Unique Reference Number (URN) 136887 DfE Number 8734029 … · 2019. 2. 21. · GCSEs are no longer counted) * credit only one of a pupil’s overlapping qualifications (discounting

RAISEonline Summary Report based on validated 2014 data

DfE Number 8734029Local Authority Cambridgeshire

Unique Reference Number (URN) 136887

RAISEonline 2014 Summary ReportChesterton Community College

Key Stage 4: validated data

Production date : 26 March 2015

Based on the following datasets for 2014:-

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In light of the differences, Key Stage 2 to Key Stage 4 value added is calculated using a revised model, as explained in the Library section of RAISEonline at https://www.raiseonline.org.

The redesigned ‘Closing the gaps’ section reflects the emphasis on closing gaps in performance between disadvantaged pupils and others. Throughout RAISEonline, the pupil group previously known as FSM/CLA is referred to as disadvantaged. From 2012 to 2014, this refers to those eligible for free school meals at any time in the last 6 years at the time of the January Census and children that are continuously looked after for over 6 months, as taken from the local authority returns in March 2014. This definition does not currently include all pupils for whom the pupil premium provides support. Further information on the definition can be found at https://www.raiseonline.org in Frequently Asked Questions. The group of pupils who are not disadvantaged is described as other pupils.

Greater subject-level detail provides information on performance in academic and vocational qualifications across the breadth of the curriculum.

The main reports reflect the substantial differences in the way a school’s performance will be reported in the 2014 Key Stage 4 Performance Tables (PT) and changes in GCSE examination structure.

The aim of the summary report is to help you see how effectively a school is performing in terms of the achievement, attendance and behaviour of its pupils. The report is made available to schools to help with their self-evaluation and planning to raise standards, and is used by inspectors to inform their planning for an inspection.

Important – Secondary

Major changes for 2014 RAISEonline

The changes affect results nationally and have varying impact on schools, depending upon their entry pattern. DfE analyses (https://www.gov.uk/government/statistics/provisional-gcse-and-equivalent-results-in-england-2013-to-2014) show that the proportion of pupils in state-funded schools attaining 5+ grades A*-C including English and mathematics (5ACEM) in 2014 (55.9%) at national level is almost 5 percentage points (pp) lower than in 2013 (60.6%). On average, at national level, about 2pp of this change are due to early entry rules, 2pp to Wolf rules and 1pp to changes in examination structure and entry behaviour. The impact at school level will vary greatly depending on previous curriculum offer and examination entry pattern and the extent to which the school has changed these in response to performance table rule changes. Since 2013, the proportion making expected progress in state-funded schools has risen by 0.5pp (to 70.9%) in English and fallen by 5.5pp (to 65.3%) in mathematics (with about 2pp due to early entry rules and 3pp to other factors including examination structure). In RAISEonline, the national figures differ slightly from those in the DfE analyses because they include state-funded mainstream and special schools and non-maintained special schools. However, they show similar changes since 2013. In RAISEonline, the national figure for 5ACEM is 55% in 2014 and was 60% in 2013, and the percentages making expected progress are 70% in English and 65% in mathematics in 2014, and were 69% and 70% respectively in 2013.

In 2014, the main reports for headline performance measures in RAISEonline:

Changes in RAISEonline related to Performance Tables and subject-level detail

Recommendations adopted from Professor Alison Wolf’s Review of vocational education, the introduction of an early entry policy and changes in GCSE examination structure have had an impact on the 2014 Key Stage 4 results. The changes should be taken into account when considering results alongside those of previous years, as neither direct comparisons nor production of three-year trends are possible.

Destination measures are included.

The impact of changes to performance measures and qualifications in 2014

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The academic and vocational qualifications approved for use in PT are listed at https://www.gov.uk/government/publications/key-stage-4-performance-tables-eligible-qualifications. They are ‘restricted to qualifications that are high quality, rigorous and enable progression to a range of study and employment opportunities for the majority of pupils’, and follow the recommendations of the Review of vocational education – the Wolf report https://www.gov.uk/government/publications/wolf-recommendations-progress-report#history.

The early entry rules for GCSE are given at https://www.gov.uk/government/news/changes-to-early-entry-at-gcse. Pupils who have not taken an eligible qualification in a subject prior to 29 September 2013 will have their first entry counted in PT, even if the entries are with different awarding bodies. For pupils who have completed an eligible qualification before 29 September 2013, PT will still record their best result. For 2014 PT, the rules apply only to English Baccalaureate subjects. For 2015 PT, the rules will apply to all qualifications. The rules apply only to the school’s results; individual pupils will still be able to use their best result to support applications to further and higher education, or for employment.

* the move to linear GCSEs, examined at the end of the course (previously some GCSEs used a modular approach)

* speaking and listening controlled assessments no longer contribute to GCSE English and English language results, but are reported separately.

In RAISEonline, the table of GCSE subject results has been replaced by a report including all academic and vocational qualifications approved for use in PT. This provides wider curriculum coverage than previously, indicates the level of the qualification, and groups the subjects into families (such as French) then clusters (such as languages) to give an overview of provision. The table showing relative performance indicators has been brought back into the summary report in a new form using all approved qualifications, rather than only GCSE, grouped in subject families. This enables comparison of the overall outcomes in a subject family (such as level 1, 2 and 3 applied science) with others.

* include a maximum of two approved level 1, 2 and 1/2 qualifications per pupil (5ACEM could previously include more non-GCSEs)

* count each qualification as no more than one GCSE in size (those previously counting as, for example, four GCSEs now have their contribution reduced)

* include only qualifications meeting the new quality criteria (around 3000 qualifications have been removed since 2013)

* use only a pupil’s first entry to English Baccalaureate subjects (previously the pupil’s best result in a subject was counted).

For 2014, results also reflect these changes in examination structure:

* do not include any level 1 or 2 qualifications smaller than the size of one GCSE (for example, short course GCSEs are no longer counted)

* credit only one of a pupil’s overlapping qualifications (discounting is now applied across qualification type to enable a GCSE to discount a non-GCSE and vice versa; previously it was only within qualification type)

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Further details of developments and changes to data can be found in the ‘2014 Key Stage 4 unvalidated data release newsletter - November 2014’ pdf document in the ‘Newsletters’ folder.

