Subject · GCSE and A level

History

Which schools in England make History a big part of the curriculum, and where results are strongest. Entries and grades from the 2025 performance tables.

What the data says

History GCSE was taken in 3,820 schools in England in 2025, with 289,001 entries — about 41% of the Year 11 cohort.

Nationally 26% of entries achieved grade 7 or above. The tables below show the schools where the largest share of pupils take the subject, and where grades are highest (schools with at least 20 entries).

At Hewens College (Hillingdon) 100% of the year group took History.

At A level, History was offered in 2,354 schools and colleges, with 38,319 entries — roughly 13% of A level students.

GCSE: schools where the largest share of pupils take History

Entries as a share of the Year 11 cohort (schools with at least 40 pupils in the year and 15 entries). England: 41% of pupils.

#	School	Local authority	Entries	Cohort	Share	Grades 7–9
1	Hewens College	Hillingdon	69	69	100%	0%
2	XP School	Doncaster	50	50	100%	12%
3	Mossbourne Victoria Park Academy	Hackney	155	156	99%	65%
4	Rosedale College	Hillingdon	136	137	99%	11%
5	Mossbourne Community Academy	Hackney	202	206	98%	55%
6	Madani Secondary Girls' School	Tower Hamlets	46	47	98%	30%
7	Logic Studio School	Hounslow	48	50	96%	13%
8	The Imam Muhammad Adam Institute School	Leicester	44	46	96%	27%
9	St Aidan's Catholic Academy	Sunderland	117	123	95%	22%
10	Star King Solomon Academy	Birmingham	65	69	94%	3%
11	Darul Uloom Al Arabiya Al Islamiya	Bury	44	47	94%	2%
12	XP East	Doncaster	44	48	92%	18%
13	Outwood Academy Bydales	Redcar and Cleveland	122	143	85%	31%
14	Cansfield High School	Wigan	183	215	85%	10%
15	Jamiatul-Ilm Wal-Huda UK School	Blackburn with Darwen	40	47	85%	13%
16	Charles Read Academy	Lincolnshire	39	46	85%	5%
17	Ark King Solomon Academy	Westminster	82	101	81%	26%
18	Yesodey Hatorah Senior Girls School	Hackney	66	82	80%	35%
19	Ark Greenwich Free School	Greenwich	82	102	80%	84%
20	Campsmount Academy	Doncaster	110	137	80%	12%
21	Oasis School 21	Newham	57	71	80%	23%
22	Lift Greenwood	Birmingham	138	172	80%	4%
23	Mazahirul Uloom London School	Tower Hamlets	33	42	79%	27%
24	St Clement's High School	Norfolk	106	135	79%	26%
25	Bordesley Green Girls' School & Sixth Form	Birmingham	105	134	78%	26%
26	St Bede's Inter-Church School	Cambridgeshire	141	180	78%	52%
27	Bonus Pastor Catholic College	Lewisham	137	175	78%	31%
28	Old Buckenham High School	Norfolk	64	82	78%	13%
29	Drapers' Academy	Havering	149	191	78%	13%
30	Burnt Mill Academy	Essex	132	170	78%	21%
31	Cullompton Community College	Devon	118	152	78%	20%
32	St John's Preparatory and Senior School	Enfield	31	40	78%	39%
33	Malton School	North Yorkshire	123	159	77%	24%
34	Dixons Cottingley Academy	Bradford	132	171	77%	18%
35	Monkseaton High School	North Tyneside	112	146	77%	14%
36	Orchard Park High School	Croydon	79	103	77%	10%
37	E-ACT the Oldham Academy North	Oldham	226	295	77%	20%
38	Queen Elizabeth's Grammar Alford - A Selective Academy	Lincolnshire	55	72	76%	49%
39	George Pindar School	North Yorkshire	102	134	76%	1%
40	Church Stretton School	Shropshire	73	96	76%	16%

GCSE: schools with the highest share of grades 7–9

Schools with at least 20 entries. England: 26% of entries graded 7–9. High grades often reflect who is admitted (selective and independent schools) as much as teaching.

