATs. In response to schools’ request, bespoke
professional development has been designed to support and challenge the range
of pupils currently found within one class.
4.5.2.5 We have mapped the
extra-curricular opportunities for disadvantaged pupils, with the aim of supporting
all schools to improve this provision by sharing best practice. Through
offering a rich and broad offer, children are more likely to feel a sense of
belonging to a school and attain better grades.
4.5.2.6
In
primary schools, disadvantaged pupils are being prioritised for support in
reading through a range of funded offers that include Every Child a Reader
interventions, volunteer readers, and other projects identified by schools to
meet the needs of their pupils.Schools with high levels of disadvantage pupils
are being encouraged to engage with an evidence-based inspiring approach to writing
delivered by the Centre of Literacy in Primary Education and supported by an
associate school in the city. Schools that have engaged with this Power of
Reading approach have seen outcomes in reading and writing improve for all
their pupils, including their disadvantaged cohort.
4.5.2.7
Each
school is allocated a prioritisation level and any school at risk of not being
Ofsted ‘Good’ has a specified action plan outlining the support for those
schools. The use of Strategy Board Meetings and individual meetings with Heads
and Chairs of Governors allows the LA to challenge outcomes appropriately. We
have successfully worked in partnership with 3 schools, who no longer need
support, either because Ofsted have now judged them good, or because standards
have risen appropriately to demonstrate they do not require further
intervention. Another 3 schools with strategy boards closed.
4.5.2.8
We
are continuing to promote and support the take up of 15 hours of free childcare
for eligible disadvantaged two-year olds. Census data from January 2025 shows
take-up at 85%. We offer early years providers a higher hourly rate for EYFE
for disadvantaged two-year-olds, compared with those of working parents.
4.5.2.9
We continue
to support the successful Word Play programme, a 30-week group intervention through
BHISS in the final preschool year for children identified as at risk of delay
in language and communication.
4.5.2.10 As part of Best Start
in Life we are now also rolling out the evidenced based 'Early Talk Boost’ programme
from Speech and Language UK. We have funded resource packs for more than 30
early years education settings in the areas of highest need and are offering
free training and follow up support to all.
5.
Community
engagement and consultation
5.1
The
data will be shared with all school leaders and with governors
6.
Financial
implications
6.1
The
Local Authority (LA) has a duty to ensure schools are achieving the best for
all pupils and monitors their performance from within existing resources.
Schools have delegated budgets and must use these to achieve the best outcomes
for pupils and any activities must be met from within their existing delegated
budgets. Schools also have Pupil Premium funding from the government and must
use this to support their disadvantaged pupils to narrow the attainment gap.
6.2
There
are no direct financial implications for the LA as a result of the
recommendations in this report. It is also key that the budgets are reviewed
regularly in line with the Targeted Budget Management Timetable (TBM) to ensure
there are no additional costs to the council during the financial year
7.1
Local
Authorities have a statutory duty under section 13A of the Education Act 1996,
to ensure that their functions in relation to the provision of education are
exercised with a view to promoting high standards. This report informs the
committee how the Council is seeking to fulfil this duty
8 Supporting Documentation
Appendices
APPENDIX
1
8.1.1 Early Years
Foundation Stage Profile – (4- to 5-year-olds)
8.1.2 In
2021, the EYFSP assessment framework was significantly revised. It is therefore
not possible to directly compare assessment after 2021/22 outcomes with earlier
years.
8.1.3 The 2019/20
and 2020/21 data collections were cancelled due to coronavirus (COVID-19).
8.1.4
To achieve a good level of development, a pupil must achieve the expected level
in all the early learning goals within areas of communication and language,
physical development, personal, social and emotional development, literacy, and
numeracy.
8.1.5
Table
1: EYFSP Trend All Pupils
8.1.6 The
Brighton & Hove percentage of all pupils achieving a good level of
development was above the national average but slightly below the statistical neighbour
average.
8.1.7 The
following table provides further information on the performance of groups
compared to the national benchmark.
8.1.8.
