Alsop High School
Academy sponsor led · sixth form · 1,336 pupils
77% stayed in education · Attainment 8 28.2
Community school
Calderstones School
- Pupils on roll
- 1,592of 1,543 places
- Free school meals
- 20.7%
- Year 11 cohort 2025
- 263
- Ofsted
- Good, 24 January 2023Read the Ofsted report
What the data says
Of the 258 pupils who finished Year 11 at Calderstones School in 2023, 55% stayed on in Calderstones School’s own sixth form (Liverpool average 46%), 28% went to a further education college and 4% started an apprenticeship.
Among the 98 students who left the sixth form in 2023, 54% went to university (Liverpool 43%, England 37%), and 32% of level 3 students progressed to one of the most selective universities, against 19% nationally.
Spanish is unusually popular at GCSE: 53% of the year group took it, against 19% of pupils across England.
GCSE results in 2025 were in line with the national picture: Attainment 8 of 46.1 against 46.1 across England and 42.1 in Liverpool, with 43% of pupils getting grade 5 or above in both English and maths (England 45%).
Where pupils went after Year 11
Destinations of the 2023 Year 11 leavers, measured the following year: the share in a sustained place for at least two terms. Compared with all state-funded schools in Liverpool and England.
School sixth formSixth form collegeFurther education collegeOther educationApprenticeshipEmploymentNo sustained destination
| Measure | Calderstones School | Liverpool | England |
|---|---|---|---|
| Pupils in the cohort | 258 | 5,186 | 607,348 |
| Any sustained destination | 91% | 88% | 92% |
| Stayed in education | 85% | 83% | 86% |
| — school sixth form | 55% | 46% | 34% |
| — sixth form college | 2% | 5% | 13% |
| — further education college | 28% | 30% | 37% |
| — other education | 0% | 3% | 2% |
| Apprenticeship | 4% | 3% | 3% |
| Employment | 2% | 2% | 3% |
| No sustained destination | 6% | 8% | 6% |
| Destination unknown | 3% | 4% | 3% |
Where students went after sixth form
Destinations of students who finished 16–18 study in 2023, measured the following year.
University (higher education)Further educationOther educationApprenticeshipEmploymentNo sustained destination
| Measure | Calderstones School | Liverpool | England |
|---|---|---|---|
| Students in the cohort | 98 | 4,311 | 541,441 |
| Any sustained destination | 83% | 79% | 79% |
| University (higher education) | 54% | 43% | 37% |
| — most selective universities (top third), of level 3 students | 32% | 19% | 19% |
| Further education | 3% | 7% | 5% |
| Apprenticeship | 5% | 6% | 7% |
| Employment | 16% | 22% | 28% |
| No sustained destination | 14% | 16% | 16% |
GCSE results 2025
| Measure | Calderstones School | Liverpool | England |
|---|---|---|---|
| Attainment 8 (average points per pupil) | 46.1 | 42.1 | 46.1 |
| Grade 5 or above in English and maths | 43% | 38% | 45% |
| Grade 4 or above in English and maths | 65% | 57% | 65% |
| Entered the English Baccalaureate subjects | 59% | 36% | 41% |
| EBacc average point score | 4.25 | 3.64 | 4.09 |
| Disadvantaged pupils in the cohort | 26% | 41% | 28% |
| Attainment 8 — disadvantaged pupils | 32.9 | 32.0 | 34.9 |
| Attainment 8 — other pupils | 50.8 | 49.1 | 50.4 |
| Pupils with high prior attainment (Key Stage 2) | — | — | — |
| English as an additional language | 12% | 17% | 19% |
Progress 8 is not available for 2025 and 2026: these cohorts had no Key Stage 2 tests in 2020 and 2021, so there is no baseline. Attainment 8 shows results without taking pupils’ starting points into account.
Subjects taken at GCSE
Entries in 2025 as a share of the Year 11 cohort, and the share of entries graded 7–9 and 4–9, compared with all entries in England.
