Abbey Gateway, St Albans, Hertfordshire AL3 4HB Telephone: 01727 855521 Fax: 01727 843447 www.st-albans.herts.sch.uk At St Albans School, all Upper Sixth Pupils have taken at least three A levels and one AS level. Some of these pupils have also taken A and AS levels in the Lower Sixth. All Lower Sixth students are expected to study four subjects at AS level, with at least three being continued to A2 level in the Upper Sixth. In addition, all Sixth Formers take an AS General Studies course. All pupils take Mathematics GCSE in the Fourth Form. Most other GCSE subjects are taken in the Fifth Form. Although we are proud of the examination successes of our pupils, we believe that examination statistics are only one criterion of educational success. We therefore advise that they be interpreted with caution.
Summary of Statistics Results in Public Examinations 5th Form - GCSE
2009
2010
2011
Candidature
115
123
120
Percentage grades A* – C
100
100
100
88
82
87
Percentage of candidates gaining grades A* – C in at least 5 subjects
100
100
100
Percentage of candidates gaining A* – C in English
100
99
100
Percentage of candidates gaining A* – C in Mathematics
100
100
100
Candidature
126
137
131
Percentage pass rate
100
100
100
91
89
94
Average UCAS points per entry,
110.9
112.9
116.6
Average UCAS points per candidate,
452.9
456.9
462.4
Percentage grades A* and A
U6 - A Level
Percentage of grades A* to B at A level (A to B 2009)
All examination results are provisional, depending on inquiries on results and remarks.
Results in Public Examinations
ST ALBANS SCHOOL
3
83
9
54
14
59
1
25
1
75
1
80
21
72
3
100
5
65
9
63
6
69
2
33
6
21
3
10
0
0
2
50
3
60
5
14
1
25
6
35
3
16
3
23
7
20
Art
Cumulative %
Biology
Cumulative %
Chemistry
Cumulative %
Drama
Cumulative %
DT Pr Des Gr
Cumulative %
DT Pr Des RM
Cumulative %
Economics
Cumulative %
Electronics
Cumulative %
English Literature
Cumulative %
French
Cumulative %
General Studies
Cumulative %
Geography
Cumulative %
Mathematics
Subject
S
75
20
Cumulative %
STEP
11
4
Ancient History
94
26
A
A*
Subject
1
100
2
92
3
100
7
82
3
100
0
97
9
100
1
100
1
75
2
90
9
86
9
100
1
100
5
B
100
0
100
1
100
0
100
3
100
0
100
1
100
0
100
0
100
1
97
2
100
4
100
0
100
0
C
2
2
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
1
100
0
100
0
100
0
D
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
E
1
3
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
U
35
13
19
17
4
36
5
4
4
29
28
6
20
Total
1
U
122.9
116.9
115.8
116.5
125.0
116.7
128.0
125.0
100.0
111.0
112.1
123.3
119.0
UCAS ave
7
A*
4
A
Extended Project
Cumulative %
Totals
Cumulative %
Spanish
Cumulative %
RS
Cumulative %
Physics
Cumulative %
P.E.
