Please click the links below to view the 2016 examinations results
AS and A level
League Tables Information
If you have been looking for Malvern in the so-called League Tables, you are not likely to find us as Malvern, along with about half of the other independent schools in the country, does not voluntarily participate in an attempt to rank schools solely on the criterion of perceived success in public examinations. In no way does this mean that we do not celebrate the academic achievements of our pupils; indeed, the academic cornerstone of Malvern is central to much of what motivates us and we are extremely ambitious for our students. In the past year, for example, twelve of our thirty-two applicants were offered places at Oxford and Cambridge, while no fewer than twenty-two were similarly offered places at top US universities/colleges including Yale, Princeton, Cornell, Stanford, Duke, Johns Hopkins and Columbia, with one student going to McGill in Canada. The vast majority of our pupils go on to good Russell Group universities in the UK and many achieve First Class degrees from these universities. At Malvern, we make special provision in a range of ways for those who are academically gifted and have every intention of continuing this programme.
The principal reason for our being unwilling to enter league tables is that we do not wish to support a system which becomes the raison d’être for many schools and limits and influences, to a disproportionate extent, a focus on a broad education. In simple terms, we believe that there are a range of other factors of enormous importance in assessing the education offered in a particular school and we do not subscribe to the view that schools can be assessed in the same way as, for example, football clubs.
Secondly, the criteria used to determine where schools lie on such tables are, in essence, the construct of newspapers and different criteria may be applied by different newspapers in any particular year: for example, A*-A, A*-B, A*-C and A*-E may all be used depending upon the newspaper. To compound this situation, our leavers at age eighteen write two different examinations: under the IB (International Baccalaureate), pupils typically take six subjects and at A Level, they typically take three. It is not really possible to find equivalence in a programme involving six subjects and some other criteria with another programme focusing on three. There are further complexities with tables, such as the fact that some of our students take more the more challenging IGCSE programme in certain subjects (as opposed to GCSEs) on the basis that it prepares them better for A Level and IB study. Further to this, some subjects may be taken early because a student may be ready to take certain examinations and these are not reflected on national tables because the students are not part of the year’s cohort.
Our pupils are aware that they will move into a competitive world and it is vitally important that each one of them has a keen academic focus and builds the strongest academic profile possible. But we do not wish to be an ‘academic factory’ and the rounded education which attaches significant importance to music, art, drama, games, Duke of Edinburgh Award activities, as well as work in the broader community and beyond, are also at the heart of our overall programme.
Antony Clark, Headmaster