BRIGHTON COLLEGE TOPS THE TIMES’ GCSE TABLE
Following a record-breaking 1,350 grade 9s, with 60% of all GCSEs awarded the highest possible grade, The Times ranks Brighton College top school for GCSE results.
Brighton College tops today’s The Times GCSE table with a haul of grade 9s – more than ever before in the College’s history. An exceptional 60% of all grades were awarded at grade 9, the highest possible GCSE grade, while over 97% were awarded at grades 9–7. The school’s two highest achievers, Artemis and Oliver, received an extraordinary 27 grade 9s between them.
There was particular success in Maths and Science, where an incredible 94% of grades were awarded at grades 9–8 (A* under the previous grading system).
The breadth of pupils’ academic interests was equally impressive. Boys and girls took GCSEs in 11 different languages, while Brighton College pupils also received awards for achieving the highest marks in the country, including in English Literature.
Some of the most remarkable stories, however, came from pupils who combined exceptional academic results with extraordinary achievements beyond the classroom.
Artemis achieved 14 grade 9s, as well as an HPQ, the highest number of grade 9s achieved by any Brighton College pupil this year. An exceptional musician who appeared in the College’s National School Theatre Awards-nominated production of Hadestown, Artemis is also a key member of the school orchestra, the National Youth Choir and the Brighton & East Sussex Youth Orchestra.
Oliver achieved 13 grade 9s, while also being a member of the Brighton College dance team that became All England National Dance Champions just two weeks before results day.
Both Artemis and Oliver joined Brighton College in Year 7 and have made an enormous contribution to College life alongside their remarkable academic achievements.
Principal Richard Cairns said:"These results are a wonderful testament to the pupils themselves and to the teachers who have encouraged, challenged and supported them Our pupils also throw themselves into sport, music, drama, dance, robotics, debating, societies and all sorts of adventures beyond the classroom.”
Head Master Steve Marshall-Taylor added: "The results matter enormously, but we never want examinations to become the whole purpose of an education. They are a beginning, rather than an end.”