Cumulative %
Music
Cumulative %
Further Maths
Cumulative %
Mathematics
Cumulative %
Latin
Cumulative %
History
Cumulative %
Greek (Classical)
Cumulative %
Govt & Politics
Cumulative %
German
Subject
72.6
24.7
3
2
C
217
112
B
89
6
76
7
67
20
80
3
100
3
80
5
78
33
100
1
74
17
100
5
65
7
0
0
A
22
2
35
6
19
8
20
1
0
0
47
7
35
27
86
6
19
6
0
0
24
4
0
0
A*
94.3
98
100
1
100
4
86
8
100
1
100
0
100
3
94
12
100
0
97
7
100
0
100
6
80
4
B
0
D
99.1
22
100
0
100
0
93
3
100
0
100
0
100
0
100
5
100
0
100
1
100
0
100
0
100
1
C
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
E
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
U
0
E
0
U
453
16
9
17
42
5
3
15
77
7
31
5
17
5
118.1
122.2
122.4
112.9
120.0
120.0
125.3
121.3
137.1
118.1
120.0
117.6
96.0
UCAS ave
60.0
UCAS ave
Total
Total
100.0 100.0 100.0
4
100
0
100
0
100
3
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
D
U6 A Level Results
L6 AS Level Results Subject
A
B
C
D
Ancient History
15
7
0
1
Cumulative %
63
92
92
96
E
U
Total
UCAS ave
1
0
24
54.2
100
100 6
56.7
66
46.1
54
48.9
13
56.9
10
50.0
6
48.3
50
48.0
30
53.3
12
54.2
13
51.5
30
59.3
6
50.0
25
56.4
2
60.0
40
53.0
12
58.3
79
54.2
14
57.1
11
46.4
11
50.9
36
49.7
31
55.2
5
54.0
599
52.1
Art
4
2
0
0
0
0
Cumulative %
67
100
100
100
100
100
Biology
21
18
13
8
6
0
Cumulative %
32
59
79
91
100
100
Chemistry
20
18
8
6
2
0
Cumulative %
37
70
85
96
100
100
Drama
9
4
0
0
0
0
Cumulative %
69
100
100
100
100
100
DT Pr Des Gr
4
4
1
0
1
0
Cumulative %
40
80
90
90
100
100
DT Pr Des RM
1
3
2
0
0
0
Cumulative %
17
67
100
100
100
100
Economics
14
19
11
5
1
0
Cumulative %
28
66
88
98
100
100
English Literature
16
8
6
0
0
0
Cumulative %
53
80
100
100
100
100
French AS
7
3
2
0
0
0
Cumulative %
58
83
100
100
100
100
French A
4
7
2
0
0
0
Cumulative %
31
85
100
100
100
100
Geography
28
2
0
0
0
0
Cumulative %
93
100
100
100
100
100
German
2
3
0
1
0
0
Cumulative %
33
83
83
100
100
100
Gov & Pol
18
5
2
0
0
0
Cumulative %
72
92
100
100
100
100
Greek
2
0
0
0
0
0
Cumulative %
100
100
100
100
100
100
History
19
15
5
1
0
0
Cumulative %
48
85
98
100
100
100
Latin
11
0
1
0
0
0
Cumulative %
92
92
100
100
100
100
Mathematics
49
20
6
2
2
0
Cumulative %
62
87
95
97
100
100
F urther Maths
10
4
0
0
0
0
Cumulative %
71
100
100
100
100
100
Music
3
3
3
2
0
0
Cumulative %
27
55
82
100
100
100
P.E.
5
3
2
1
0
0
Cumulative %
45
73
91
100
100
100
Physics
16
8
8
3
1
0
Cumulative %
44
67
89
97
100
100
RS
19
10
1
1
0
0
Cumulative %
61
94
97
100
100
100
Spanish
3
1
1
0
0
0
Cumulative %
60
80
100
100
100
100
Totals
304
174
76
31
14
0
Cumulative %
50.8
79.8
92.5
97.7
100.0
100.0
24
43
4
11
Geography
Cumulative %
German
Cumulative %
A*
26
93
1
100
48
42
Subject
French
Cumulative %
Italian
Cumulative %
Mathematics
Cumulative %
4th Form
50
Cumulative %
44
85
DT Graphics
Cumulative %
11
Cumulative %
French
70
DT Electronics
61
7
Cumulative %
73
3
Drama
Cumulative %
1
Cumulative %
English Literature*
61
Chemistry
51
72
Cumulative %
61
32
Business Studies
Cumulative %
7
Cumulative %
English
58
Biology
9
68
Cumulative %
45
79
Art
DT Resistant Mats
15
Cumulative %
93
57
100
0
100
2
A
58
17
93
28
83
29
84
28
88
44
80
7
100
2
90
2
45
16
93
38
82
11
87
35
100
4
100
0
A
100
8
100
0
100
0
B
* IGCSE
92
12
100
4
99
14
96
14
99
14
100
4
100
0
100
1
92
18
100
8
100
4
98
13
100
0
100
0
B
100
0
100
0
100
0
C
100
3
100
0
100
1
98
2
100
1
100
0
100
0
100
0
100
3
100
0
100
0
100
2
100
0
100
0
C
100
0
100
0
100
0
D
100
0
100
0
100
0
100
3
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
D
100
0
100
0
100
0
E
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
E
100
0
100
0
100
0
F
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
F
100
0
100
0
100
0
G
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
G
100
0
100
0
100
0
U
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
U
100
100
100
98
100
100
100
100
100
100
100
100
100
100
113
1
28
100
100
100
Total % A-C
36
56
88
120
120
20
13
10
38
118
22
118
19
1
Total % A-C
55.1
Cumulative %
Cumulative %
Totals
Cumulative %
Religious Studies
52.4
75
0
0
A*
713
Totals
Subject
71
10
0
0
0
0
82
31
72
85
0
0
33
3
49
44
68
81
78
21
42
35
75
6
A*
Cumulative %
Spanish
Cumulative %
Add Science
Cumulative %
Science
Cumulative %
RS
Cumulative %
Physics
Cumulative %
PE
Cumulative %
Music
Cumulative %
Add Mathematics
Cumulative %
Mathematics
Cumulative %
Latin
Cumulative %
History
Cumulative %
Greek (Classical)
Subject
94.4
60
100
1
A
87.3
416
93
3
50
1
0
0
97
6
94
26
25
1
89
5
87
33
98
37
100
6
84
35
100
2
A
100
8
100
0
B
98.1
140
100
1
100
1
100
2
100
1
99
6
50
1
100
1
99
11
100
2
100
0
94
8
100
0
B
100
0
100
0
C
99.8
21
100
0
100
0
100
0
100
0
100
1
100
2
100
0
100
1
100
0
100
0
100
5
100
0
C
100
0
100
0
D
100
3
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