In RAISEonline, green and blue shading are used to demonstrate a statistically significant difference between the school data for a particular group and national data for the same group. This does not necessarily correlate with being educationally significant. The performance of specific groups should always be compared with the performance of all pupils nationally.

Further information and guidance on the shading and the methodology used to calculate other measures presented in RAISEonline can be found at https://www.raiseonline.org in the Library section in the folder ‘How Ofsted and DfE analyse your data’.

The percentages of pupils making expected progress, and more than expected progress, from separate starting points are shown – this table appears first, to reflect its importance.

Shading has been introduced into the Closing the gaps reports. It is intended to identify gaps of educational importance. It will be applied only to the gaps between results for disadvantaged pupils in the school and other pupils nationally, and only for 2014 results. At Key Stage 4, it will be used only on the new table for expected, and more than expected, progress from each Key Stage 2 prior attainment starting level. Where the school’s percentage of disadvantaged pupils falls below the national percentage for other pupils by an amount equivalent to three or more pupils, the difference will be shaded red. Where the school’s percentage of disadvantaged pupils is equal to or above the national percentage for other pupils, the difference will be shaded yellow. This shading is intended to help schools and inspectors consider the extent to which the gap is closing or has closed in the last three years and the number of pupils affected.

In addition, the Closing the gaps section contains a scatterplot report which contrasts the overall value added scores of disadvantaged and other pupils.

In addition to reports that reflect the PT rules, RAISEonline includes two new reports. They show: a) threshold and APS measures based on each of first entry and best entry, and b) entries and results in non-approved qualifications. The first report shows any differences between first and best entry and helps consideration of how much any differences since 2013 may be linked to early entry rules, Wolf rules or other factors such as changes in examination structure or entry behaviour. The second report provides information across the breadth of the curriculum when considered alongside the new table of all approved qualifications. It includes short GCSEs, non-approved iGCSEs, and level 2, 1 and entry level qualifications. The publication listing qualifications included in the 2014 PT states, ‘Schools may offer qualifications that are approved for teaching pre-16 but are not included in the PT, and are encouraged to do so where they judge this to be in the best interests of a particular pupil.’

Changes in the Closing the gaps section in RAISEonline

All tables show three-year trends, so the extent to which gaps are closing may be seen.

The destinations report is located between sections 2 and 3 in the summary report.

Other information

The destination measures in RAISEonline

The production of destination measures naturally lags behind that of performance measures for the same cohort as it uses data collected more than a year after pupils have completed Key Stage 4. The destinations report has been updated for the KS4 validated release. The report now displays the destinations in 2012/13 of the 2011/12 Key Stage 4 cohort. The full published data are at

https://www.gov.uk/government/statistics/destinations-of-key-stage-4-and-key-stage-5-pupils-2012-to-2013.

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6. Closing the gaps

We are not able to make ad hoc changes to published data in RAISEonline. The website provides interactive reports, accessed via the ‘Tree view’ tab. The interactive reports allow access to pupil level data that underlie the measures contained in the summary report and a range of other analyses. If you think your measures are wrong, please first check these underlying pupil list reports. After this step, if you think there is an error in the measures due to a miscalculation rather than incorrect data please use the ‘Contact us’ facility on RAISEonline https://www.raiseonline.org or email [email protected].

The ‘School’s own data’ section of RAISEonline contains a copy of the underlying data that a school’s RAISEonline administrator may amend. You will be able to see if analyses for your school would change and use them in discussions with inspectors. Note that the changes will apply to the school’s own copy of the data only; the published data in RAISEonline will remain unaffected.

The summary report is divided into the following sections

The FAQ section of the library includes a wide range of common questions. Further information is also available within each interactive report at the ‘Help?’ button near the top right of the screen. We also recommend that you read RAISEonline Latest news regularly to keep up to date.

The 2014 Key Stage 4 validated data reflect the outcome of amendments that schools may have requested during the annual performance tables data checking exercise run between 29 September 2014 and 13 October 2014, where these were received within the deadline and met tables’ criteria. The validated dataset also includes data received from awarding organisations relating to late-notified results or re-marks, but may not reflect the outcome of any late or on-going appeals, or of late-resolved maladministration cases.

4. Attainment

5. Progress (Value added then Expected progress)

1. Context

2. Absence and exclusions

3. Prior attainment

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* expected progress and more than expected progress data, which show the proportions that make the progress expected by the government (such as from Level 4 to grade C), or more, for English and for mathematics

Progress between Key Stages 2 and 4

* value added (VA), which is an aggregate of each pupil’s progress in relation to the progress of all pupils nationally with similar prior attainment, shown for the Best 8 qualifications and for each of the English Baccalaureate subject areas: English, mathematics, science, languages and humanities

Attainment

* average attainment of pupils, shown as an average point score (APS) for a qualification, or a capped total point score for the Best 8 qualifications taken by a pupil or a total point score for all qualifications taken by a pupil

* threshold data, which show the proportion of pupils that meet a particular standard

* Why?

* What are the implications for curriculum, attainment and progress in the context of continuing changes in performance measures and qualifications?

* How might curriculum provision, teaching or leadership and management be linked to it?

Follow-up questions might include:

Effective governance is an intrinsic part of good leadership. An increasingly autonomous school system needs informed governors who know their schools well and hold leaders to account for the achievement, behaviour and safety of all pupils in their school, including the most able and disadvantaged pupils, those for whom the pupil premium provides support.

Important Information for Governors – Secondary

The purpose of RAISEonline is to support school self-evaluation and to inform the school inspection process. It contains tables and charts that compare school and national figures. The figures allow governors to ask themselves questions that are essential for evaluating pupils’ performance, which they can then follow up with challenging questions to leaders.

* Which uses of the pupil premium are being effective in raising progress and attainment?

The tables and charts showing pupils’ achievement are in two separate sections: attainment and progress. The four different types of achievement data are:

Attainment and progress sections

* What evidence do you have of the impact of these actions?

* How do performance/absence/exclusions in all current year groups compare with this?

