Celebrating Outstanding 2025 GCSE Results

We are delighted to share the outstanding achievements of our pupils in their GCSE exams. Today’s results demonstrate yet again that Heritage School deserves its reputation for academic excellence. 

Our first Year 11 cohort left Heritage in 2016, which makes today our 10th GCSE results day. Remarkably, 73% of all GCSEs taken at Heritage School over the past 10 years have been awarded 9-7 (A* or A), and this year’s results match that 10 year average precisely: 

  • 84% of grades were awarded 9-6 (national average 38%),  
  • 73% were awarded 9-7 (national average 23%),
  • 54% were awarded 9 or 8 (national average 13%), 
  • 35% were awarded the top grade of 9 (national average 5%).

Headmaster Jason Fletcher announced the results, saying, ‘The impact of a Heritage education upon academic outcomes relative to national standards is dramatic. This year, our Year 11 pupils have done extremely well, and we are very proud of each one of them. Our pupils continue to exceed what standardised assessments predict they will achieve, demonstrating that the Heritage model is exceptionally effective at releasing academic potential. We are cheering on our Year 11 Leavers as they embark on the next stage of their education!’ 

To learn more about our 2025 results and see our GCSE results since 2016, please visit the Exam Results page on our website. There you can also find information about our value-added data. Over the past 7 years for which we have data our pupils have achieved, on average, 1.3 grades higher than predicted in every exam.

The majority of this year’s Leavers will be going to Hills Road Sixth Form College, with others planning to study at Long Road Sixth Form College, Shuttleworth College, The Perse School, Stephen Perse Sixth Form, King’s Ely Sixth Form and Stowe School. You can explore the pathways that our alumni have taken at both sixth form and university on the Alumni page of our website.

Letter to the Editor in The Times: Mr Fletcher’s Response to an Essay on ‘AI’s Great Brain Robbery’

Today, The Times published Mr Fletcher’s Letter to the Editor in which he responds to an essay from the Saturday edition by historian Niall Ferguson, entitled ‘AI’s great brain robbery – and how universities can fight back’.

Sir,
I share Niall Ferguson’s concern about the catastrophic effect of AI upon cognitive development. Founding in 2007 the UK’s only screen free school, we have established precisely what he calls for: an oasis (or, as he calls it, a “cloister”) from which devices are excluded, where learning is centred around books, handwriting, discussion and real world activities and relationships. Our academic outcomes prove that it works (74 per cent of GCSEs graded 9-7), and we see very low incidence of mental health issues. My question is: where is Ferguson going to find university students “capable of coping with the discipline of the cloister” if schools are habituating them to screen-dependence? If we are to avoid the new Dark Age of which Ferguson warns, we urgently need a “screen-free schools” movement to complement the “smartphone-free childhood” one.
Jason Fletcher
Headmaster, Heritage School Cambridge

For context, please see the following summary from Mr Fletcher of Niall Ferguson’s essay:

In his article, Professor Ferguson focuses on what he refers to as Pseudo Intelligence. ‘I think a lot these days about PI,’ he writes, ‘not least because of the catastrophic effect it is having on actual intelligence’. He cites the CEO of Ford Motor, who recently predicted that AI will replace half of all white-collar workers in the US, and then argues that AI, like nuclear technology, will become weaponised to potentially devastating effect. As serious as these concerns are, Ferguson believes that the risks to humanity as a result of stunted cognitive development are far more serious: ‘I believe the economic and geopolitical consequences of AI pale alongside its educational consequences.’

He draws attention to the fact that university students are spending about half the amount of time studying than they used to, largely as a result of AI. With the help of LLMs they are cheating their way through college, producing an essay in two hours rather than twelve, as one student reported in a New York Magazine article. Another student reported in the same article that with AI, ‘you really don’t have to think that much.’ Ferguson believes that this ‘wholesale outsourcing of studying’ is enabling students to ‘shirk the acquisition of skills such as sustained reading, critical thinking and analytical writing,’ and that it is leading to ‘arrested cognitive development’.