#	School	Local authority	Entries	Cohort	Share	Grades 7–9
1	North London Collegiate School	Harrow	50	109	46%	100%
2	Michaela Community School	Brent	28	117	24%	100%
3	Brighton College	Brighton and Hove	126	217	58%	99%
4	Wilson's School	Sutton	94	186	51%	99%
5	James Allen's Girls' School	Southwark	67	108	62%	97%
6	Kendrick School	Reading	52	128	41%	96%
7	King Edward VI School	Warwickshire	43	90	48%	95%
8	The Tiffin Girls' School	Kingston upon Thames	84	176	48%	95%
9	Haberdashers' Girls' School	Hertfordshire	63	124	51%	95%
10	Withington Girls' School	Manchester	41	83	49%	95%
11	Solihull School	Solihull	52	148	35%	94%
12	Queen Elizabeth's School, Barnet	Barnet	82	193	42%	94%
13	Upton Court Grammar School	Slough	96	166	58%	94%
14	The Latymer School	Enfield	59	191	31%	93%
15	Colchester County High School for Girls	Essex	85	191	45%	93%
16	The Henrietta Barnett School	Barnet	55	104	53%	93%
17	Rugby High School	Warwickshire	41	119	34%	93%
18	Beaconsfield High School	Buckinghamshire	68	179	38%	93%
19	Reigate Grammar School	Surrey	107	163	66%	93%
20	St Michael's Catholic Grammar School	Barnet	25	127	20%	92%
21	Nonsuch High School for Girls	Sutton	74	233	32%	92%
22	Manchester High School for Girls	Manchester	37	117	32%	92%
23	The Perse School	Cambridgeshire	117	196	60%	91%
24	King Edward VI Grammar School, Chelmsford	Essex	81	150	54%	91%
25	Newstead Wood School	Bromley	44	156	28%	91%
26	Reading School	Reading	85	149	57%	91%
27	Heckmondwike Grammar School	Kirklees	79	206	38%	90%
28	Stroud High School	Gloucestershire	67	160	42%	90%
29	King Edward VI Camp Hill School for Girls	Birmingham	91	148	61%	89%
30	Woodford County High School	Redbridge	105	181	58%	89%
31	Sale Grammar School	Trafford	67	192	35%	88%
32	Dr Challoner's High School	Buckinghamshire	82	183	45%	88%
33	Surbiton High School	Kingston upon Thames	55	154	36%	87%
34	Wallington County Grammar School	Sutton	39	150	26%	87%
35	Westcliff High School for Girls	Southend-on-Sea	109	184	59%	87%
36	Pate's Grammar School	Gloucestershire	69	151	46%	87%
37	Cheltenham Ladies' College	Gloucestershire	67	142	47%	87%
38	Altrincham Grammar School for Girls	Trafford	116	208	56%	86%
39	Headington School Oxford	Oxfordshire	72	314	23%	86%
40	St Olave's and St Saviour's Grammar School	Bromley	79	128	62%	86%

A level: schools and colleges where the largest share of students take History

Entries as a share of A level students (at least 30 A level students and 10 entries). England: 13% of A level students.

#	School	Local authority	Entries	Cohort	Share
1	The Friary School	Staffordshire	41	80	51%
2	Ridgeway Academy	Hertfordshire	16	34	47%
3	Cardinal Griffin Catholic College	Staffordshire	18	41	44%
4	Settle College	North Yorkshire	16	39	41%
5	Laurus Ryecroft	Tameside	15	38	39%
6	Codsall Community High School	Staffordshire	24	62	39%
7	The Bishop of Winchester Academy	Bournemouth, Christchurch and Poole	15	39	38%
8	The Sir Robert Woodard Academy	West Sussex	12	32	38%
9	Prince William School	North Northamptonshire	36	96	38%
10	Sir Graham Balfour High School	Staffordshire	13	35	37%
11	Notre Dame Catholic Academy	Liverpool	11	30	37%
12	Larkmead School	Oxfordshire	24	66	36%
13	Mildenhall College Academy	Suffolk	16	44	36%
14	Highsted Grammar School	Kent	27	76	36%
15	Twycross House School	Leicestershire	13	37	35%
16	John Kyrle High School and Sixth Form Centre Academy	Herefordshire, County of	36	103	35%
17	Blessed George Napier Catholic School and Sixth Form	Oxfordshire	25	72	35%
18	Brookfield Community School	Derbyshire	45	130	35%
19	The Clarendon Academy	Wiltshire	18	52	35%
20	Mill Hill Schools	Barnet	58	169	34%
21	Pudsey Grammar School	Leeds	26	76	34%
22	Tudor Grange Academy Worcester	Worcestershire	13	38	34%
23	Bishop's Hatfield Girls' School	Hertfordshire	27	79	34%
24	Leigh Academy Longfield	Kent	17	50	34%
25	Harington School	Rutland	53	156	34%
26	Blue Coat Church of England Academy	Walsall	14	42	33%
27	Wilsthorpe School	Derbyshire	22	66	33%
28	Magna Academy	Bournemouth, Christchurch and Poole	13	39	33%
29	The Archbishop's School	Kent	10	30	33%
30	Channing School	Haringey	24	73	33%
31	Three Rivers Academy	Surrey	24	73	33%
32	Westminster School	Westminster	65	198	33%
33	Thorp Academy	Gateshead	19	58	33%
34	Cheslyn Hay Academy	Staffordshire	25	77	32%
35	Dene Magna and Sixth Form	Gloucestershire	23	71	32%
36	Harris Academy Benfleet	Essex	21	65	32%
37	Queen Elizabeth's Grammar School, Horncastle	Lincolnshire	31	96	32%
38	City of London Academy Islington	Islington	10	31	32%
39	Queen Elizabeth Grammar School Penrith	Westmorland and Furness	39	121	32%
40	Sir Roger Manwood's School	Kent	39	122	32%

