A Level Maths Tutor Sutton: DfE Scores by School

Leading Tuition's A-level maths tutors in Sutton are expert one-to-one online teachers who start from the student's own sixth form. DfE's revised 2024/25 data scores 16 Sutton institutions for A-level Mathematics across 1,179 matched entries, and seven of the 16 have an interval clear of zero: five above and two below.

Sutton means the London Borough, which DfE records as local authority 319. The table below gives every score with its 95% interval and entry count.

Which Sutton providers does DfE score for A-level maths in 2024/25?

DfE's 16 to 19 performance release for 2024/25 covers the A level and other results of students at the end of 16 to 18 study in schools and colleges in England. DfE describes this updated release as based on revised data: schools and colleges amended their records in a checking exercise after the November provisional release, and the grades are those announced on 14 August 2025. The source is the DfE 16 to 19 performance release for 2024/25, and the figures below were read from the department's data set of qualification and subject value added.

Sutton is its own local authority, code 319, so the list here is Sutton and nothing wider. DfE's data set holds 17 school locations under that code, and 16 of them carry a 2024/25 row for A-level Mathematics. The 16 rows add up to 1,179 matched entries. A matched entry is an A-level maths result that DfE could tie to a student's earlier GCSE results; it is not a count of everyone who studied the subject, and it is not the same as the number of subjects a provider entered.

Four of the providers sit at 151 to 158 entries each: Sutton Grammar School (151), Wilson's School (155), Nonsuch High School for Girls (156) and Wallington County Grammar School (158). Three sit at 11: St Philomena's Catholic High School for Girls, Overton Grange School and Oaks Park High School. The remaining nine fall between 16 and 137. That spread in cohort size shapes everything else on this page, because a score drawn from 11 entries and a score drawn from 158 are not equally precise.

How to read a value-added score: grades, an interval and an entry count

A value-added score is a gap measured in grades, never a grade itself. DfE's technical guide says a student's score is the difference between actual attainment and average attainment for students with the same key stage 4 prior attainment, and gives the example of a student who achieves an A when the average for that prior attainment was a C, which scores +2 grades. A provider's score is the average of all its students' scores in the subject, reported to 2 decimal places.

So 0.45 at Sutton Grammar School does not mean a 0.45 grade for anyone in particular. It means that, averaged over 151 matched entries, students ended up 0.45 of a grade above the national average for students who began with the same GCSE results. No average A-level maths grade for a school appears in this table, and none is claimed here.

The interval is what decides whether a score is a finding. DfE's guide sets the 95% confidence interval at the score plus or minus 1.96 standard errors, and the standard error shrinks as the number of entries rises. In the same passage the guide says a school is not the only influence on attainment and lists home life and any private tuition a student receives among the many factors that affect results. That is why the interval, and not the point estimate, is the test used throughout this page. The method is in DfE's September 2026 technical guide for 16 to 19 accountability measures.

Two rules follow, and the page keeps to both. A score is a finding only when its whole interval sits above zero or below zero. And a difference between two providers' point scores is never treated as a finding, because the two intervals usually overlap.

All 16 Sutton providers: score, interval and matched entries

The table lists every Sutton provider with a 2024/25 A-level Mathematics row, in descending order of score. The order is only the order of the numbers; it is not a ranking of teaching, and the last column shows where each interval sits against zero.

Source for every row: DfE's qualification and subject value-added data set for 2024/25, subject Mathematics, qualification GCE A level, A level cohort, read from DfE's data API and matched by each school's URN. Scores and intervals are rounded to 2 decimal places as DfE publishes them.

The seven that clear zero, and what each one shows

Seven of the 16 intervals sit entirely on one side of zero. Five are above and two are below. Each is described below with its own interval and entry count, and none is set against another.

The John Fisher School scores 0.54 on 34 matched entries, with an interval from 0.12 to 0.95. The interval is wholly above zero, so DfE's test separates it from zero. At 34 entries it is also one of the wider intervals among the seven, 0.83 across, so the true figure could sit anywhere from a modest gap to a large one.

Sutton Grammar School scores 0.45 on 151 entries, interval 0.25 to 0.64. Wallington County Grammar School scores 0.31 on 158 entries, interval 0.11 to 0.50. Nonsuch High School for Girls scores 0.23 on 156 entries, interval 0.03 to 0.42. All three intervals are wholly above zero and each is 0.39 wide, which is what a cohort of 151 to 158 entries produces.

Cheam High School scores 0.37 on 48 entries, interval 0.02 to 0.71. The lower end of that interval is 0.02, only just clear of zero, and it is 0.69 wide: DfE's test separates it from zero, but narrowly, and the data does not narrow the plausible range further than that.

On the other side of zero, Glenthorne High School scores -0.32 on 82 entries, interval -0.59 to -0.06, and Carshalton High School for Girls scores -1.14 on 16 entries, interval -1.75 to -0.54. Both intervals are wholly below zero. They are findings about the gap in grades between these providers' matched students and students nationally with the same GCSE prior attainment. They are not findings about why, and DfE's own guide cautions that a school is only one influence on attainment.

Carshalton High School for Girls shows how a small cohort can still clear zero when the gap is large: 16 entries, an interval 1.21 wide, and an upper end of -0.54 that remains below zero.

What Parents Say

DP

Deborah Prior

★★★★★

Confidence and progress

My son was low in confidence after COVID and the gaps in learning were building up. Using this service helped plug those gaps, rebuild confidence, and improve his ability to learn properly again.