* How well are curriculum and entry patterns for groups providing them with the breadth of qualifications to enable progression to a range of study and employment opportunities?

* What actions are being taken to address this in all year groups?

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Average attainment in pupils’ Best 8 approved qualifications (Chart 4.1.3) (Average attainment is given in terms of average point scores (APS), where 6 points represent one GCSE grade in one subject, 40 points are equivalent to GCSE grade C in one subject and 320 points are equivalent to GCSE grade C in eight subjects).

Progress in terms of value added overall for Best 8 and in English Baccalaureate subject areas (Table 5.1.1) (Value added compares each pupil’s Key Stage 2 to 4 progress with all pupils nationally of similar prior attainment, assigns a score, aggregates scores to school level and centres them around 1000.)

Attainment of 5 or more A* to C including English and mathematics (Chart 4.1.1)

Absence and exclusions (Table 2.1.1)

Destinations in education, employment or training of pupils who completed Key Stage 4 two years ago (Table between sections 2 and 3, currently with only one year of data)

The tables allow governors to ask themselves, and follow up, essential questions such as:

Is absence below average? How much is it diminishing?

Is the proportion of persistent absentees below average? Is it falling?

Substantial changes in the 2014 Key Stage 4 performance measures and GCSE examination structure have had an impact on the 2014 Key Stage 4 results nationally and for schools, depending upon their pattern of entry. The changes and national impact are summarised in the section headed ‘Important’ at the front of this RAISEonline summary report. Governors should take these changes into account when considering results alongside those of previous years, as neither direct comparisons nor production of three-year trends are possible.

Tables that are particularly useful for governors

Tables that governors might find particularly useful to look at are highlighted by the letter G in the top right corner, but the full suite of reports should be used when analysing a school’s data. Descriptions of the highlighted tables and their numbers are below.

Expected progress is calculated within each subject, for example, for mathematics it is based on the difference between a pupil’s Key Stage 2 and Key Stage 4 attainment in mathematics. Value added uses each pupil’s average Key Stage 2 score in English, mathematics and science combined as its baseline for calculating VA in a single subject area, such as mathematics, and overall VA for the Best 8 qualifications.

In many tables, green or blue shading is used where school results are statistically significantly above or below the national figure. The RAISEonline library contains details of how figures are calculated.

Important changes in 2014 performance measures to take into account

1. Three-year trends in key measures for all pupils:

Basic characteristics of your school (Table 1.1.1)

The Key Stage 2 prior attainment of pupils in each year group (Table 3.1.1) (Note that prior attainment is the best indicator of future performance.)

An overview of key data

These three sets of tables provide a quick overview.

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* all other (non-disadvantaged) pupils nationally

Closing any gaps in progress and attainment between disadvantaged pupils and other pupils nationally is a key focus for schools. The ‘Closing the gaps’ section at the back of the summary report shows three-year trends in the gaps in progress and attainment between disadvantaged pupils in your school and:

* other pupils in your school.

Are enough high prior-attainers (Level 5 or above) attaining at least grade B (expected progress), and reaching grades A* or A (more than expected progress)?

3. Closing the gaps in achievement between disadvantaged and other pupils

Do the overall percentages making expected progress (on bottom row of the table) meet the progress part of the floor standard (in 2014, 74% in English and 67% in mathematics)? A school will be below the floor standard if it is below both the attainment and progress elements of the floor standard.

The four tables show:

Are enough of those who reached the expected level (4) at Key Stage 2 attaining the expected grade C (expected progress) and reaching grade B (more than expected progress)?

Does the percentage attaining 5A*-C including English and mathematics meet the attainment part of the floor standard (40% in 2013 and 2014)? A school will be below the floor standard if it is below both the attainment and progress elements of the floor standard.

Is the school proportion attaining 5A*-C including English and mathematics above the national proportion? How much is it rising? How does it differ from 2013 and what differences in qualifications taken and entry time may have had an effect?

Is attainment above average? How much is attainment rising? How does it differ from 2013 and why?

Are levels of exclusion below average? Are they appropriate? Are they falling?

Are the percentages of groups continuing to sustained education, employment or training above average?

Does the difference between exclusions and number of pupils excluded show a low rate of repeat exclusions?

Is progress above average (1000)? How much is progress rising?


Expected progress in mathematics from Key Stage 2 to Key Stage 4 (Table 5.3.1) (The progress expected by the government is from Level 5 to grade B, Level 4 to grade C, Level 3 to grade D, Level 2 to grade E and Level 1 to grade F.)

Are enough low prior-attainers (Level 3 or below) catching up to reach grade C, by making more than expected progress?

In which subject areas is progress strong/weak? How many pupils were entered?

Expected progress in English from Key Stage 2 to Key Stage 4 (Table 5.2.1)

2. Progress from different starting points for all pupils this year:

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Is the value added very low for any pupils?

Results by subject in approved GCSE and other qualifications (with different types of qualification grouped into subject families then clustered to give an overview of provision), for all pupils (Table 4.1.11)

Attainment

How does the value added differ for disadvantaged and other pupils, and for different prior attainment?

Scatter plot of value added for each disadvantaged pupil and other pupil (back page)

Value added three-year trend for groups (Table 5.1.4)

The scatter plot allows governors to ask themselves, and follow up, essential questions such as:

Results by subject in qualifications not approved for Performance Tables, for all pupils (Table 4.1.13)

Attainment of the grade C threshold in each English Baccalaureate subject area for groups (Table 4.1.16)

Average overall attainment, grade and number of entries for groups (Table 4.1.15)

The key table, showing expected progress from different starting points, contains shading for comparisons of the 2014 progress of disadvantaged pupils with national figures for other pupils. Yellow shows school proportions at or above national figures; red shows proportions lower than national by a margin of three or more pupils.

Is there a gap between the disadvantaged pupils and other pupils nationally? If so, how fast is it closing?


* attainment of thresholds.

* progress in terms of value added

* expected progress in English and mathematics from different starting points

* average attainment

Progress

Other tables marked with a G provide data for groups and further detail. The performance of groups should always be compared with the performance of all pupils nationally, also noting the comparison with the particular group nationally.