What pupils learn in History, stage by stage

England has no national year-by-year syllabus: exam boards and schools set the order within each stage. These are the statutory blocks from the Department for Education, so a parent can see what a child meets in Years 7–9, what every GCSE candidate must cover, and what waits in the sixth form.

Years 7–9Key Stage 3

12learning outcomes · National Curriculum, taught in every maintained school

Years 10–11GCSE

25learning outcomes · statutory GCSE subject content; Higher-tier-only outcomes are marked

Year 12A level, typically first year

no outcomes at this stage

Year 13A level, second year

23learning outcomes · A level-only content

What Key Stage 3 History teaches · Years 7–9

12 learning outcomes from the Department for Education’s statutory subject content, grouped by topic. Each outcome belongs to one of twelve fields of knowledge used across startfrom.today: Law & Public Administration (6), Arts & Humanities (6). Exam boards add detail on top of these; the outcomes themselves are the same whichever board a school uses.

Church, state and society in Medieval Britain, 1066-15092

analyse the development of Church, state and monarchy in Medieval Britain, 1066-1509 — magna carta and parliament, norman conquest, wars of the roses
describe society, economy and culture in Medieval Britain, 1066-1509 — black death, feudalism, trade and towns

Church, state and society in Britain, 1509-17452

analyse religious and political change in Britain, 1509-1745 — civil wars, glorious revolution, reformation
describe society, economy and culture in Britain, 1509-1745 — act of union, jacobite rebellion, restoration

Ideas, political power, industry and empire: Britain, 1745-19013

analyse the growth of British political power, industry and empire, 1745-1901 — british empire, enlightenment, industrial revolution
evaluate the impact of Britain's transatlantic slave trade and its abolition — abolition, transatlantic slave trade
describe social reform and the extension of the franchise in 19th-century Britain — franchise extension, social reform

Challenges for Britain and the world, 1901 to the present day2

analyse challenges for Britain and the wider world from 1901 to the present — holocaust, welfare state, world war
describe social, cultural and technological change in post-war British society — post-war society, social change, technological change

A local history study1

carry out a local history study connected to a national period or theme — historical site, local history

British history before 10661

analyse a theme in British history that extends chronological understanding to before 1066 — long-term change, pre-1066 britain

A study of a significant society or issue in world history1

analyse a significant society or issue in world history and its global interconnections — global interconnection, world history

Source: DfE National Curriculum in England, Open Government Licence v3.0. Outcomes are split into single actions and rewritten only where the original bundled several; wording otherwise follows the DfE text. Methodology.

What GCSE History teaches · Years 10–11

25 learning outcomes from the Department for Education’s statutory subject content, grouped by topic. Each outcome belongs to one of twelve fields of knowledge used across startfrom.today: Arts & Humanities (24), Law & Public Administration (1). Exam boards add detail on top of these; the outcomes themselves are the same whichever board a school uses.