D
100
0
100
0
E
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
E
100
0
100
0
F
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
F
100
0
100
0
G
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
G
100
0
100
0
U
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
100
0
U
100
100
100
100
100
100
100
100
100
100
100
100
100
143
1
100
100
Total % A-C
1293
14
2
2
38
118
4
9
89
120
27
83
8
Total % A-C
and
Cumulative %
1
100
Arabic
A*
Subject
5th 4th Form GCSE Results
Reaping
the
Rewards
The Headmaster’s Prizegiving Address Chairman, Professor McKellar, Ladies Educators, if anyone should, ought to try and Gentlemen, it’s been an interesting to make some sense of this, but I have to summer. confess that I, at least, haven’t managed to do so any better than any of the I first learned about the August riots other pundits and politicians who have from a toga-clad Gallo-Roman, who was pontificated on the matter. talking on his mobile phone in Ulsteraccented English and when he’d finished, Unless it’s about this: the summer, all I commented on how surreal a figure the way through to 11th September, has he cut. been an object lesson in the relationship between actions and consequences He explained, in the same Ulster accent, and I’m not even going to mention the in which I could now detect the French Eurozone. inflexions, that his flatmate was from Northern Ireland and he’d picked it up I guess, if life has taught you, offspring of from him. That wasn’t, of course, the bit a family unemployed unto the second I was finding surreal, but he didn’t seem or third generation, that no honest to notice that. action that lies in your power will change your life for the better; that there is, In any case, he then raised the surrealism in other words, no action from which bar by telling me about what had been beneficial consequences flow, you may happening in Tottenham and was now also reach the converse conclusion: spreading to other parts of London and that there is no obvious reason why other cities. adverse consequences should flow I should explain, I suppose, that we were from dishonest or anti-social action. If on holiday in the Gers region of France the relationship between action and and he was a guide at the archaeological consequence comes to seem not a link at remains of the Roman villa of Seviac. all, but completely random, then the very concept of consequence may cease to The villa was once a luxurious and have any meaning.That leaves little room absolutely vast celebration of conspicuous for rational hope and lots of room for consumption by the upper middle classes desperate readiness to try anything that and an icon of social and economic offers short-term gains. There’s nothing inequality in the latter days of the empire. more dangerous than nothing left to lose. Despite that, as far as we can tell, it doesn’t If, on top of that, you’re dimly aware seem to have attracted violent resentment that those who make our law seem to on the part of the permanent economic, have taken a similar view with regard educational and social underclass of the to their expenses, while those who run day, for reasons that are probably quite our financial system seem to have been familiar to anyone who’s read I Claudius, lining their own pockets whilst playing the novels of Robert Harris or Lindsey corporate roulette with other people’s Davis, or is following the Cambridge money, the lesson is likely to be reinforced. Latin Course. Nonetheless, having written that sentence At least until the Visigoths arrived. Then a couple of days ago, it was a bit unsettling Seviac learned quite a lot in a short to pick up The Times this morning to find time about social alienation, lack of social Ian Duncan Smith apparently reading from cohesion, and what our Prime Minister the same script, but I suspect, and so, it calls “the broken society”. seems, do a number of magistrates, that The television footage of Croydon ablaze this is to dignify the motives of many of the that we watched later that evening, rioters with too much moral justification. shocked and upset me, not least because And so, as summer has cooled, the courts I used to work in Croydon and I knew have set about reminding offenders that furniture shop as a local landmark. of the causal link between action and Parts of Croydon could always be a bit consequence and quite a lot of anguished rough, but these were not the rough breast beating and hand-wringing it has parts and there had never been anything provoked from some shades of the to prefigure these scenes that seemed political spectrum. to belong in the Blitz. They were horrific images, but compulsive viewing, just like The idea that two irresponsible young those scenes ten years ago last Sunday, people, who, it is claimed, did not actually get involved in any rioting themselves, as the twin towers burned. should receive a jail sentence for what