Table
2: EYFSP 2025 Comparison
8.1.9
In
2025, there were 433 reception pupils who had applied for and were eligible for
Free School Meals (FSM), out of a cohort of 2,267 (19.1%). The Brighton &
Hove percentage of pupils eligible for Free School Meals (FSM) achieving a good
level of development was 47% which was lower than the national average (51%).
8.1.10 In
Brighton & Hove, the percentage of pupils with SEN (Special Educational
Needs) Support achieving a good level of development was significantly above
the national value. The percentage of Brighton & Hove reception children
with an Education Health and Care Plan achieving a good level of development
was in-line with the national figure.
8.1.12
The percentage of pupils with English as an Additional Language (EAL)
achieving a good level of development continues to be below the national
figure.
8.2
Actions taking place or planned –
focus on disadvantage:
8.2.1 In
Brighton & Hove, we have high take up rates of the early years free
entitlement by eligible two year olds. From the 2022 census the take-up in Brighton
& Hove was 90%, significantly above the national figure of 72% and our
statistical neighbours of 69%. This early provision will support the children
of disadvantaged families and provide that early support that can make such a
difference.
8.2.2 Early
education from age two has long-lasting benefits for children, and helps to
promote a child’s physical, emotional, cognitive and social development. Joint
work between the early years team, Family Hubs, children’s social care, health
visitors and nurseries across the city continues to ensure high take up of free
childcare places for low income two year olds in the city. A new Best Start in
Life Strategic plan 2026-2029 has been developed and published with a focus on
delivering Best Start in Life to meet GLD targets for 2028.
8.2.3 The
Best Start in life Strategic plan has a focus on delivering home learning and
evidence based interventions including REAL (Raising Early Achievement in in
Literacy) Early Talk Boost, PEEP learning together and Triple P parenting
through Best Start Family Hubs and Early years settings with a focus on
disadvantaged children. The programmes aim to work with parents to increase
opportunities to learn in the home environment and improve parenting outcomes.
8.2.4 Brighton
& Hove took part in Phase 1 of the national Early Years Professional
Development Programme (EYPDP). This supported pre-reception early years
Practitioners (EYPs) to improve their practice in working with children between
the ages of 2 and 4, to improve outcomes in language, literacy and numeracy for
the most disadvantaged children. Fourteen early years practitioners in
Brighton & Hove gained a level 4 qualification in Creating Communication
Friendly Settings for 2s to 4s, and ten settings in the private and voluntary
sectors as well as our children’s centre nurseries gained Communication
Friendly Status for 2s to 4s. Brighton & Hove will take part in Phase 3 of
the updated EYPDP national programme from spring 2023.
8.2.5 The
Ethnic Minority Achievement Service (EMAS) has targeted bilingual support for
the language groups most at risk of not achieving a Good Level of Development.
EMAS delivered specific training for parents of children receiving EMAS
bilingual and TA support in reception. This comprised 3 sessions around how to
help your child at home. This was delivered over zoom and in community
languages. EMAS supported early years settings with network meetings focussing
on how children progress through steps of learning English and how to identify
SEND for an EAL child. EMAS continues providing specialist and targeted
Teaching Assistant support in reception for EAL pupils without a bilingual
assistant.
8.2.6 The
Brighton and Hove Inclusion Support Service support nurseries with training and
support to identify and support individual children with SEND. In schools SEN
is prioritised throughout school improvement and as well as being examined
during know your school visits there is now an annual Headteacher conference
dedicated to SEN.
APPENDIX
2
9.1 Year 1
Phonics Check (age 6)
9.1.1 These statistics cover
the Phonics Check outcomes of year 1 pupils. Year 2 pupils are checked again in
the following year if they do not meet the standard in Year 1.
9.1.2 The
Brighton & Hove percentage of Year 1 pupils meeting the required standard
for Phonics was 1 percentage point above national and 1 percentage point below the
statistical neighbour average.
9.1.3 The
following table provides further information on the performance of groups
compared to the national benchmark.
9.1.4 Table
3: Year 1 Phonics 2025
9.2
Actions (taken place or) happening as a result of data:
9.2.1 We
work closely with Springhill English Hub (based in Southampton) to provide support
for schools where needed. This includes: school visits to conduct a phonics
audit, providing Continuing Professional Development (CPD) and funding to
support specific resources for the school’s Systematic Synthetic Phonics
program.