Expected progress from different starting levels, and sublevels, for disadvantaged pupils and others, and for all pupils (Tables 5.2.1 – 5.3.4).

How wide are in-school gaps? How quickly are any gaps closing?

Tables providing further detail and data for groups

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How might early entry have affected attainment?

How well do groups attain in English Baccalaureate subjects in relation to national figures for all pupils? How many of the group are entered?

Inspectors will meet with as many governors during an inspection as is possible. They will expect governors to be familiar with performance data, including the headline information that Ofsted’s data dashboard presents for their school, and know what the information in RAISEonline shows about the performance of the school. Inspectors will consider how well those responsible for governance use information to evaluate the performance of the school and to ask challenging questions which help the school to sustain high performance or to improve for all pupils, including disadvantaged pupils, those for whom the pupil premium provides support. Inspectors will consider the impact of what a school is doing to narrow any gaps in progress and attainment between disadvantaged pupils in the school and non-disadvantaged pupils nationally, as well as in the school. The School inspection handbook contains further information about how inspectors evaluate the effectiveness of governance. It also stipulates that inspectors take account of a range of data including information provided by the school.

Inspection


Attainment in mathematics by time of first entry for all pupils (Tables 4.1.18-19)

Attainment based on first entry and on best entry overall and in each English Baccalaureate subject area, for all pupils (Table 4.1.17)

How many qualifications on average do different groups enter and are their Best 8 points and average grade high enough?

Is attainment across each subject family or cluster, such as science, above average? How many entries were for each type of qualification in the family or cluster? How appropriate is the range of approved and non-approved qualifications to enable all pupils to do well?

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Chesterton Community College (URN: 136887 DfE No. 8734029)

Context G


Table 1.1.1: Basic Characteristics of your school (PriSec2.1)

This shows some key indicators for your school, together with national averages for maintained mainstream Secondary schools. The information is based on the January School Census return. The Quintile graphs display the indicators for the current year only. These figures are divided into five intervals, each containing approximately 20% of schools. The interval boundaries are shown below the line, and your school's position in the distribution is indicated by a shaded box.

School 0.20 0.19 0.19

National 0.21 0.22 0.22 0.03 0.12 0.16 0.23 0.33 0.65

School deprivation indicator

School 89.2 90.0 90.8

National 92.3 92.4 92.1 46.0 88.5 91.7 93.7 95.8 100.0

% stability

School 6.4 7.3 5.6

National 8.1 7.7 7.3 0.0 4.1 6.0 7.9 10.8 43.1

% of pupils supported by school action plus or with a statement of SEN

School 11.0 11.8 9.3

National 12.1 11.2 10.4 0.0 6.1 8.7 11.3 14.9 52.6

% of pupils supported at school action

School 19.8 18.8 18.5

National 13.0 13.6 14.4 0.0 1.7 3.6 8.1 22.9 98.8

% of pupils first language not / believed not to be English

School 34.0 35.5 34.6

National 23.5 24.5 25.6 0.0 5.1 9.0 17.3 44.1 100.0

% of pupils from minority ethnic groups

School 21.5 20.3 17.8

National 26.7 28.2 28.5 0.9 14.4 21.6 30.6 44.2 94.1

% of pupils known to be eligible for free school meals (FSM)*

School 49.7 49.3 51.4

National 49.6 49.6 49.7 0.0 45.8 48.1 49.6 51.5 100.0

% girls

School 919 918 895

National 990 978 957 8 617 845 1,047 1,289 2,690

Number on roll

2012 2013 2014 20th percentile

40th percentile

60th percentile

80th percentile

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Context


Table 1.1.2: Basic Characteristics by National Curriculum year group (BasicNCYearGroup)

9 176 48.3 / 51.7 17.6 39.2 21.0 14.2 1

10 183 50.3 / 49.7 18.0 27.6 16.9 10.4 1

11 176 47.2 / 52.8 16.5 35.7 23.3 13.6 1

8 184 52.7 / 47.3 17.4 36.1 12.0 14.7 0

7 176 44.3 / 55.7 19.3 34.5 19.7 21.6 0

NC Year Group

Number on Roll

% Boy/Girl

% Free School Meals*

% Minority Ethnic Group

% 1st language

not English

% Special Education

Needs

Children Looked After

This table includes all pupils listed in the School Census, and therefore values presented below may differ from other figures.

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Context


Table 1.1.3: Ethnic Groups and English as a first language (PriSec2.2)

These data are derived from the categories recorded for your pupils at your school from the School Census. Figures are provided for children of statutory school age or older, since it is not compulsory to record characteristics for pre-school children, figures may not add up to 100% due to rounding.

English 80.1 81.2 81.2 83.2

Other 19.8 18.7 18.4 16.6

Unclassified 0.1 0.1 0.3 0.2

First language

Ethnicity not known 0.3 0.2 0.1 0.5

Parent/pupil preferred not to say 2.0 2.0 2.2 0.5

Any other ethnic group 1.8 2.4 2.0 1.6

Chinese 1.8 1.9 1.9 0.4

Caribbean 0.9 0.8 0.6 1.3

African 1.6 1.4 1.1 3.4

any other Black background 0.4 0.4 0.6 0.7

Black or Black British

Pakistani 0.7 0.9 0.4 4.0

Bangladeshi 6.4 5.9 6.3 1.6

any other Asian background 1.5 1.6 1.5 1.6

Indian 0.4 0.1 0.1 2.7

Asian or Asian British

White & Black African 1.2 1.3 0.9 0.6

White & Black Caribbean 1.4 1.3 1.2 1.4

any other mixed background 2.9 3.2 2.8 1.7

White & Asian 1.5 1.6 1.7 1.1

Mixed

Irish 0.3 0.4 0.4 0.3

British 64.5 63.1 63.9 71.6

Traveller of Irish heritage 0.0 0.0 0.0 0.1

any other White background 9.9 11.4 12.3 4.7

Romany or Gypsy 0.2 0.1 0.0 0.3

White

School % National %

Ethnic group 2012 2013 2014 2014

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Context


Table 1.1.4: Main SEN Type - 3 year trend (PriSec2.6.1)

