“Pupils develop knowledge and understanding in advance of their years and achieve GCSE examination results above those expected for their starting points.”
— ISI Report, 2024
GCSE Results
At Heritage we have always believed that children who feel that they belong and who are well cared for will flourish academically and this is exactly what we are seeing.
Our I/GCSE results are consistently among the best in Cambridge. In 2026, 86% of all results were awarded 9 – 7 (A* – A), the second best in Cambridge. Of all GCSEs ever taken at Heritage since 2016, 74% have been awarded grades 9 – 7. The national average in 2026 was 23%, and the average for independent schools was 47%. An even stronger measure of impact is value-added. Over the 8 years for which we have data, Heritage pupils have achieved on average 1.26 grades higher in every subject than predicted.
2026 GCSE Results
| Grades | Percentage of all results |
| 9 | 42% |
| 9 – 8 | 67% |
| 9 – 7 | 86% |
| 9 – 6 | 95% |
19 pupils completed GCSE and I/GCSEs. Nine pupils achieved 5 or more grade 9s with two pupils achieving 9s in all of their subjects.
“Pupils develop knowledge and understanding in advance of their years and achieve GCSE examination results above those expected for their starting points.”
— ISI Report, 2024
GCSE Results
At Heritage we have always believed that children who feel that they belong and who are well cared for will flourish academically and this is exactly what we are seeing.
Our I/GCSE results are consistently among the best in Cambridge. In 2026, 86% of all results were awarded 9 – 7 (A* – A), the second best in Cambridge. Of all GCSEs ever taken at Heritage since 2016, 74% have been awarded grades 9 – 7. The national average in 2026 was 23%, and the average for independent schools was 47%. An even stronger measure of impact is value-added. Over the 8 years for which we have data, Heritage pupils have achieved on average 1.26 grades higher in every subject than predicted.
2026 GCSE Results
| Grades | Percentage of all results |
| 9 | 42% |
| 9 – 8 | 67% |
| 9 – 7 | 86% |
| 9 – 6 | 95% |
19 pupils completed GCSE and I/GCSEs. Nine pupils achieved 5 or more grade 9s with two pupils achieving 9s in all of their subjects.
“On average, the oldest pupils attain GCSE grades at least one grade above that predicted from assessment of their attainment at entry to the school.”
— ISI Report, 2024
Value-Added
In education, ‘value-added’ is the term used to describe the academic starting point of each pupil compared to their actual final outcomes. It offers a fairer, more accurate measure if a school’s performance than exam results on their own.
Standardised assessments in verbal reasoning, quantitative reasoning, non-verbal reasoning and spatial reasoning, taken in Year 7, provide the starting point for each pupil. When evaluated against national standards this gives us a baseline against which we can monitor each pupil’s progress.
The assessment results also provide a ‘most likely’ I/GCSE grade based on the overall national picture. When pupils receive their actual I/GCSE grades at the end of Year 11 we compare them to the ‘most likely’ grade given in Year 7. The positive difference between these two grades is the value-added score.
Heritage’s eight-year value-added score is an impressive +1.26 points, meaning that, on average Heritage added 1.26 points to every pupil’s I/GCSE grades.
Of course, Heritage adds far more value and in more important ways than merely exam results. That said, our theory has always been that if we created a culture geared above all toward healthy development, including robust intellectual development, then our pupils would do well in public examinations, and that proven true.
“On average, the oldest pupils attain GCSE grades at least one grade above that predicted from assessment of their attainment at entry to the school.”
— ISI Report, 2024
Value-Added
In education, ‘value-added’ is the term used to describe the academic starting point of each pupil compared to their actual final outcomes. It offers a fairer, more accurate measure if a school’s performance than exam results on their own.
Standardised assessments in verbal reasoning, quantitative reasoning, non-verbal reasoning and spatial reasoning, taken in Year 7, provide the starting point for each pupil. When evaluated against national standards this gives us a baseline against which we can monitor each pupil’s progress.
The assessment results also provide a ‘most likely’ I/GCSE grade based on the overall national picture. When pupils receive their actual I/GCSE grades at the end of Year 11 we compare them to the ‘most likely’ grade given in Year 7. The positive difference between these two grades is the value-added score.
Heritage’s eight-year value-added score is an impressive +1.26 points, meaning that, on average Heritage added 1.26 points to every pupil’s I/GCSE grades.
Of course, Heritage adds far more value and in more important ways than merely exam results. That said, our theory has always been that if we created a culture geared above all toward healthy development, including robust intellectual development, then our pupils would do well in public examinations, and that have proven true.