9.2.2 A
small number of schools have had and continue to have further challenge and
support. This is being offered mainly by School Partnership Advisers.
APPENDIX
4
Multiplication
Check
10
Key Stage 2 Outcomes (All Pupils)
10.1.1
In
Brighton and Hove, 2536 pupils were included in end of KS2 attainment
statistics.
10.1.2
Nationally,
outcomes in reading, writing and maths combined have increased by at least one
percentage point each year since 2022. Combined outcomes in Brighton & Hove
are the same since 2022.
10.1.3
Nationally,
the outcomes for each subject have improved since 2022, with reading seeing the
least growth in this period. In Brighton and Hove reading and maths have
decreased in comparison to 2022 values, while writing has increased slightly. All
Brighton & Hove outcomes remain lower than outcomes in 2019, which can be
attributed to the effects of the COVID-19 pandemic.
10.1.4
The
Brighton & Hove percentage of pupils achieving the expected standard for
Reading, Writing and Mathematics combined (60%) is below the national average
(63%).
10.1.5
The
percentage of pupils achieving the expected standard in reading is now in-line
with the national average, whereas the percentage of pupils achieving the
higher standard continues to be above the national average.
10.1.6
The
percentage of pupils achieving the expected standard in writing based on
teacher assessment is below national. The percentage of pupils writing at a
greater depth within the expected standard continues to be below national.
10.1.7
The
percentage of pupils achieving the expected standard in Mathematics and the percentage
of pupils achieving the higher standard are both below the respective national
averages by 4 percentage points.
10.2
Disadvantaged Pupils
10.2.1
There
were 790 disadvantaged pupils at the end of KS2 in 2025.
10.2.2
The
percentage of disadvantaged pupils in Brighton & Hove achieving the
expected standard in reading, writing and mathematics combined is below the
national average for this group by 7 percentage points.
10.2.3
The
percentage of disadvantaged pupils achieving the expected standard in reading is
now below the national average for this group.
10.2.4
The
percentage of disadvantaged pupils achieving the expected standard in writing
continues to be below national.
10.2.5
The
percentage of disadvantaged pupils achieving the expected standard in maths is
below the national average for this group, with the gap now extending from 5 to
8 percentage points.
10.3
Pupils with Special Educational Needs
10.3.1
In
Brighton & Hove, there were 173 pupils with an Education, Health and Care
Plan (EHCP) at the end of KS2 in 2025. In Brighton & Hove, the percentage
of pupils with an EHCP achieving the expected standard in reading, writing and mathematics
combined was in-line wit the national average for this group.
10.3.2
In
Brighton & Hove, there were 552 pupils with SEN Support at the end of KS2
in 2025. In Brighton & Hove, the percentage of pupils with SEN Support achieving
the expected standard in reading, writing and mathematics combined is below the
national average for the group by 1 percentage point.
10.4
Other Groups
10.4.1
There
were 127 Asian pupils, 74 Black pupils, 259 Mixed pupils, 82 pupils from any
other ethnic group, 43 pupils with an unclassified ethnicity and 1962 White
pupils at the end of KS2 in 2025.
10.4.2
Excluding
pupils with an unclassified ethnicity, the Brighton & Hove percentages of pupils
achieving the expected standard in reading, writing and mathematics combined
were below the national average for all ethnic groups.
10.4.3
There
were 427 pupils with English as an Additional Language (EAL) at the end of KS2
in 2025. The percentage of pupils with EAL achieving reading, writing, and
maths combined is in-line with the national average for the same group.
10.4.4 Figure
: Percentage achieving reading, writing and maths at the expected standard by
pupil characteristic with national comparator.
10.4.5 Table
: Percentage achieving reading, writing and maths combined trend for all,
disadvantaged, and non-disadvantaged pupils with national and other
comparators.
10.4.6 Table
: Percentage achieving the expected standard in individual and combined
subjects trend for all, disadvantaged and non-disadvantaged pupils with
national comparator.
APPENDIX
5
11. Key
Stage 4 GCSE Revised Results
11.1 All
pupils
11.1.1
In
Brighton & Hove, there were 2,396 pupils at the end of KS4 in 2025.