Visual Impairment 0 0 0 0 0 1

Hearing Impairment 0 1 0 0 2 2

Other Difficulty/Disability 0 3 2 4 4 1

Autistic Spectrum Disorder 1 0 0 2 3 3

Physical Disability 0 0 0 0 0 0

Multi-Sensory Impairment 0 0 0 0 0 0

Behaviour, Emotional & Social Difficulties 11 2 2 2 2 2

Specific Learning Difficulty 10 21 14 2 2 3

Speech, Language and Communication Needs

1 1 1 1 1 0

Moderate Learning Difficulty 20 19 11 1 2 4

Profound & Multiple Learning Difficulty 0 0 0 0 0 0

Severe Learning Difficulty 2 2 2 2 2 2

School total 45 49 32 14 18 18

Percentage of school roll 4.9 5.3 3.6 1.5 2.0 2.0

School action plus Statements

Main SEN 2012 2013 2014 2012 2013 2014

The data on the primary needs of pupils with SEN met by School Action Plus or a statement, are obtained from the School Census.

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Absence and exclusions G


School Level Absence and Exclusions - 3 Year Trend (Trend_1)

% Persistent absentees- absent for 15% or more sessions

1.9 6.9 6.4 1.8 6.6 6.0 2.6 5.8 4.8

% Persistent absentees- absent for 20% or more sessions

- - - - - - - - -

% of sessions missed due to Overall Absence

4.0 5.7 5.6 3.9 5.9 5.7 3.5 5.1 4.8

Absence

2012 2013 2014

School National average for secondary

schools

Median trendline

for school's FSM* level


schools

Median trendline



schools

Median trendline


Absence indicators are based on 2 terms of data (autumn and spring) for mainstream schools and, from 2013, 3 terms of data for special schools. Exclusions indicators are based on 3 terms of data. From 2012, only persistent absentee data - absent for 15% or more sessions is published.

% enrolments with 1 or more fixed term exclusions

2.62 4.34 - 1.42 3.86 - - - -

Fixed term exclusions as a percentage of the pupil group

3.93 7.98 - 2.62 6.87 - - - -

Exclusions

Permanent exclusions as a percentage of the pupil group

0.00 0.14 - 0.00 0.12 - - - -

Table 2.1.1

From 2012, '% of sessions missed due to overall absence' is displayed to one decimal place, to align the presentation of absence measures.

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Absence and exclusions


Table 2.1.2: School Level Absence by pupil groups (Abs_2)

Indian 0.4 3.3 0.0 2.0

Pakistani 2.6 5.0 0.0 4.4


Any other Mixed Background 3.1 5.1 0.0 5.8

White and Black Caribbean 5.2 6.2 9.1 8.6

White and Asian 3.5 4.9 0.0 5.4

White and Black African 2.4 4.9 0.0 5.3

Mixed

Any Other White Background 3.6 5.3 1.8 5.7

Traveller of Irish Heritage 47.3 20.3 0.0 44.6

Gypsy/Roma 0.0 14.6 0.0 31.9

British 3.6 5.2 3.5 6.3

Irish 4.6 5.5 0.0 6.8

White

Ethnic Group

SEN with a statement 5.1 7.0 11.1 11.3

SEN without a statement 5.5 7.3 7.0 11.5

School Action Plus 6.2 8.7 10.5 15.5

School Action 5.3 6.5 5.7 9.4

No Identified SEN 3.1 4.5 1.6 4.5

Special Educational Needs

Other than English or believed to be other than English

3.2 4.4 1.7 3.9

English or believed to be English 3.6 5.2 2.8 6.1

Unclassified 5.9 5.3 0.0 6.1

English as a First Language

Non FSM 2.8 4.1 1.0 3.4

FSM 6.6 7.3 10.7 11.5

Free School Meals*

Female 3.6 5.2 2.5 6.1

Male 3.5 4.9 2.7 5.5

Gender

All Pupils 3.5 5.1 2.6 5.8

% of sessions missed due to Overall Absence

% Persistent absentees - absent for 15% or more

sessionsSchool National

average for secondary

schools


schools

These data relate to the 2014 academic year. This is the most recent year for which we have a full data set, since the SchoolCensus collects data in arrears.

Absence indicators are based on 2 terms data (autumn and spring) for mainstream schools and, from 2013, 3 terms of datafor special schools. Exclusions indicators are based on 3 terms of data. For consistency, the national comparator for secondaryschools is also presented.

Page 16 of 65




Unclassified - Information Not Obtained 3.0 6.4 0.0 4.4

Unclassified - Refused 3.3 5.4 0.0 6.2

Any Other Ethnic Group 2.0 4.3 0.0 3.7

Chinese 1.8 2.0 0.0 1.0

Any Other Black Background 5.0 4.0 0.0 4.1

Black Caribbean 2.6 4.5 0.0 5.0

Black African 1.4 2.9 0.0 1.8


Any other Asian Background 2.0 3.5 0.0 2.4

Bangladeshi 4.0 4.3 1.8 3.0

Page 17 of 65




Table 2.1.3: School Level Exclusions by pupil groups (Exc_1)