Scope of study12

investigate a British depth study in a chosen historical era — british history, depth study
investigate a European or wider world depth study of a nation — depth study, international relations
investigate a period study of British, European or wider world history — historical narrative, period study
investigate the historic environment of a particular site in context — historic environment, place, site
investigate a thematic study across three historical eras — change, continuity, thematic study
analyse the complexity of a society or historical situation in a depth study — complexity, depth study, historical situation
analyse the interplay of social, economic and political factors in a situation — economic factors, military factors, political factors, social factors
explain the unfolding narrative of a period study — historical development, period study
identify significant developments and issues within a period study — historical issue, period study
identify significant characteristics of different historical ages — characteristics, historical era
compare change and continuity between different periods of history — change, continuity, thematic study
examine the relationship between a place and historical events — historical events, historic environment, place

Historical knowledge, understanding and method13

describe the chronology, individuals, events and developments of a period — chronology, historical events, historical period
use first-order historical concepts such as nation and revolution in context — first-order concepts, historical terminology
construct a structured historical account reaching a substantiated conclusion — structured account, substantiated conclusion
analyse a historical period using second-order concepts of cause and change — cause, change, consequence, significance
connect local, national and international aspects of a historical period — international history, local history, national history
connect cultural, economic and political aspects of a historical period — cultural history, economic history, political history
contrast different aspects of a historical period — comparison, historical aspects
analyse trends across short-term and long-term timescales — long-term, short-term, trend
evaluate contemporary source material for reliability and utility — primary source, provenance, reliability
formulate valid historical questions using source material — historical enquiry, source material
make a valid historical claim using source material — evidence, historical claim
explain how evidence is used to make historical claims — evidence, historical claim
explain why different interpretations of the past have been constructed — historical interpretation, historiography

Source: DfE GCSE history subject content (2014), Open Government Licence v3.0. Outcomes are split into single actions and rewritten only where the original bundled several; wording otherwise follows the DfE text. Methodology.

What A level History teaches · Years 12–13

23 learning outcomes from the Department for Education’s statutory subject content, grouped by topic. Each outcome belongs to one of twelve fields of knowledge used across startfrom.today: Arts & Humanities (23). Exam boards add detail on top of these; the outcomes themselves are the same whichever board a school uses.

Breadth and depth of content8

study the history of more than one country, including one outside the British IslesYear 13 — british isles, comparative history
study aspects of the past in both breadth and depthYear 13 — historical breadth, historical depth
study significant individuals, societies, events and developments in contextYear 13 — historical context, historical significance
study developments affecting different groups within societies studiedYear 13 — historical development, social group
consider a range of historical perspectives such as economic, political and socialYear 13 — historical perspectives
study topics spanning a chronological range of at least 200 yearsYear 13 — chronological range
study a substantial element of British or Home Nations historyYear 13 — british history, home nations
analyse change and development over both the long term and short termYear 13 — continuity and change, periodisation

Knowledge, skills and understanding12

demonstrate knowledge of historical debates within periods or themes studiedYear 13 — historical debate
compare different aspects of a historical period, society or themeYear 13 — comparison, historical period
explain key historical concepts such as change, continuity and causationYear 13 — causation, change, consequence, continuity
analyse the causes and consequences of historical events and situationsYear 13 — causation, consequence
evaluate the causes and consequences of historical events and situationsYear 13 — causation, consequence
analyse the significance of individuals, groups, events and developmentsYear 13 — historical significance
evaluate the significance of individuals, groups, events and developmentsYear 13 — historical significance
evaluate historical sources critically to reach substantiated conclusionsYear 13 — historical evidence, source criticism
analyse how the past has been interpreted in different waysYear 13 — historical interpretation
evaluate historians' differing interpretations of the pastYear 13 — historiography
explain the nature and purpose of history as an academic disciplineYear 13 — historical discipline
explain how historians construct historical knowledgeYear 13 — historical method, historiography

Historical enquiry1

carry out an independently researched historical enquiry into a specific questionYear 13 — historical enquiry, independent research

Organisation and communication2

communicate historical knowledge and understanding clearly and logicallyYear 13 — historical communication
construct a substantiated historical argument reaching a reasoned judgementYear 13 — historical argument, substantiated judgement

Source: DfE GCE AS and A level history subject content (2014), Open Government Licence v3.0. Outcomes are split into single actions and rewritten only where the original bundled several; wording otherwise follows the DfE text. Methodology.

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