11.1.2
In
Brighton & Hove, the average Attainment 8 of all pupils continues to be
above the national average. The percentages of pupils achieving standard passes
(grades 4-9) and strong passes (grades 5-9) in English and maths combined are
also above the national average.
11.2 Disadvantaged
Pupils
11.2.1
In
Brighton & Hove, there were 638 disadvantaged pupils at the end of KS4 in 2025.
11.2.2 The average
Attainment 8 score is below the national average for this group. The
percentages of disadvantaged pupils achieving standard passes (grades 4-9) and
strong passes (grades 5-9) in English and Maths combined are also below the
national average for this group.
11.3
Pupils
with Special Educational Needs
11.3.1
In
Brighton & Hove there were 166 pupils with an Education, Health and Care
Plan (EHCP) at the end of KS4 in 2025.
11.3.2
In
Brighton & Hove, the average Attainment 8 of pupils with an EHCP is below
the national average for this group. The percentage of these pupils achieving strong
passes (grades 5-9) is below the national average for this group. The
percentage achieving standard passes (grades 4-9) in English and Maths combined
is above the national average for this group.
11.3.3
In
Brighton & Hove, there were 404 pupils with SEN Support at the end of KS4
in 2025.
11.3.4
In
Brighton & Hove, the average Attainment 8 of pupils with SEN Support is
above the national average for this group. The percentage of these pupils
achieving standard passes (grades 4-9), and strong passes (grades 5-9) in
English and Maths combined is above the national averages for this group.
11.4 Other
Groups
11.4.1 There were 110 Asian
pupils, 55 Black pupils, 240 Mixed pupils, 83 pupils from any other ethnic
group, 24 pupils with an unclassified ethnicity and 1884 White pupils at the
end of KS4 in 2025.
11.4.2 Average
Attainment 8 for Black pupils is below the national group. Asian, Mixed, other and
White groups are above their group national averages.
11.4.3 In
Brighton and Hove there were 360 pupils with English as an additional language
(EAL) at the end of KS4 in 2025.
11.4.4 Average
Attainment 8 for pupils with EAL was above the national average of that group. The
percentage of EAL pupils achieving strong passes (grades 5-9) in English and Maths
combined was below the national average.
11.4.5 Table
: Attainment 8 for all, disadvantaged and non-disadvantaged pupils with
national and other comparators.
11.4.6 Table :
Disadvantaged pupils results trend with national comparator.
Figure : Percentage achieving
English and maths grade 9 to 5 by pupil characteristics with national
comparator.
11.4.5 Figure : Average
Attainment 8 score by pupil characteristics with national comparator.
11.5
Actions
as a result of data – focus on disadvantage
11.5.1 As
explained previously in the report there is a strategy in place to improve
outcomes for disadvantaged which includes all secondary schools in the City.
All 10 schools are member of the secondary partnership and are committed to
working together to improve outcomes for disadvantaged pupils. This includes
commitment to a joint performance indicator linked to outcomes of disadvantaged
pupils across the city.
11.5.2 Work continues
to support pupils as they move from KS2 to KS3. The Vulnerability Index provides
a template so that clear information can be transferred quickly and easily
between settings. Training is delivered to primary colleagues on how to
effectively complete this form and to KS3 colleagues on how to then use this
information to successfully support their new pupils.
11.5.3 In
addition to the Vulnerability Index, city-wide literacy transition units of
work provide further support during this transition from Year 6 to Year 7. During
Year 6, all pupils in the city engage with texts from Happy Here, producing
writing to share with their new secondary teachers. On arrival in Year 7, pupils
continue to use the same book offering them some familiarity. Teachers are able
to refer to pupil’s writing from Year 6 as a benchmark to support progress
through KS3.
11.5.4 In
conjunction with the Sussex Maths Hub, we are offering professional development
that supports pupils in their transition from primary to secondary school. EEF
research has shown there is a dip in attainment from Y6 into Y7, especially for
disadvantaged pupils, and this project aims to mitigate against this. This
collaboration between primary and secondary teachers of maths focuses on quality
first teaching and consistent approaches across the phases.