they wrote on Facebook, rather than for any act of their own, has been denounced as a sort of Orwellian conviction for Thoughtcrime, whilst jailing someone for possession of a stolen something they didn’t actually remove from the store themselves is seen as a return to harsh Victorian justice.
Andrew Grant, Headmaster
Of course thought must be free in any free society, but what the handwringers fail to admit is that in this case no thought was involved; no cause was being espoused; no argument being advanced; no sense of injustice being voiced. This was simply an invitation to engage in recreational rioting and the entry on Facebook was itself the act whereby they were involved in the rioting. Incitement to riot has always been a crime and one that can be committed much more efficiently using digital media than in person, face-to face in the smoke across the barricades, which might actually require some moral courage. Likewise, much of the looting was recreational and opportunistic; rooted in greed, not need. If, on a night of rioting and looting, someone you scarcely know hands you a plasma screen television, you might just wonder if they came by it honestly. The causal link must be clear if society is to remain civilised and I have asked myself this summer whether the fact that all actions have consequences is not perhaps the most important lesson schools have to teach children. It’s the cognitive Stage 5 Jean Piaget never quite got round to writing; it underpins everything we do; without it, almost everything we do is pointless but if we teach it well enough, all else will follow. Thomas Hobbes, the XVII centur y philosopher who invented social contract theory, is best known for his dictum that the life of man is solitary, poor, nasty, brutish and short. What is almost never remembered is that Hobbes was describing life not as he believed it to be, but as it would be without a consensus on social norms. Although, to judge from the television coverage, a high propor tion of this summer’s rioters were indeed nasty, brutish and short, though rarely solitary and by no means all of them poor, society as a whole must have higher aspirations. Significantly, one of Hobbes’s less wellknown utterances in a pre-scientific age was this:
“ S c i e n c e i s t h e k n o w l e d g e o f arbitrary target of 50% of the age cohort, consequences and dependence of one whilst refusing to fund a commensurate fact upon another.” expansion of places has collided with the Coalition’s tripling of tuition fees from So, you are probably asking, and I am next year to create a perfect storm in asking myself, how do I segue from all this summer’s UCAS admissions round. this to saying something about St Albans School, and could I ever have a career as Meanwhile , once-great Scottish a continuity announcer? universities look highly likely to harvest the consequences of their own government’s Well, it follows that if every act is followed mean-spirited parochialism. inescapably by a consequence, then by examining the consequence may you As you know, this year’s Upper Sixth know the quality of the original act. leavers did extraordinarily well to come through it largely unscathed, with Examination results are a perfect everyone who wanted a place this year paradigm of the linear progression from securing an appropriate one. act to consequence, and in the light of the record consequences this year at A Meanwhile though, the supposed level: 73% A*/A and 94% A*-B; and GCSE: “graduate earnings premium”, used to 55% A* and 87% A*/A; I think you will justify the hike in tuition fees, shows conclude, with me, that we must have every sign of obeying the inexorable law had some very able students and some of market forces so that jobs for which inspirational teachers acting in exemplary A levels used to be a perfectly adequate ways to bring these about. We are here qualification now require a degree, tonight to celebrate the achievements of whilst a Masters is becoming the default both staff and students. requirement for the ambitious graduate. The same empirical reasoning can be applied to almost every aspect of School life: certainly to sports results, where in the team games we continue to record a very high ratio of wins, whilst in crosscountry, our intermediate team carried off the National Championship. It holds good, too, in music, drama and art, where the quality of the product bears obvious witness to the quality of the process that produced it.
