The following information provides an overview of the 2025 summer outcomes for Year 11 students at Leeds East Academy, covering both GCSE and vocational qualifications. It is important to note that this cohort experienced significant disruption to their early secondary education, having missed the majority of Year 6 and Year 7 due to lockdowns during the Pandemic. Consequently, they were the first year group to join the academy without KS2 data.

Throughout their time at Leeds East Academy, the academy has maintained a steadfast commitment to providing the highest level of recovery, support, and opportunity for all learners. The data once again demonstrates that students who engage consistently with their education at Leeds East Academy achieve strong outcomes and the results they deserve.

School and College Performance Tables 

Given the uneven impact of the pandemic on school and college performance data, the government has said you should not make direct comparisons between the performance data for one school or college and another, or to data from previous years. 

Performance tables are produced by the Department of Education every year following the publication of GCSE results. They show key headline figures for every school and Academy. You will be able to see, at a glance, key performance indicators.

For performance measures, please click here to be taken to the government website

Progress 8 and Attainment 8 

Progress 8 and Attainment 8 are based on students’ performance in eight qualifications. These are English and Maths, up to three subjects from the Ebacc list, and students’ three highest scores from a range of other qualifications, including GCSEs and approved non-GCSEs. English and Maths are given double weighting to reflect their importance.

The English Baccalaureate, or EBacc, is a measure of how many students achieve a good GCSE pass in six core academic subjects: English, Maths, History or Geography, Combined Science (which counts as two passes) and a language. In addition, students must take both English Language and Literature, although they only need a grade 5+ in one of them.

Impact of Attendance

Every year analysis of student outcomes demonstrate irrefutably that higher attendance leads to stronger GCSE results.  Overtime, data shows that where students attend well, they achieve in line with and better than their peers nationally. Conversely, when students do not attend regularly, their GCSE outcomes are negatively impacted. The impact of this has been exacerbated post Covid pandemic, where attendance has declined nationally.  Improving attendance for all learners continues to be the academy’s key priority, and is supported by a Trust-wide strategy, as the data tells us that when students attend Leeds East Academy, they achieve.

An Inclusive Academy 

Inclusion is central to the philosophy of Leeds East Academy which has led to just 2 students (1%) accessing alternate provisions across the city. 1 student followed a bespoke pathway within our Personalised Learning Centre provision to support them in accessing education and experiencing success in the school setting. A further 40 students accessed bespoke support from the academy through personalised timetables, adjusted learning provisions, remote learning and transport services to overcome barriers to schooling and learning due to anxiety and other external factors. Alongside this, the academy has continued to support the community through the offering of places, with an additional 30 young people joining this cohort during Key Stage 4.

Headline Measures