Welcome to our Sixth Form

The Sixth Form at LVS Ascot is truly a place of opportunities, where students can study both ALevel and BTEC qualifications.


Introduction to our Sixth Form

Students in our Sixth Form make above average progress from the end of their GCSEs to the end of their A-levels. This level of progress is only achieved by 15% of schools and colleges in England.

We offer students support and guidance throughout their time in Sixth Form, and help them in their preparations for life after LVS Ascot.

Scholarships, Awards and Help with Fees

There are a number of Scholarships and Awards available for students entering our Sixth Form. Full details can be found on our Scholarships page.

Extended Project Qualification

We’ve expanded the EPQ programme to encourage our students to broaden their education and provide valuable experience for interviews, personal statements and UCAS applications to give them the best preparations to get to their preferred university. Find out more about our EPQ programme here.

Enrichment Opportunities

We offer opportunities to challenge our Sixth Form students to develop themselves outside of the academic curriculum.

These opportunities include:

Duke of Edinburgh Gold – Walking and canoeing expeditions
Theory Driving test lessons
Volunteering at the LVS Ascot Infant & Junior School and other local primary schools
Debating Society
Government and Politics
Opportunities to learn a musical instrument
Horse riding lessons
A wide range of Health and Fitness sessions

Tracking Student Progress

In the Sixth Form, a great deal of emphasis is placed upon developing independent study which helps students prepare for Higher Education and beyond when unsupervised research becomes more important.

At the start of Year 12, all students are given a target grade formulated through a nationally recognised process called ALIS. This is an accurate way of predicting what a student could be expected to achieve given their previous performance and general educational awareness.

Student effort, attendance and performance are tracked daily and are formally assessed every three weeks. The key focus is on getting the student into a suitable working pattern that facilitates their progress and enhances their ability to manage their workload and interests. Communication between teachers and parents and vice-versa is welcomed at every stage, either informally or by way of meetings and reports.

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