| Subject | Entries | Share of cohort | England | Grades 7–9 | England | Grades 4–9 |
|---|---|---|---|---|---|---|
| Mathematics | 261 | 99% | 88% | 18% | 22% | 72% |
| English Language | 261 | 99% | 89% | 19% | 20% | 67% |
| English Literature | 242 | 92% | 86% | 16% | 21% | 71% |
| Combined Science | 201 | 76% | 65% | 12% | 9% | 63% |
| History | 174 | 66% | 41% | 17% | 26% | 56% |
| Geography | 151 | 57% | 41% | 15% | 25% | 59% |
| Spanish | 140 | 53% | 19% | 14% | 27% | 63% |
| Business Studies | 93 | 35% | 18% | 18% | 20% | 65% |
| Physical Education | 64 | 24% | 11% | 3% | 24% | 55% |
| Biology | 60 | 23% | 23% | 38% | 45% | 88% |
| Chemistry | 56 | 21% | 23% | 36% | 47% | 95% |
| Physics | 56 | 21% | 23% | 38% | 46% | 91% |
| Sociology | 52 | 20% | 4% | 31% | 21% | 73% |
| Design and Technology | 50 | 19% | 11% | 14% | 23% | 50% |
| Art and Design | 43 | 16% | 7% | 26% | 24% | 81% |
| Food Preparation and Nutrition | 38 | 14% | 8% | 11% | 21% | 47% |
| Computer Science | 25 | 10% | 13% | 4% | 30% | 64% |
| French | 21 | 8% | 18% | 10% | 29% | 52% |
| Religious Studies | 19 | 7% | 31% | 42% | 32% | 95% |
| Music | 13 | 5% | 5% | 15% | 33% | 69% |
| Photography | 13 | 5% | 6% | 77% | 19% | 100% |
| Arabic | 4 | 2% | 1% | — | 47% | — |
| Chinese | 3 | 1% | 1% | — | 75% | — |
| Turkish | 3 | 1% | 0% | — | 71% | — |
| German | 2 | 1% | 5% | — | 33% | — |
| Psychology | 1 | 0% | 3% | — | 22% | — |
| Portuguese | 1 | 0% | 0% | — | 50% | — |
| Statistics | 1 | 0% | 5% | — | 20% | — |
Technical awards and other Key Stage 4 qualifications
| Subject | Entries | Share of cohort | England |
|---|---|---|---|
| Computer Appreciation / Introduction | 21 | 18% | — |
| Childcare Skills | 17 | 14% | — |
A levels and other level 3 courses
| Measure | Calderstones School | Liverpool | England |
|---|---|---|---|
| Students at the end of 16–18 study | 227 | — | — |
| — of whom A level students | 119 | 1,964 | 261,341 |
| Average A level grade | C+ | C+ | B- |
| Average points per A level entry | 32.37 | 34.12 | 35.00 |
| Average grade, best 3 A levels | C+ | B- | B- |
| AAB or better with two facilitating subjects | 7% | 21% | 18% |
| Average grade, applied general courses | — | — | — |
| Average grade, T levels | — | — | — |
A level subjects
Entries as a share of A level students, compared with the share across England.
| Subject | Entries | Share of cohort | England |
|---|---|---|---|
| Biology | 35 | 29% | 20% |
| Psychology | 34 | 29% | 23% |
| Mathematics | 31 | 26% | 31% |
| Sociology | 31 | 26% | 13% |
| Business Studies | 25 | 21% | 13% |
| English Language | 23 | 19% | 4% |
| Chemistry | 21 | 18% | 17% |
| Economics | 19 | 16% | 13% |
| Physics | 15 | 13% | 12% |
| History | 15 | 13% | 13% |
| Geography | 15 | 13% | 10% |
| English Literature | 13 | 11% | 11% |
| Politics | 13 | 11% | 6% |
| Computer Science | 9 | 8% | 5% |
| Further Mathematics | 8 | 7% | 5% |
| Physical Education | 8 | 7% | 3% |
| Philosophy | 6 | 5% | 1% |
| Spanish | — | — | 2% |
| Italian | — | — | 0% |
| Art and Design | — | — | 1% |
| Music | — | — | 0% |
| Portuguese | — | — | 0% |
| French | — | — | 1% |
Applied, technical and other level 3 courses
| Subject | Qualification | Entries | Share of cohort | England |
|---|---|---|---|---|
| Study Skills | Extended Project (Diploma) | 11 | 9% | — |
| Mathematical Studies | Core Maths Qualifications at Level 3 | 11 | 9% | — |
| Multimedia | BTEC National Extended Certificate L3 - Band F - P-D* | 10 | 8% | — |
Other secondary schools in Liverpool
Archbishop Beck Catholic College
Voluntary aided school · sixth form · 1,142 pupils
83% stayed in education · Attainment 8 41.5
Archbishop Blanch CofE High School
Academy converter · sixth form · 1,179 pupils
96% stayed in education · Attainment 8 57.0
Bellerive FCJ Catholic College
Academy converter · sixth form · 955 pupils
86% stayed in education · Attainment 8 47.3
Broughton Hall Catholic High School
Voluntary aided school · sixth form · 1,175 pupils
84% stayed in education · Attainment 8 39.2
Cardinal Heenan Catholic High School
Voluntary aided school · sixth form · 1,338 pupils
75% stayed in education · Attainment 8 40.9
Sources: Department for Education school and college performance tables 2024/2025 (Key Stage 4 and 16–18 results, subject entries, destination measures for 2023 leavers); Get Information About Schools register as at 19 September 2026; Ofsted management information as at 31 August 2026. Small numbers are suppressed by DfE and shown as “—”. How to read these figures.