What should universities do in response? They should, he says, ‘create a quarantined space in which traditional methods of learning can be maintained and from which all devices are excluded.’ He suggests calling this ‘the cloister’. Inside the cloister, about seven hours per day should be allocated to reading printed books, discussion of texts and problems, writing essays and problem-sets with pen and paper, and doing assessments via oral and written examinations. University admissions procedures need to be developed to ensure that only students capable of coping with the discipline of the cloister are accepted. He recognises that AI has a role to play in the academy outside the cloister, but he argues that only students trained in strict seclusion from AI will be able to make good use of it.

Professor Ferguson concludes with this warning: ‘Strict prohibitions on devices within the cloister, including wearable and implanted technology, will have to be insisted upon if the rapid advance of Pseudo Intelligence is not to plunge humanity into a new Dark Age.’

Love & Laughter in the Senior Drama Showcase

Mrs Burden’s Senior Drama Club had a rollicking good time as they presented ‘an array of theatrical delights’ in their end of year Drama Showcase on the theme of ‘Love and Laughter’ – on which they certainly delivered. There were (condensed!) performances of Pride and Prejudice, Jane Eyre, Pygmalion, Shakespeare’s Othello and Twelfth Night and P.G. Wodehouse’s Jeeves and Wooster, plus original pieces written by the cast, and cameos from staff, including a comical appearance from a returning Mrs Wren. A total treat from beginning to end!

 

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Celebrating Sporting Prowess, Perseverance & Team Spirit!

The final day of the school year was an invaluable opportunity for the whole school community to gather for our Sports Day, as we celebrated sporting prowess, perseverance and team spirit! Competitions for Infants, Juniors and Seniors included running races of various lengths, discus, javelin and other throwing challenges, long jump, high jump, and then at midday everyone gathered at the track for the final sprint and relay races. The event finished with our traditional picnic and bring and share puddings – a sweet reward for everyone!

Congratulations to the Green team who won the Infant and the Juniors and to the Blue team who won the Senior event. Well done also to Blue Team for winning the overall House Shield from competitions across the year.

Huge thanks go to Mrs Eastwood, our Head of Physical Education, who brilliantly organised the whole day. Thank you as well to staff, alumni and Year 11 pupils who helped to run the activities, to the HCA for overseeing the bring and share puddings, and to all the family members who came to support the children and share in the enjoyment.

 

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Year 6 Drama Production: A Midsummer Night’s Dream

In their final week in the Junior School, Year 6 demonstrated their talent for storytelling with a thoroughly absorbing performance of Shakespeare’s A Midsummer Night’s Dream, in which ‘the course of true love never did run smooth’. Mrs Watkins explained: the story is one of mischief and magic, as midsummer sees the fairies come out – not the pretty, pink kind of fairies, but the sort of fairies who command nature and cause all kinds of mayhem to confuse the characters and audience alike. In a well cast production, every pupil completely inhabited their characters. They perfectly embraced the silliness and hilarity of the tale, without losing any of the clarity of speech necessary to faithfully express the rhythm and rhyme of the language. A cheeky Puck darted on and off stage, creating disorder at every turn, a reluctant Demetrius attempted to run away from an amusingly lovestruck Helena, before a love potion and case of mistaken identity caused Lysander and Demetrius to both fall in love with Helena, resulting in a dramatic showdown with Hermia! Meanwhile a very endearing Bottom had his head turned into that of an ass before the pesky Puck caused Titania to become believably besotted with him. A commanding Oberon, the King of the Fairies, eventually restored order, leading to one of Shakespeare’s happier play endings. In the last act, Bottom and his hilarious friends put on a play within the play – supposedly a tragedy, but, as Shakespeare intended, instead a fantastic comedy – among the highlights were a wonderfully joyful Wall and an extremely drawn out death.

Year 6, how marvellous to celebrate the end of your time in Juniors with such a mature and entertaining performance; Mrs Watkins, thank you for bringing your own brilliant sense of fun to the direction – the whole class looked like they were enjoying themselves, and so did the audience!