Elliott Hudson College was opened in September 2015, as an integral part of The GORSE Academies Trust. Recognising that high quality Post-16 teaching could be delivered best in a bespoke environment, the decision was made to close the existing sixth forms at all Gorse academies and replace them with a superb facility based in the south of the city. The advantage of this move was to also provide a high-quality post-16 provision for students outside of TGAT schools. This would then allow us to provide a revolutionary level of aspiration and teaching quality to some of the city’s most deprived young people, giving them some of the best life chances as a consequence.
Elliott Hudson College is unashamedly ambitious in its remit. It provides a wide range of academic qualifications and opportunities for students to re-sit English and Maths GCSEs. It is a recognised fact that entries to universities such as Oxford and Cambridge and onto courses such as Medicine and Dentistry have been historically low in this part of Leeds and in the north of England. EHC seeks to reverse that trend, and is using partnership work with the University of Cambridge to maximise the chances of students being offered places from their applications, to maximising their chances in the interviews. The total focus on Post-16 study means that subject teachers are absolute experts in their fields and can provide the teaching required for students to achieve A* and A grades, required for the very best universities.
Every stage of a student’s academic journey with us is supported by a superb pastoral system, extra-curricular opportunities and the very best academic tutelage in an environment that encourages hard work and breeds success.
The college achieved an ALPS T Score of 3 following the summer examinations, placing it in the top 25% of post-16 provisions nationwide. The L3VA grade for that first cohort of AS students is significantly above the national average. This is after only one year of operation. The quality of the work taking place, and the belief of the young people who attend is game-changing, providing new impetus and modes of teaching in our outstanding 11-16 academies. This feedback will further benefit EHC as the quality of our students at GCSE level rises, particularly in the achievement of A and A* grades.
We can compare the performance of EHC to our two outstanding academies and their historic Post-16 headline figures:
|% A* – C
|% A* – E
This goes some way to illustrate just how powerful EHC has been in securing high quality grades in its first year of operation.
An important aspect of the academic study at EHC is Extended Project Qualification. This is a research-based Level 3 qualification that encourages students to choose an area of interest to them, to plan their reading and to complete a project plan for a final product, which may take the form of an extended essay or artefact. The EPQ is regarded as a benchmark of academic success and augments the other skills that students develop in their A-Level studies. In 2016 203 students were entered for the EPQ, with 33% achieving A*-B and 99.5% achieving A*-E. To augment the work of the studies of our students who have a more scientific bent, Core Mathematics has been offered, to bring their mathematical prowess to a high standard. This is especially important for students who will go on to study Mathematics and allied subjects at university.
The depth in performance for ancillary studies, including English and Maths GCSE resits can be seen in our published data, where EHC students are far more successful in securing their GCSE in these mandatory subjects than in other centres nationally.
We feel that the curriculum offered by EHC is innovative and is being augmented by a partnership with Leeds University and also links to the elite sport of rowing.
EHC exists to provide students with the skills and knowledge that will allow them to be successful in the next phase of their lives – moving on to careers or higher education study. Currently 74% of students have made applications to study at university, 14 of whom were interviewed at Cambridge University. Of these students 72% would be the first generation of their families to go on to study at university.