Trinity Academy has soared up education league tables for the value it adds to students' performance and progress.
Trinity Academy in Thorne has received a ‘contextual value added' score of 1015 which means its students on average make significantly more progress than similar pupils nationally.
The improvement has taken Trinity from a previous position in the bottom ten per cent of schools in England into the top 20 per cent.
The CVA system measures the relative value that a school adds from the time a student joins from primary school in Year 7 to the end of Year 11, when they are 16.
Ian Brew, Principal at Trinity Academy, explained: "The national average CVA score is 1000 and anything above that is regarded as very pleasing. For the Academy to have scored a rating as high as 1015 after only two years since opening is considered to be a remarkable achievement.
"Trinity was created to make a positive difference to the achievement of all children and measures like CVA show that we are succeeding in that. It's an important measure for a school like ours where we have the full range of abilities."
Mr Brew said he thought the success was down to a combination of factors. He explained: "Obviously it's about excellent teaching and learning support but it's also about providing a full and rounded curriculum, encouraging students to aspire and believe that they can achieve.
"It's about an ethos that encourages personal best, that rewards achievement however small; it's about creating a school where every student is valued for the contribution they make and where parents are supported to become involved in their children's education."
The CVA score comes after Trinity almost doubled its GCSE pass rate, taking it from 16th to 6th place among Doncaster schools, and after Ofsted inspectors praised the Academy for having an immediate impact on improving standards and raising expectations and aspirations of staff and students.
The Key Stage 2 to Key Stage 4 CVA measure was published for the first time in 2006 for all maintained schools.
By taking into account factors that affect pupils' perfomance yet are outside a school's control - such as gender, special educational needs, movement between schools and family circumstances - the CVA score is thought to be the fairest measure of the effectiveness of a school.