The consequences of supply and demand were obvious even when our Abbey Gateway was built. Chaucer’s Wife of Bath, assessing her own commercial positioning towards potential husbands observes:“Greet prees at market, maketh deere ware.”
When lots of people want to buy scarce goods the price goes up. Degrees used to carry a serious earnings premium when they were relatively rare; now the market’s But it can be applied too in less quantifiable flooded. The scarcer commodity is jobs ways; moral ways, if you like; in which the for graduates. consequence on which the School must That’s why our role as a school has to be be judged is the kind of people that leave about much more than simply preparing this place at the age of eighteen. students to pass exams, highly effective Almost without exception, they are though we be in that task. To succeed confident, well-qualified, well-rounded, in life beyond school and university, they well-balanced and extremely personable need to be able to think independently young people who are at ease in most and flexibly; to organise and plan their situations they encounter. And the very time autonomously; to think critically and significant investment of staff and student make decisions judiciously, balancing the time the School makes in Charitable and risks and advantages. They need to be Community Service activity, in the Duke sufficiently self-disciplined to work alone of Edinburgh’s Award Scheme, in the CCF and have the skills to work as part of a and the Partnership Scheme will have team, knowing when to take a leading role been an important part of their education and when to collaborate. in the social contract Hobbes described. They need to be ambitious for success, Governments, too have obligations under but to be clear about their core spiritual that contract, though, and this summer values and to rate happiness and has seen the consequences of political emotional, physical and psychological acts carried out by governments years well-being above the obvious material ago bearing hard upon this generation trophies of success. They need to be of students. able to form stable, loving and mutually respectful relationships. The previous Government’s insouciant expansion of student numbers towards an
They need to manage all this whilst maintaining a sensible work-life balance in their lives and a humane, tolerant and charitable sympathy for other people whose lives are far from enviable. It’s a tall order and one which we help them meet by stealth. It’s probably true to say that a great deal of what our students learn at St Albans School, perhaps the most important part, they don’t realise they’re learning because they’re learning it simply through membership of a particular kind of community. In any community, the most important element is, of course, the quality of relationships and we work hard at that here, but the quality of the environment has an important part to play, too, which brings me back to consequences. As you know, we are in danger of becoming victims of our own success; the school roll has grown in twenty years from under 600 to over 800.That has not been down to a deliberate structural expansion of the School, but rather a maximising of capacity. We have absolutely no intention of turning St Albans into a different and larger kind of School, because we believe what we have works for us and our pupils, but I have to admit that things are getting a bit snug, shall we say, in some areas of the campus, which is why, as you know, we are investing heavily in new and upgraded facilities. The vast and magnificent Sports Hall and Swimming Pool that will come on stream next year is one obvious manifestation of this and as you know it will clear the way for major improvements in our catering facilities, which will relocate to the old gym, allowing us in turn to re-model what we still, in a spirit of post-modern irony, call the New Hall, as a Performing Arts Centre and a fitting home for the Music Department. This term, we have been getting ahead of the game by taking delivery of a consignment of Steinway pianos as St Albans becomes an All-Steinway School, in a major initial investment in the improvement of our provision for music. However, what I have not been able to publicise until very recently, because it has been both commercially and politically sensitive is that in August we completed the purchase of Aquis Court, the two very large office buildings currently occupied by KPMG on the site in Fishpool Street directly adjacent to the Lower Orchard where the Sports Hall is being built.