Indian 0.00 1.64 0.00 1.27 0.00 0.04

Pakistani 0.00 5.54 0.00 3.86 0.00 0.10

Bangladeshi 0.00 4.09 0.00 3.04 0.00 0.05


Any other Mixed Background 0.00 7.63 0.00 4.61 0.00 0.21

White and Black Caribbean 0.00 14.40 0.00 8.11 0.00 0.35

White and Asian 0.00 5.35 0.00 3.13 0.00 0.11

White and Black African 16.67 8.77 8.33 5.31 0.00 0.18

Mixed

Any Other White Background 0.95 5.42 0.95 3.40 0.00 0.11

Traveller of Irish Heritage 0.00 45.75 0.00 21.72 0.00 0.87

Gypsy/Roma 0.00 31.89 0.00 15.86 0.00 0.61

British 3.29 7.02 1.56 3.76 0.00 0.12

Irish 0.00 7.24 0.00 3.99 0.00 0.16

White

Ethnic Group

SEN with a statement 0.00 21.65 0.00 10.11 0.00 0.25

SEN without a statement 6.41 20.08 4.49 10.07 0.00 0.44

School Action Plus 8.33 32.49 6.25 15.10 0.00 0.84

School Action 5.56 13.83 3.70 7.53 0.00 0.24

No Identified SEN 1.89 3.77 0.81 2.42 0.00 0.06



2.33 4.85 1.74 3.40 0.00 0.10

English or believed to be English 2.69 7.19 1.34 3.93 0.00 0.13

Unclassified 0.00 11.42 0.00 6.76 0.00 0.27


Non FSM 0.96 4.35 0.68 2.67 0.00 0.05

FSM 8.15 16.34 3.80 8.49 0.00 0.24

Free School Meals*

Female 0.88 4.06 0.66 2.29 0.00 0.06

Male 4.32 9.65 2.16 5.40 0.00 0.19

Gender

All Pupils 2.62 6.87 1.42 3.86 0.00 0.12



Permanent exclusions as a percentage of the pupil

groupSchool National


schools


schools


schools

These data relate to 2013 academic year. This is the most recent year for which we have a full data set, since the School Census collects data two terms in arrears.

Page 18 of 65




Unclassified - Information Not Obtained

0.00 8.25 0.00 4.71 0.00 0.21

Unclassified - Refused 0.00 7.27 0.00 4.36 0.00 0.12

Any Other Ethnic Group 0.00 5.40 0.00 3.72 0.00 0.12

Chinese 0.00 0.65 0.00 0.53 0.00 0.04

Black African 0.00 7.35 0.00 5.27 0.00 0.13

Any Other Black Background 50.00 9.90 50.00 6.51 0.00 0.29

Black Caribbean 0.00 12.62 0.00 8.08 0.00 0.37


Any other Asian Background 0.00 2.82 0.00 2.03 0.00 0.06



Permanent exclusions as a percentage of the pupil

groupSchool National


schools


schools


schools

Significance tests are not supplied with this data. Comparisons should be made with all pupils nationally and not solely with the same group nationally.

Data on permanent exclusions is shown as provided by schools as part of the schools census. It may not reflect changes made as part of a LA checking exercise, nor match figures published as part of the statistical first release.

Page 19 of 65


KS4 DestinationsG


Destinations in 2012/13 of 2011/12 Key Stage 4 pupils

Male 99 31 36 0 0 0 4 2 35 57 11 0 0 0 0 0 1 1 5 0 0 1 6 7 2 0 2

Other pupils 144 17 32 0 0 1 3 3 42 74 13 0 0 0 0 0 1 2 5 0 0 1 4 1 1 1 1

Female 86 15 32 1 0 1 3 2 39 69 13 0 0 0 0 0 1 2 4 0 0 6 6 2 2 2 1

Disadvantaged pupils 41 46 40 2 0 0 4 0 25 20 9 0 0 0 0 0 2 0 4 0 0 10 10 17 5 2 2

Disadvantaged pupils

GenderAll Pupils 185 24 34 1 0 1 3 2 37 62 12 0 0 0 0 0 1 2 5 0 0 3 6 5 2 1 2

Sustained education - breakdown

Mainstream Specialist provision

Cohort Sch Nat Sch Nat Sch Nat Sch Nat Sch Nat Sch Nat Sch Nat Sch Nat Sch Nat Sch Nat Sch Nat Sch Nat Sch Nat

Furthereducationcollege

Independentschool

Otherfurthereducationprovider

School sixthform (statefunded)

Sixth form college

Specialist post-16

institution

Alternativeprovision orpupil

referral unit

Special school

Apprenticeships *

Sustainededucationcombinationdestination

Destinationnot

sustained

Destinationnot

sustained/NEET

Activitynot

captured

Female 86 90 91 86 88 89 0 1 1 1Male 99 92 90 99 90 87 1 2 1 1

Disadvantaged pupils 41 71 83 41 68 80 0 2 2 1Disadvantaged pupils

Other pupils 144 97 93 144 95 91 1 1 1 1

GenderAll Pupils 185 91 90 185 89 88 1 1 1 1

Cohort Sch Nat Cohort Sch Nat Sch Nat Sch Nat

Overall percentage going to a sustainededucation or employment/training destination Sustained education Sustained employment

and/or trainingSustained education/ employment/training combination destination

For more information on this report please see the associated help article.

All school and national figures are percentages.

* Young people counted as being on apprenticeships are included within the figures for further education colleges, sixth form colleges and school sixth forms. They are shown again in the column headed 'Apprenticeships'.

Page 20 of 65


Prior Attainment G


Table 3.1.1: The prior attainment of pupils at Key Stage 3 and Key Stage 4 (PriorKS3_4)

The tables below show the prior attainment in terms of Key Stage 2 average fine points score, of pupils studying at Key Stage 4 and Key Stage 3 in your school in 2013/14. This has been broken down by year group. The tables also show the national picture for maintained mainstream schools. From 2011, teacher assessments have been included which will align with the methodology used for 2011 value added and expected progress. When interpreting the tables the level of coverage should be taken into account.

Year 8 29.2 28.4 0.8 Sig+ 95.7

Year 9 28.4 27.5 0.9 Sig+ 90.3

Year 11 28.3 27.9 0.4 91.5

Year 10 28.3 27.6 0.7 Sig+ 91.8

Year 7 29.1 28.5 0.6 96.6

Average fine points score at KS2

NC Year starting Sept 2013 School National Difference Sig % Coverage

Year 11 13.0 46.6 40.4 14.6 52.5 32.9

Year 9 13.8 47.2 39.0 17.5 51.7 30.8

Year 8 13.6 37.5 48.9 13.6 48.1 38.3

Year 10 10.7 52.4 36.9 16.3 49.1 34.7

Year 7 13.5 43.5 42.9 13.5 48.7 37.8

% by Prior Attainment Band

School National

Low Middle High Low Middle High

Page 21 of 65


Attainment at Key Stage 4 G


Chart 4.1.1 and Table 4.1.2: Percentage of candidates achieving 5 or more A* to C (including English and mathematics) (KS4.3C)

Statistical significance tests have been performed on the data using a 95% confidence interval. Where the school value differs significantly from the corresponding national value for this group, sig+ or sig- is shown. Where a school figure is significantly above or below that of the previous year an up or down arrow is displayed to the right of the figure.