11.5.5 In
response to a request from a secondary Headteacher, our school improvement team
facilitated a cross-phase writing project. This enabled colleagues from Y6 and
KS3 to meet, share practice and develop strategies to ensure a consistency of
approach to the teaching and learning of reading and writing. The overarching
aim of this group is to raise outcomes for disadvantaged pupils in their
English GCSE.
11.5.6 Subject
networks are supported by the LA, allowing subject leaders from schools to
meet, share resources, planning and pedagogy. Leads for each of these sub
groups meet with the LA and all subject areas are focusing on what can be done
to support disadvantaged learners this year.
11.5.7 The
Know Your School visit and data passed on to schools is designed to focus,
challenge and support schools on outcomes for disadvantaged pupils. Twice
yearly School Improvement Visits (lead by practicing Ofsted inspectors);
11.5.8 Secondary
chairs of governors meet each term with the local authority to support and
challenge each other and to share best practice. Their Autumn meeting examined
data relating to disadvantage
11.5.9 The
schools showing least progress have had extra challenge either through a
meeting with the Head and Chairs of Governors or through their academy chain.
11.5.10 Services such as
Virtual School, TESU (Traveller Education Service Unit) and EMAS (Ethnic
Minority Achievement Service) are working alongside schools and Governors to
raise awareness in schools and support these children and will further support
many disadvantaged pupils.
Appendix
6
12.1
Key
Stage Five - A level results (age 18)
12.1.1 Table
6:
|
|
2023
|
JCQ Nat
2023
|
2024
|
JCQ Nat
2024
|
2025
|
JCQ Nat 2025
|
|
A*-A
|
33.7%
|
26.5%
|
35.7%
|
27.6%
|
34.2%
|
28.2%
|
|
A*-B
|
62.6%
|
52.7%
|
63.5%
|
53.6%
|
64.1%
|
55.0%
|
|
A*-E
|
98.9%
|
97.2%
|
98.3%
|
97.1%
|
98.7%
|
97.4%
|
12.2
National
Results
12.2.1 This
year’s pattern shows the percentage of entries resulting in A*-A, A*-B and A*-E
have all increased since last year.
12.2.2 Nationally,
the A level pass rate (A*-E) was at 97.4%, compared to 97.1% in 2024 and 97.2%
in 2023. The proportion of A* and A grades was 28.2%, compared to 27.6% in 2024
and 26.5% in 2023.
12.2.3 The
number of A Level entries decreased by 0.3% on the previous year, whilst there
was a 11.9% decrease in AS Level entries.
12.3
Brighton
& Hove
12.3.1 Provisional
results suggest that in Brighton & Hove schools and colleges, students
achieved above national averages in top A*-A and A*-B grades. The overall pass
rate is also above national.
12.3.2 In 2025,
provisional results show 34.2% of A Level entries achieved grade A* or A, compared
to 35.7% in 2024 and 33.7% in 2023.
12.3.3 Around
89% of A-Level students in the city study at the two sixth form colleges,
around 67% at BHASVIC and around 22% at Varndean College. Approx. 11% of
A-level students study in the sixth forms at Newman College (CNCS), Hove Park
and BACA, with 93% of these attending Newman College. There has been an
increase in the number of learners since the previous year, from 2609 (in 2024)
to 2839 (in 2025). Kings School Sixth Form had their first cohort of learners completing
A Levels this year.
Appendix
7 GEOGRAPHICAL AREA ANALYSIS OF OUTCOMES
13.1 Results
have been analysed by Ward, Middle Super Output areas across Brighton and Hove,
Lower Super Output Areas representing ‘inner’ Whitehawk, and the ‘BN2 5’ postcode
sector. Pupils are assigned to areas based on their main home address in the
January School Census 2025.
13.1.1
Overall attainment measures in KS2 and KS4 show geographical variation. KS2
and KS4 outcomes are significantly lower in areas of Moulsecoomb, Bevendean, East
Brighton and some areas of Hove. This was the case in 2019. The reasons for
this will be likely linked to low income and the disproportionately negative
affect of the pandemic in these areas.