It will give us an additional 15,600 sq. ft of floor space, replace at a stroke the grass play area lost to the construction of the Sports Hall and solve our perennial parking problem as well as enabling some of our long term development plans and some plans from the past that have had to be shelved for want of space. It’s the usual habit of history to give credit for developments of this kind to the incumbent Headmaster of the day, and, of course, I wouldn’t want to do anything to interfere with that healthy and honourable tradition. Still, just between you and me, and as long as no-one’s taking notes, I should tell you that this coup is the result of some decisive action by the Chairman and his fellow Governors, but is, above all, a personal triumph for the Bursar, Derek Todd, and new governor Alistair Woodgate, himself an OA. Both have not only displayed some ver y nifty commercial footwork over the past months, but have worked incredibly hard on the project. Planners permitting, the preferred use for the building is to relocate the Sixth Form Centre into par t of the main building which offers ample social and private study space for the three hundred sixth form students we now have as well as much more appropriate office and administrative areas; to move the Ar t depar tment into much better accommodation in the southern building and to transfer some departments from the increasingly cramped accommodation they currently occupy in the Abbey Gateway and elsewhere. That, in turn, will free space on the existing site to create social spaces for other sections to take the pressure off form rooms at break and lunch time, to improve the teaching and learning environment and the quality of life in the School as a whole. In consequence (to return to my theme) I am hopeful that, by September 2012, combining the advent of the Sports Hall and of Aquis Court, in a single year, the School will have doubled its existing floor area. So we have exciting times ahead, but right now it’s time to get on with the main purpose of the evening.
Academic Matters: Commentary on Examination Results A Levels This year’s cohort achieved the best results in the School’s history.The overall percentage of grades A&B is 94%, with a quarter of grades at A* and nearly three quarters at A* or A. The average number of A level passes was 4. Exceptional, even among many outstanding performances, were those of Joe Temple, who achieved four A* grades, a top grade at AS and an A* in the Extended Project, to confirm his place at Pembroke College, Cambridge, to read English, James Horne and Joshua Hampton, who also achieved four A* grades, Tim Smith, who achieved four A grades, three with stars, and an A* in the Extended Project, and who is going to read History and Politics at Mansfield College, Oxford, Simon Phillips, who also achieved three A*s out of four and goes to St Hilda’s College, Oxford, to read Medicine and Nick Butler, who achieved four A grades, three of them with stars, to confirm his place to read Classics at Jesus College, Cambridge. Others in the select group achieving stars in three of their A levels include Matthew Fletcher, Nick Holmes, Alex Springett, Josh Huntingford and Alex Stride. 63 students achieved at least one A*; 21 achieved 2; 11 achieved 3 or more. 75 achieved at least 3 A grades, of whom 21 achieved 4 or more.
GCSE This year’s cohort achieved 55% of grades at A*, beating the School’s previous record by some distance. The overall proportion of A grades is approaching 90%.The average score per entry is mid-way between an A and an A* grade and the average points score per pupil is the equivalent of nearly 10 A* grades. Hugo Henson scored 12 A*s, as did James Sinclair, James Pavey and Jonathan Phillips, all of whose grades included an A* in the new Higher Project qualification. Harry Hamer, Nishant Dahad, David McConnell, Matthew Morris, Mark Sadler, Kieran Vaghela and Ben Woolf all received at least 11 A* grades. A further 11 boys made double figures, with 10 or more A*s.
After St Albans Tom Webb (2003) has graduated with a Merit in an MSc in Atmospheric Physics from Reading University and is going on to study for a PhD in Maths and Physics. Nick Batt (2005) achieved a First Class Degree in Biochemistry at the University of Nottingham. Anthony Williams (2006) was awarded a Distinction for his English MA at Durham University and is going on to pursue a PhD. Sam Kirsop (2008) was awarded a First in Geography at Sidney Sussex College, Cambridge and has gained a scholarship to extend his studies at Yale University in the United States. David McLeod (2009) has been awarded a Senior Exhibition by the Governing Body of Emmanuel College, Cambridge.