School Context Comparator

Exam results say a lot about a school's pupils, not just its teaching. A school where many children are disadvantaged or have special educational needs will usually have lower results, even if it's doing a great job. This compares each school with what you'd expect from the pupils it teaches.

Area

Secondary schools in Leicester: GCSE results in context

Attainment 8, 2024/25. Each numbered dot is a school (see the table below). Above the line means better results than you'd expect from its pupils; the shaded strip is "about what you'd expect".

Better than expected
About as expected
Below expected

The faint grey dots behind are every other school in England, for comparison.

Outlined in black: the school you compared (marked "Compared" in the table).

Green ring: low teacher turnover – among the quarter of similar schools in England where teachers are most likely to stay (three-year average).

Loading stats for 2,979 schools across England…

Did you know? Attainment 8 is the average of a pupil's best eight GCSE-level grades, with English and maths counting twice. How this works

How each school compares

#	School	Compared with what you'd expect	Actual	Expected	Gap	Disadvantaged	SEN	EAL	Teacher turnover(a year)
1	Castle Mead Academy	Above	48.0	43.1	+4.9	41%	20%	30%	17%above average
2	Sir Jonathan North Girls' College	Above	52.6	48.2	+4.4	31%	14%	38%	11%low
3	Madani Girls' School	Above	61.4	57.4	+4.0	21%	11%	82%	18%above average
4	St Paul's Catholic School, a Voluntary Academy	As expected	54.5	54.2	+0.3	18%	10%	48%	16%below average
5	Beaumont Leys School	As expected	45.2	45.6	−0.4	33%	20%	29%	11%low
6	The City of Leicester College	As expected	49.1	49.8	−0.7	33%	15%	58%	13%below average
7	Madani Boys School	As expected	52.2	54.1	−1.9	31%	11%	81%	18%above average
8	English Martyrs' Catholic School, A Voluntary Academy	Below	54.0	56.9	−2.9	15%	14%	66%	8%low
9	Tudor Grange Samworth Academy, A church of England School	Below	37.8	41.0	−3.2	45%	22%	26%	22%high
10	Soar Valley College	Below	51.5	54.8	−3.3	31%	10%	85%	10%low
11	Judgemeadow Community College	Below	46.7	50.5	−3.8	23%	11%	34%	21%high
12	Avanti Fields School	Below	52.6	57.0	−4.4	13%	7%	53%	15%below average
13	Fullhurst Community College	Below	39.2	44.3	−5.1	38%	22%	33%	24%high
14	Babington Academy	Well below	38.0	44.1	−6.1	47%	17%	50%	15%below average
15	Rushey Mead Academy	Well below	51.6	58.0	−6.4	21%	14%	89%	8%low
16	Orchard Mead Academy	Well below	38.9	46.8	−7.9	38%	17%	48%	19%above average
17	Crown Hills Community College	Well below	47.4	55.6	−8.2	26%	15%	84%	7%low
18	Moat Community College	Well below	44.6	54.1	−9.5	34%	13%	91%	12%below average
19	Lancaster Academy Compared	Well below	37.5	48.6	−11.1	39%	7%	56%	19%above average

Percentages are for the pupils who took their GCSEs that year. Disadvantaged: eligible for free school meals at any point in the last six years, or looked after by the council. SEN: special educational needs (SEN support or an EHC plan). EAL: English as an additional language.

How this works

We call these Companion Results. Read the plain-English explainer →

We looked at every comparable state secondary school in England (3,053 schools) to see how GCSE results usually change with the make-up of a year group. On average:

For every 10 more disadvantaged pupils in every 100, Attainment 8 is about 3.3 points lower.
For every 10 more pupils with SEN in every 100, it's about 1.3 points lower.
For every 10 more pupils with English as an additional language in every 100, it's about 1.3 points higher. Pupils learning English often catch up quickly.

From those, each school gets an expected score for its own pupils, and we compare that with its actual score. A gap of less than about 2.3 points either way is normal variation, so we call it "about what you'd expect". More than 5.7 points is "well" above or below.

What we found: schools where teachers stay

We put every secondary school's result-against-expected next to its teacher turnover – the share of its teachers who moved to another school or left state schools each year, averaged over three years (DfE school workforce census). Across 2,915 schools in England, split into four equal groups by turnover:

Teacher turnover	Typical turnover	Results vs expected	Did better than expected
Lowest turnover	9% a year	+1.4 points	40%
Lower-middle	14% a year	+0.6 points	35%
Upper-middle	18% a year	−0.3 points	27%
Highest turnover	26% a year	−1.2 points	26%

Results rise step by step as turnover falls. Pupils at schools where teachers stay longest do about a quarter of a grade better in every GCSE subject than pupils at schools where teachers leave most often (2.6 Attainment 8 points). That's after allowing for each school's pupils, so it isn't simply that schools in harder circumstances lose more teachers – they do, but the link is still there once that's taken into account.

A link isn't proof that one causes the other: losing teachers may hold results back, and a school that's struggling for other reasons (leadership, for example) may also lose more teachers. Nationally, turnover is fairly steady from year to year and teachers who move are replaced – but between schools it varies a lot, from under one teacher in ten a year to more than one in five. The green rings on the chart mark the lowest-turnover quarter.

What it can't tell you

These three things explain only about 38% of the differences between schools. Much of what makes a school stronger or weaker, and much about its pupils, isn't captured by any published figure.
It's one year of results. A single year group can be unusually strong or weak, so treat close calls as roughly equal.
It isn't an excuse for lower results. It shows how a school does compared with schools teaching similar pupils, so you can compare more fairly.
Grammar schools aren't compared, because they choose pupils by ability, which these figures don't measure.
We deliberately don't adjust for attendance or exclusions: those are partly down to the school itself.

Source: Department for Education, Key Stage 4 performance data (2024/25). Calculated by The School Companion.