Outcomes that follow young people into their futures.
We measure success in qualifications, in attendance, in re-engagement with learning — and in the lives our young people go on to lead.
From school refusal to Oxbridge.
Few would have predicted it — a young person found hiding under furniture on his first day, now in his second year at university, with plans to give back to others like him.
A joined Treasure House from a mainstream secondary school in South East London after an extended period out of education. He presented with Autism, Anxiety, and a controlled eating diagnosis. On arrival, he was quiet and withdrawn — initially unable to cope with 1:1 lessons and at times found hiding under furniture. Over several years, he built a friendship group, grew in confidence, and developed into someone who actively supported and encouraged his peers.
A significant turning point came through a sport he discovered outside school. He joined a local club, began travelling independently to training, and went on to participate in a documentary series about his progress. Alongside this, he held down part-time work — demonstrating real-world independence and resilience that few would have predicted at the start of his placement.
Academically, A gained several GCSEs, then explored A Level options across different subjects before settling on English Literature, Philosophy, and Sociology. His teacher in these subjects became a mentor, supporting him through a competitive application to a prestigious university Foundation Course — one of just 28 places available nationally to students from areas of deprivation. He was offered and accepted a place.
A is now in his second year of a philosophy-based undergraduate degree, with plans to go on to postgraduate study and eventually set up a specialist provision to support other young people with Autism. He holds a leadership role in a student society that reflects his sporting passion. His attendance improved from 67% in his first year to 83% two years later.
Summer 2026 examination outcomes
Achievement evidence for inspection · AQA results issued August 2026 · prepared 14 September 2026.
Pupils entered for exams
Summer 2026
GCSE grades 4 or above
6 of 7 grades
Top A-level grade — Psychology
School's first A-levels
Spoken Language Distinctions
Of 3 endorsements
Summer 2026 examination outcomes
Four pupils were entered for external qualifications in summer 2026 — three at GCSE and one at A-level, who also took a GCSE. Every entry produced a grade; there were no U grades and no absences.
The school's first A-level grades: A* in Psychology and B in Philosophy.
GCSE grades achieved
Seven GCSE grades were awarded: 6 of 7 at grade 4 or above (86%), 4 of 7 at grade 5 or above (57%), 2 of 7 at grade 7 or above (29%), including one grade 9.
GCSE results: 2025 by gender, against 2026 outcomes
| Subject | Male (2025) | Female (2025) | Male (2026) | Female (2026) | 2026 Entries | 2026 Grade 4–9 | ||||
|---|---|---|---|---|---|---|---|---|---|---|
| Grade 1–3 | Grade 4–9 | Grade 1–3 | Grade 4–9 | Grade 1–3 | Grade 4–9 | Grade 1–3 | Grade 4–9 | |||
| Maths (Foundation) | 1 | 0 | 1 | 2 | – | – | – | – | No 2026 entry | — |
| English Language | 0 | 1 | 0 | 0 | 0 | 0 | 1 | 2 | 3 | 66.7% |
| English Literature | 0 | 0 | 0 | 1 | 0 | 0 | 0 | 2 | 2 | 100% |
| Psychology | 1 | 0 | 0 | 2 | – | – | – | – | No 2026 entry | — |
| Biology (Foundation) | 0 | 0 | 0 | 1 | – | – | – | – | No 2026 entry | — |
| History | 0 | 0 | 0 | 1 | – | – | – | – | No 2026 entry | — |
| Media Studies | — | — | — | — | 0 | 0 | 0 | 2 | 2 | 100% |
| Total GCSE | 2 | 1 | 1 | 7 | 0 | 0 | 1 | 6 | 7 | 85.7% |
2025 figures: 11 GCSE entries, June 2025 examination session, shown by gender. 2026 entries and outcomes are shown alongside for comparison; 2026 grades are not broken down by gender in order to protect pupil privacy given the very small cohort.
GCSE results against all AQA centres
| Subject | Entries | 4+ / C+ | 5+ | 7+ / A+ | 9 / A* |
|---|---|---|---|---|---|
| GCSE English Language | 3 | 66.7% | 33.3% | 0% | 0% |
| All AQA centres (618,031) | 63.4% | 47.6% | 16.7% | 2.5% | |
| GCSE English Literature | 2 | 100% | 100% | 100% | 50% |
| All AQA centres (506,550) | 73.3% | 57.0% | 19.5% | 3.3% | |
| GCSE Media Studies | 2 | 100% | 50% | 0% | 0% |
| All AQA centres (5,484) | 72.9% | 57.6% | 23.5% | 5.2% |
Percentages are of Treasure House entries. National figures are all AQA centres, June 2026, from AQA's grade-distribution reports. With one to three entries per subject, one pupil moves the school figure by 33 to 100 percentage points, so the comparison is indicative only.
A-level results against all AQA centres
| Subject | Entries | 2025 result | 4+ / C+ | 7+ / A+ | 9 / A* |
|---|---|---|---|---|---|
| A-level Psychology | 1 | First A-levels | 100% | 100% | 100% |
| All AQA centres (65,050) | — | 74.4% | 20.8% | 6.2% | |
| A-level Philosophy | 1 | First A-levels | 100% | 0% | 0% |
| All AQA centres (3,232) | — | 73.8% | 24.2% | 5.8% |
Arts Award
| Award | 2025 | 2026 | ||||||
|---|---|---|---|---|---|---|---|---|
| Male | Female | Male | Female | |||||
| Ungraded | Passed | Ungraded | Passed | Ungraded | Passed | Ungraded | Passed | |
| Gold (Level 3) | 0 | 1 | 0 | 1 | 0 | 0 | 0 | 0 |
| Silver (Level 2) | 0 | 0 | 0 | 0 | 0 | 0 | 0 | 1 |
| Bronze (Level 2) | 0 | 2 | 0 | 0 | 0 | 0 | 0 | 1 |
| Total | 0 | 3 | 0 | 1 | 0 | 0 | 0 | 2 |
English results against all AQA centres
In GCSE English Literature, both entries achieved grade 7 or above, including one grade 9 — against 19.5% nationally across AQA centres. In English Language and Media Studies, the proportion of pupils at grade 4 or above was at or above the AQA national figure.
Percentages are of Treasure House entries. National figures are all AQA centres, June 2026, from AQA's grade-distribution reports. With one to three entries per subject, one pupil moves the school figure by 33 to 100 percentage points, so the comparison is indicative only.
How to read these results
Treasure House is an independent special school for pupils aged 14 to 19 with autism, ADHD and related needs, many of whom arrive after long periods out of education. Entry decisions are made pupil by pupil: a pupil is entered when accreditation is achievable and in their interest, not as a matter of course.
Where our students go next
Further education colleges
Specialist and mainstream FE colleges, with supported transition planning.
Apprenticeships & supported employment
Partnerships with local employers and supported internships.
Sixth form & A Level routes
Direct progression to A Level with us, or to mainstream sixth forms.
Adult social care pathways
Carefully planned transitions to adult services where appropriate.