13.1.2 Table.
KS2 and KS4 attainment measures for areas of interest in Brighton and Hove
|
All areas in Brighton and Hove
|
KS2
Pupils
|
KS2 %
achieving
reading, writing
and maths at
the expected standard
|
KS4
Pupils
|
KS4 %
achieving
GCSE English
and maths 9-5
|
|
Brighton
and Hove average
|
2,536
|
60%
|
2,396
|
48%
|
|
National
average
|
-
|
63%
|
-
|
45%
|
|
Wards
2023
definition (doesn’t include some pupils newly arrived from overseas that are
removed from official local authority statistics above, or non-Brighton and
Hove residents in Brighton and Hove schools)
|
|
Brunswick
& Adelaide
|
38
|
71%
|
33
|
45%
|
|
Central
Hove
|
79
|
73%
|
60
|
57%
|
|
Coldean
and Stanmer
|
63
|
56%
|
59
|
31%
|
|
Goldsmid
|
109
|
69%
|
84
|
62%
|
|
Hangleton
& Knoll
|
237
|
51%
|
199
|
48%
|
|
Hanover
& Fiveways
|
116
|
45%
|
126
|
52%
|
|
Hollingdean
& Fiveways
|
188
|
65%
|
206
|
62%
|
|
Kemptown
|
37
|
35%
|
39
|
46%
|
|
Moulsecoomb
& Bevendean
|
132
|
52%
|
112
|
31%
|
|
North
Portslade
|
129
|
51%
|
129
|
35%
|
|
Patcham
& Hollingbury
|
153
|
61%
|
179
|
49%
|
|
Preston
Park
|
126
|
60%
|
128
|
60%
|
|
Queens
Park
|
77
|
51%
|
69
|
52%
|
|
Regency
|
28
|
68%
|
36
|
47%
|
|
Rottingdean
and West Saltdean
|
70
|
63%
|
53
|
32%
|
|
Round
Hill
|
39
|
54%
|
43
|
47%
|
|
South
Portslade
|
117
|
68%
|
100
|
41%
|
|
West
Hill & North Laine
|
39
|
62%
|
47
|
43%
|
|
Westbourne
& Poets’ Corner
|
94
|
71%
|
77
|
57%
|
|
Westdene
& Hove Park
|
170
|
71%
|
136
|
69%
|
|
Whitehawk
& Marina
|
117
|
52%
|
131
|
30%
|
|
Wish
|
95
|
74%
|
111
|
69%
|
|
Woodingdean
|
108
|
56%
|
101
|
28%
|
|
Middle
Super Output Area
2011
definition (doesn’t include some pupils newly arrived from overseas that are
removed from official local authority statistics above, or non-Brighton and
Hove residents in Brighton and Hove schools)
|
|
Aldrington
|
85
|
69%
|
76
|
58%
|
|
Aldrington
South
|
56
|
82%
|
58
|
67%
|
|
Bevendean
& Moulsecoomb East
|
83
|
54%
|
75
|
24%
|
|
Brunswick
|
27
|
78%
|
32
|
44%
|
|
Coldean
& Moulsecoomb North
|
61
|
57%
|
59
|
31%
|
|
Elm
Grove & Bear Road
|
61
|
57%
|
64
|
56%
|
|
Fiveways
|
97
|
73%
|
110
|
69%
|
|
Goldsmid
East
|
67
|
61%
|
58
|
64%
|
|
Goldsmid
West
|
78
|
79%
|
57
|
54%
|
|
Hangleton
North
|
134
|
58%
|
97
|
45%
|
|
Hangleton
South
|
120
|
47%
|
119
|
51%
|
|
Hanover
|
59
|
44%
|
60
|
60%
|
|
Hollingbury
|
73
|
68%
|
90
|
62%
|
|
Hollingdean
& Moulsecoomb West
|
105
|
48%
|
97
|
43%
|
|
Hove
Central
|
32
|
66%
|
26
|
42%
|
|
Kemptown
|
32
|
41%
|
33
|
52%
|
|
King
Alfred
|
47
|
64%
|
29
|
76%
|
|
Mile
Oak
|
95
|
51%
|
104
|
35%
|
|
North
Laine & the Lanes
|
35
|
71%
|
52
|
42%
|
|
Patcham
East
|
75
|
65%
|
106
|
48%
|
|
Patcham
West & Westdene
|
87
|
61%
|
61
|
62%
|
|
Portslade
by Sea
|
91
|
71%
|
102
|
58%
|
|
Portslade
Village
|
93
|
61%
|
69
|
38%
|
|
Preston
Park
|
71
|
55%
|
54
|
65%
|
|
Roedean
& Marina
|
35
|
51%
|
44
|
55%
|
|
Rottingdean
& Saltdean
|
70
|
63%
|
53
|
32%
|
|
Round
Hill
|
30
|
40%
|
38
|
42%
|
|
Seven
Dials
|
39
|
51%
|
28
|
64%
|
|
St
James's Street & Queen's Park
|
52
|
44%
|
43
|
44%
|
|
West
Blatchington
|
80
|
74%
|
65
|
68%
|
|
Whitehawk
|
116
|
47%
|
129
|
24%
|
|
Withdean
Woods
|
67
|
66%
|
69
|
55%
|
|
Woodingdean
|
108
|
56%
|
101
|
28%
|
|
(Not
known)
|
0
|
-
|
0
|
-
|
|
Specific Areas in Brighton and Hove
|