NI

Nicola

★★★★★

Amazing tutors!

We arranged maths and English tuition ahead of GCSEs and both tutors were brilliant. My daughter's grades improved, and by results day she achieved two grades higher than in her mock exams.

S

Saifan Khan

★★★★★

Great Teaching and Focused Learning

I attended an English bootcamp with Leading Tuition and the experience was excellent. The teacher gave focused attention to the small group while keeping the lessons interactive and engaging.

See more reviews on Trustpilot

The nine that include zero, and why a wide interval is not good or bad news

Nine of the 16 intervals include zero, so DfE's test cannot separate those providers' scores from zero in either direction. That says nothing against them: it says the data does not settle the question. Each is listed with its own figures.

Wilson's School scores 0.17 on 155 entries, interval -0.02 to 0.37, which reaches zero at the lower end by 0.02. Wallington High School for Girls scores -0.05 on 137 entries, interval -0.25 to 0.16, and Greenshaw High School scores -0.06 on 108 entries, interval -0.29 to 0.17. Harris Academy Sutton scores 0.05 on 52 entries, interval -0.28 to 0.39. Carshalton Boys Sports College scores 0.21 on 32 entries, interval -0.22 to 0.63.

Four more rest on very small cohorts. Sutton High School GDST scores 0.36 on 17 entries, interval -0.23 to 0.94. St Philomena's Catholic High School for Girls scores 0.15 on 11 entries, interval -0.58 to 0.87. Overton Grange School scores -0.39 on 11 entries, interval -1.11 to 0.34. Oaks Park High School scores -0.70 on 11 entries, interval -1.43 to 0.02.

Three of those intervals are 1.45 wide, at 11 entries each: St Philomena's, Overton Grange and Oaks Park. A width of 1.45 grades means that even a large true gap in either direction could produce the figure shown. Compare Cheam High School, where 0.37 on 48 entries clears zero, with Sutton High School GDST, where 0.36 on 17 entries does not. The two point scores are almost identical; the intervals differ because 17 entries carry far less information than 48.

The same logic cuts the other way for Oaks Park High School and Carshalton High School for Girls. A score of -0.70 on 11 entries fails to clear zero, while -1.14 on 16 entries clears it with room to spare. In neither case does the score rank one provider against another. It says only how much the data can support for each provider on its own.

What a provider's score cannot tell a Sutton family

A score summarises a whole cohort of matched entries from one summer. It does not describe a single student, a single teacher, a single class or the next cohort. It is a progress measure for a group of students, not a judgement of how well any one teacher taught. A student in a sixth form whose interval includes zero may be well ahead of their own GCSE prior attainment or well behind it, and the provider-level figure would look the same either way.

The score also leaves out how a provider selects its sixth form entrants. DfE's measure compares students with others who had the same key stage 4 prior attainment, which is why a provider that enters few students can still produce a score, and why that score comes with an interval.

Two matters outside the table are worth checking directly. First, maths pathways differ between sixth forms: a student may enter A-level Mathematics alone, or alongside Further Mathematics, and DfE's data set holds a separate row for each subject. Second, the DfE row covers students who took the exam in summer 2025, so a student now in Year 12 or Year 13 is starting from a different position, with a different teaching group and different mock results.

For students and parents who want to see the material for their own sixth form, the DfE release is open to anyone, and the sections above show how to read a row once it is found. The town hub at tuition in Sutton covers the rest of the borough's tuition, and the Sutton sixth forms that also appear in our grammar school guides include Sutton Grammar School, Nonsuch High School for Girls, Wilson's School and Wallington County Grammar School.

What one-to-one online A-level maths tuition does for each kind of result

Our A-level maths tutors work with Sutton students one-to-one and online, on a shared whiteboard. Nothing in the programme depends on where the student's sixth form sits in the table above. What the table gives a student and parent is a reasonable starting question: what does my own provider's interval allow me to assume, and what does it leave open? The tutor's job then differs by situation.

When the provider's interval is wholly above zero. DfE's data shows that the provider's matched students, on average, finished above the national average for the same GCSE prior attainment. That average is no guarantee for an individual. A tutor here works on what the student's own papers show: the topics where marks are being dropped, the pace of Year 13 content, and the step from Year 12 internal exams to the real papers.

When the interval includes zero. The data neither confirms nor rules out a gap. The most useful evidence is the student's own marked work, so the first sessions are diagnostic: a short paper against the student's own exam board, marked against the real mark scheme, then a plan covering pure mathematics, mechanics and statistics in the order the student needs them.

When the interval is wholly below zero. This is the situation at Glenthorne High School and Carshalton High School for Girls. The figure is a provider-level finding about the gap in grades; it does not locate the problem. A tutor starts again from the student's own results and works on the gaps that show up in their own papers, whichever provider they are at.

When the provider has 11 to 17 entries. Where the interval is as wide as 1.45, the score gives a student little to hold on to, and the student's own marked papers are the better guide. The sessions rely on those.

Sessions follow the student's own board, AQA, Edexcel or OCR. Our subject pages set out how we teach each: AQA A-level maths, Edexcel A-level maths and OCR A-level maths, with the overall A-level maths tuition page for the subject as a whole. Students who need wider support across several A-level subjects can also see our A-level tuition page.

Leading Tuition reports that 91% of its students achieve their desired grades. That figure is our own first-party outcome measure across all subjects and is not a Sutton figure and not a maths-specific one.

Frequently asked questions from Sutton families