National 58 60 55

Difference 5 8 17

Significance Sig+ Sig+

School 63 68 72

Cohort 185 194 173

% achieving 5 or more A* to C (inc English and Maths)

2012 2013 2014*

*From 2014 only performance tables approved qualifications are counted

Page 22 of 65




Chart 4.1.3 and Table 4.1.4: Attainment, Average Capped Point Score, Best 8 Subjects (KS4.1CandD)


School 366.9 365.6 347.1

National 339.5 338.3 306.9

Difference 27.4 27.3 40.2

Significance Sig+ Sig+ Sig+

Cohort 185 194 173

Average capped total points score (best 8 subjects)

2012 2013 2014*

GCSE and Equivalent

Performance tables

approved Quals


For an explanation of why APS may vary between reports, please see FAQ.

Page 23 of 65


Attainment at Key Stage 4


Chart 4.1.5 and Table 4.1.6: Percentage of candidates achieving 5 or more A* to G (KS4.3C)


National 95 95 92

Difference 1 4 6

Significance Sig+ Sig+

School 96 99 98

Cohort 185 194 173

% achieving 5 or more A* to G

2012 2013 2014*


Page 24 of 65




Chart 4.1.7 and Table 4.1.8: Attainment, average total point score at Key Stage 4 for Ebacc English (KS4.1CandD)


School 40.9 42.6 44.5

National 38.5 38.8 38.7



Cohort 185 194 173

Average points per pupil in English (EBACC)

2012 2013 2014*

GCSE and Equivalent

Performance tables

approved Quals



Page 25 of 65




Chart 4.1.9 and Table 4.1.10: Attainment, average total point score at Key Stage 4 for Ebacc mathematics (KS4.1CandD)


School 42.8 43.5 43.4

National 38.6 38.8 38.0



Cohort 185 194 173

Average points per pupil in Mathematics (EBACC)

2012 2013 2014*

GCSE and Equivalent

Performance tables

approved Quals



Page 26 of 65




Table 4.1.11: Summary of performance tables approved qualification results for 2014, all pupils (KS4.21)

Statistical significance tests compare school data against the corresponding national data.