KS2
Pupils
|
KS2 %
achieving
reading, writing
and maths at
the expected standard
|
KS4
Pupils
|
KS4 %
achieving
GCSE English
and maths 9-5
|
|
Lower
Super Output Area
2011
definition
|
|
Brighton
and Hove 025B
|
24
|
54%
|
28
|
14%
|
|
Brighton
and Hove 025C
|
15
|
53%
|
25
|
20%
|
|
Brighton
and Hove 025E
|
19
|
42%
|
24
|
17%
|
|
Brighton
and Hove 032A
|
11
|
45%
|
18
|
56%
|
|
‘inner’
Whitehawk (total of above)
|
69
|
49%
|
95
|
24%
|
|
BN2
5 Postcode sector
|
|
BN2
5 total
|
118
|
51%
|
135
|
30%
|
* This
includes pupils in Brighton and Hove schools except for those with sole
registration in pupil referral units. It does not include residents in schools
of other local authority areas, independent schools, non-maintained special
schools, and those educated other than at school.
Figure.
End of Key Stage 2 attainment map using middle super output area (MSOA)
boundaries.
Figure.
End of key stage 4 attainment map attainment map using middle super output area
(MSOA) boundaries.
Figure.
End of Key Stage 2 attainment map using ward boundaries.
Figure.
End of key stage 4 attainment map using ward boundaries.
13.2 Actions
as a result of data
13.2.1 Any
Requires Improvement Schools within most deprived wards will be prioritised for
school improvement support. At this stage we are expecting schools to reach an
agreement with partnerships to an increased spend to support these schools. We
are also looking to our school partnerships and working to develop support for
schools in this area requiring intervention and support.
13.2.2 Funded
audits of provision for disadvantaged pupils are being developed. Once tested,
we will invite all schools serving children and young people from Whitehawk and
other deprived wards to be the first to benefit.
13.2.3 Maths
and Reading projects will continue to target all schools within the most
deprived wards and where they are not already engaged, work will be undertaken to
understand why. Likewise, wider training and professional development offers
will target these schools to ensure they benefit.
13.2.4 The
Local Authority will continue to work with the Multi-Academy Trusts to develop
strong relationships and look at shared approaches to supporting the pupils in
these wards.
13.2.5 We are
reviewing the current partnership cluster model to ensure that schools in
Whitehawk are active participants in strong partnerships that focus on school
improvement.
13.2.6 We
will continue to work with community partners such as Class Divide to look at
practical steps that can be taken to improve the educational experience of
children and young people in these wards.
13.2.7
We
have consulted with a community group and as a result are planning a conference
with a focus on ‘belonging’. This conference will be an opportunity to
highlight the challenges children and young people living in poverty face on a day-to-day
basis in addition to exploring and sharing best practice.
13.2.8 For
Early Years children, the Whitehawk area is included in a targeted pilot
organised by the library service and Children’s Centres throughout 2023 to promote the value of stories and reading with
young children. This includes working with schools and local nurseries to
deliver parent and child sessions; story sessions and giving useful resources
to those who attend.