Our Value-added Score
Every student starts from a different place; some show early promise, others bloom later. A value-added score takes that starting point into account and compares it with the final outcome, giving a much fairer reflection of progress than exam grades alone.
Every student starts from a different place; some show early promise, others bloom later. A value-added score takes that starting point into account and compares it with the final outcome, giving a much fairer reflection of progress than exam grades alone.
What is a 'Value Added Score'?
A value-added score is a way of measuring how much progress a school helps a student make, above and beyond what might have been expected.
Put simply, we estimate what a student’s grades might be, given their prior performance (or “underlying ability”), and then compare that to what they actually achieve. The difference is the “value added.”
In this way, value added helps show how effectively a school lifts each student, rather than just rewarding those who were already high achievers.
Methodology: How We Calculate Value Added
1. Baseline / Prediction
Using data provided by the University of Durham’s Centre for Evaluation and Monitoring (CEM), this gives us predictions of what grades a student is likely to achieve, based on past test scores, performance indicators, or aptitude measures.
2. Actual Outcomes
We compare those predicted grades to the grades students actually achieve in exams (GCSE, A Level, etc.).
3. Difference = Value Added
If a student achieves higher than predicted, that’s positive value added. If exactly as predicted, zero; lower, negative.
4. Aggregation
We aggregate across the cohort to find the average “gain” and look at subject-by-subject as well. This shows us whether the school is consistently helping students exceed expectations.
5. Ongoing Review
We monitor value added year by year, and by subject, so we can celebrate successes and identify where we might improve.
What It Means for Your Daughter
We aren’t satisfied with “just meeting expectations”
Our aim is to push beyond them. When your daughter joins EHS, we do not accept “as good as predicted” as our target, we aim for higher.
She will be known as an individual
Because predictions are based on data, not labels, we identify where she has untapped potential and help her surprise even higher expectations.
Every student benefits
Value added is not just for the top scholars — it matters especially for those who might otherwise underachieve. We will help her overtake her predicted trajectory.
Confidence and clarity
You can feel confident that at EHS, we are invested in making sure your daughter gets the most out of her education, often more than she thought she could.
Case Study: An A-Level Students Journey
This example follows a recent EHS A-Level student through her Year Seven to Sixth Form experience.
This student joined Edgbaston High School in Year 7 and chose to study two STEM and one humanities subject at A-Level.
Her value-added progress was exceptional:
- +1.2 grades above prediction in one STEM subject
- +1.4 grades above prediction in her second STEM subject
- +1.7 grades above prediction in her Humanities subject
She credits her success to:
- Regular one-to-one guidance and targeted feedback
- Teachers offering extra help before school, after school and during free periods
- A supportive environment where she felt encouraged to keep stretching herself
Alongside her academics, she represented Warwickshire CCC and Central Sparks EPP in cricket. EHS helped her balance elite sport with A-Level study through flexibility and careful time management support.
She achieved beyond even her own expectations — and is now studying Chemical Engineering at a prestigious university.
This example follows a recent EHS A-Level student through her Year Seven to Sixth Form experience.
This student joined Edgbaston High School in Year 7 and chose to study two STEM and one humanities subject at A-Level.
Her value-added progress was exceptional:
- +1.2 grades above prediction in one STEM subject
- +1.4 grades above prediction in her second STEM subject
- +1.7 grades above prediction in her Humanities subject
She credits her success to:
- Regular one-to-one guidance and targeted feedback
- Teachers offering extra help before school, after school and during free periods
- A supportive environment where she felt encouraged to keep stretching herself
Alongside her academics, she represented Warwickshire CCC and Central Sparks EPP in cricket. EHS helped her balance elite sport with A-Level study through flexibility and careful time management support.
She achieved beyond even her own expectations — and is now studying Chemical Engineering at a prestigious university.
The Ingredients of High Value Added
Great Teaching
Experienced, passionate teachers who understand each student’s strengths and gaps; regular assessment and feedback; small group interventions.
Inspiring Curriculum
A curriculum that balances rigour with depth, allows stretch, and enables students to engage with material in meaningful ways, not just exams.
Enrichment Programmes
Clubs, societies, lectures, extended projects, competitions, wider reading, all to broaden horizons and deepen learning beyond the classroom.
Pastoral Support & Mentoring
Regular check-ins, mentoring, academic coaching, and personal care ensure barriers to learning are addressed early.
Data Informed Monitoring & Adjustment
Frequent reviews of performance, catch-up courses, targeted interventions, and close attention to underperforming areas.
Culture of Aspiration
A school culture that encourages resilience, curiosity, confidence, and high expectations from staff and students alike.
At GCSE
EHS pupils consistently achieve well above the expected standard for pupils of their ability, compared to the national average. Overall, value-added at GCSE level is extremely positive, with students regularly achieving up to a grade higher than predicted across the curriculum.
EHS pupils consistently achieve well above the expected standard for pupils of their ability, compared to the national average. Overall, value-added at GCSE level is extremely positive, with students regularly achieving up to a grade higher than predicted across the curriculum.
At A-Level
In 2023-24, impressive progress was displayed by many of our A-Level students in English, Maths and the Sciences. Furthermore, positive value added measures were noted across a broad range of subjects including Government and Politics, French, History, Media Studies, PE, Religious Studies and Spanish. In these subjects, students exceeded their predictions. In addition to this and as a result of their achievement each year, girls go on to study higher education courses and attend prestigious academic institutions. Each pupil at EHS is valued for her individual talents and abilities and this is reflected in the varied destination of our Year 13 leavers.
In 2023-24, impressive progress was displayed by many of our A-Level students in English, Maths and the Sciences. Furthermore, positive value added measures were noted across a broad range of subjects including Government and Politics, French, History, Media Studies, PE, Religious Studies and Spanish. In these subjects, students exceeded their predictions. In addition to this and as a result of their achievement each year, girls go on to study higher education courses and attend prestigious academic institutions. Each pupil at EHS is valued for her individual talents and abilities and this is reflected in the varied destination of our Year 13 leavers.
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Our mission is to nurture confident, considerate and intellectually curious young women.