National 333177 59.0 21.2 82.1 99.8 0.2 43.1

GCSE 1/2 School 134 77.5 40.3 95.5 100.0 0.0 47.1

English language

English

National 24862 4.4 25.5 70.7 99.1 0.9 41.6

GCSE 1/2 School 14 8.1 50.0 78.6 100.0 0.0 46.9

Textiles technology

National 35107 6.2 14.2 56.3 98.1 1.9 37.6

GCSE 1/2 School 12 6.9 0.0 50.0 100.0 0.0 36.0

Other design & technology

National 39689 7.0 17.2 61.1 98.8 1.2 39.0

GCSE 1/2 School 12 6.9 25.0 75.0 100.0 0.0 40.5

Food technology

Design & technology

National 8184 1.4 17.9 100.0 100.0 0.0 44.3

Other 2 School 14 8.1 35.7 100.0 100.0 0.0 44.7

Construction

Construction, engineering & manufacturing

National 2642 0.5 53.9 85.5 99.4 0.6 47.4

GCSE 1/2 School 15 8.7 40.0 80.0 100.0 0.0 43.6

Latin

Classical Studies

National 5682 1.0 22.0 100.0 100.0 0.0 44.7

Other 2 School 9 5.2 0.0 100.0 100.0 0.0 42.7

Travel & tourism

National 25408 4.5 44.0 100.0 100.0 0.0 48.5

Other 2 School 23 13.3 43.5 100.0 100.0 0.0 47.6

Health & social care

Care & services

National 18206 3.2 18.9 77.6 99.4 0.6 41.9

GCSE 1/2 School 18 10.4 55.6 100.0 100.0 0.0 49.3

Photography

National 134785 23.9 19.9 74.8 99.5 0.5 41.6

GCSE 1/2 School 43 24.9 37.2 100.0 100.0 0.0 48.0

Art & design

Art & design

Cumulative distribution

Cluster Subject Qualification LevelNumber

of entries

Entry as a % of cohort

% achieving 49 points or

above


above

% achieving8 points orabove

% achieving0 points

Average point score

Page 27 of 65




National 78568 13.9 24.5 68.6 99.4 0.6 41.4

GCSE 1/2 School 23 13.3 95.7 100.0 100.0 0.0 56.4

Spanish

National 3085 0.5 72.9 94.7 99.7 0.3 50.9

GCSE 1/2 School 2 1.2 100.0 100.0 100.0 0.0 55.0

Polish

National 7675 1.4 56.4 88.0 99.7 0.3 48.2

GCSE 1/2 School 13 7.5 46.2 92.3 100.0 0.0 48.3

National 697 0.1 82.5 99.6 99.6 0.4 58.8

AS 3 School 2 1.2 100.0 100.0 100.0 0.0 67.5

Other modern languages

National 53981 9.6 20.1 72.0 99.8 0.2 41.7

GCSE 1/2 School 25 14.5 84.0 100.0 100.0 0.0 54.4

German

National 146761 26.0 19.9 66.7 99.7 0.3 40.8

GCSE 1/2 School 80 46.2 45.0 97.5 100.0 0.0 48.4

National 309 0.1 79.3 100.0 100.0 0.0 57.7

AS 3 School 1 0.6 100.0 100.0 100.0 0.0 60.0

French

National 1533 0.3 65.6 92.2 99.9 0.1 50.9

GCSE 1/2 School 1 0.6 100.0 100.0 100.0 0.0 58.0

Chinese

Languages

National 241442 42.7 27.9 70.0 97.9 2.1 41.2

GCSE 1/2 School 19 11.0 73.7 100.0 100.0 0.0 51.7

Religious studies

National 1894 0.3 45.0 75.4 98.5 1.5 44.5

L1/L2 cert 1/2 School 67 38.7 64.2 97.0 100.0 0.0 50.7

History

National 190546 33.7 24.0 66.8 99.1 0.9 40.7

GCSE 1/2 School 85 49.1 42.4 87.1 100.0 0.0 46.4

Geography

Humanities

National 386838 68.5 21.7 76.5 99.2 0.8 42.2

GCSE 1/2 School 172 99.4 37.2 76.2 100.0 0.0 44.2

English literature

National 106572 18.9 11.6 64.0 98.7 1.3 39.0

L1/L2 cert 1/2 School 39 22.5 5.1 48.7 100.0 0.0 36.8



of entries



above


above


% achieving0 points

Average point score

Page 28 of 65




National 119398 21.1 40.9 91.3 99.9 0.1 46.9

GCSE 1/2 School 90 52.0 66.7 97.8 100.0 0.0 51.1

Physics

National 329312 58.3 8.3 63.2 99.1 0.9 38.1

GCSE 1/2 School 72 41.6 0.0 47.2 100.0 0.0 36.2

Core science

National 14938 2.6 22.8 65.4 97.3 2.7 39.6

GCSE 1/2 School 26 15.0 34.6 84.6 100.0 0.0 44.4

Computer science

National 119534 21.2 41.2 90.7 99.9 0.1 46.8

GCSE 1/2 School 90 52.0 50.0 96.7 100.0 0.0 48.7

Chemistry

National 121756 21.6 40.3 90.6 99.8 0.2 46.6

GCSE 1/2 School 90 52.0 57.8 97.8 100.0 0.0 50.1

Biology

National 260617 46.1 11.0 65.0 99.4 0.6 39.3

GCSE 1/2 School 41 23.7 4.9 63.4 100.0 0.0 39.4

Additional science

Science

National 89964 15.9 19.1 69.5 99.7 0.3 41.1

GCSE 1/2 School 17 9.8 5.9 70.6 100.0 0.0 40.4

Physical education

Physical education & sport

National 36862 6.5 26.8 73.2 98.9 1.1 42.0

GCSE 1/2 School 17 9.8 29.4 82.4 100.0 0.0 44.2

Music

National 69729 12.3 19.6 69.6 99.3 0.7 40.8

GCSE 1/2 School 40 23.1 0.0 77.5 100.0 0.0 40.5

Drama/performing arts

Performing arts

National 56983 10.1 16.1 65.0 98.6 1.4 39.4

GCSE 1/2 School 64 37.0 62.5 93.8 100.0 0.0 49.3

Media studies

Media

National 542038 96.0 17.8 68.9 96.7 3.3 39.1

GCSE 1/2 School 172 99.4 38.4 79.7 97.1 2.9 43.6

Mathematics

Mathematics & statistics



of entries



above


above


% achieving0 points

Average point score

This report is based on entries, not cohort. For an explanation of why APS may vary between reports, please see FAQ.

Page 29 of 65




8 points or above is equivalent to the bottom of GCSE grade G or above

Please note that the subject families, and therefore the national values, may differ from those published by the DfE in the SFR.

49 points or above is equivalent to the bottom of GCSE grade A or above

37 points or above is equivalent to the bottom of GCSE grade C or above

Page 30 of 65




Table 4.1.12: Relative Performance Indicator – performance tables approved qualifications - 2014 (KS4.20)

Drama/performing arts 40 40.5 44.7 -4.2 1.6 -5.8

Performing arts

Media studies 64 49.3 42.8 6.5 1.8 4.7

Media

Mathematics 172 43.6 44.9 -1.3 -0.8 -0.5

Mathematics & statistics

Spanish 23 56.4 52.4 4.0 -2.9 6.9

Polish 2 55.0 43.6 11.4 15.8 -4.4

Other modern languages 15 50.9 47.0 3.9 7.9 -4.1

German 25 54.4 52.3 2.1 -3.6 5.8

French 81 48.5 48.5 0.1 -3.8 3.8

Chinese 1 58.0 52.5 5.5 5.3 0.2

Languages

Religious studies 19 51.7 50.7 1.0 -0.5 1.5

History 67 50.7 48.7 2.1 -2.5 4.6

Geography 85 46.4 49.0 -2.6 -2.0 -0.6

Humanities

English literature 172 44.2 44.7 -0.5 -0.1 -0.4

English language 173 44.8 44.5 0.2 1.0 -0.7

English

Textiles technology 14 46.9 46.5 0.3 0.8 -0.5

Other design & technology 12 36.0 37.8 -1.8 -1.6 -0.3

Food technology 12 40.5 40.3 0.2 0.5 -0.3

Design & technology

Construction 14 44.7 34.4 10.4 8.7 1.7

Construction, engineering & manufacturing

Latin 15 43.6 52.8 -9.2 -4.9 -4.4

Classical Studies

Travel & tourism 9 42.7 32.7 9.9 1.3 8.6

Health & social care 23 47.6 35.2 12.4 6.9 5.5

Care & services

Photography 18 49.3 45.0 4.3 3.6 0.7

Art & design 43 48.0 44.4 3.5 2.6 0.9

Art & design

Cluster Subject family Entries School average

Average in all other subjects

School difference

National difference

Relative performance

indicator

Page 31 of 65




Physics 90 51.1 50.2 1.0 -0.2 1.1

Core science 72 36.2 39.7 -3.5 -1.0 -2.5

Computer science 26 44.4 48.1 -3.7 -3.8 0.1

Chemistry 90 48.7 50.4 -1.8 -0.3 -1.5

Biology 90 50.1 50.3 -0.2 -0.2 0.0

Additional science 41 39.4 42.2 -2.8 -1.7 -1.1

Science

Physical education 17 40.4 44.9 -4.6 0.2 -4.8

Physical education & sport

Music 17 44.2 51.3 -7.0 0.9 -7.9

Cluster Subject family Entries School average

Average in all other subjects

School difference

National difference

Relative performance

indicator

Page 32 of 65


Attainment at Key Stage 4G


Table 4.1.13: Summary of Key Stage 4 Non Performance Tables Approved Qualification results for 2014 (KS4.NPTAQ)

000027

00001

00001

16%

1%

1%

27

1

1

Sports leadership

Computer use

Communication

VRQ Level 1

Functional Skill at Level 1

No ResultQUFailPassQualification Subject Entries Entry %

of cohort

0101%1Travel and tourismOCR National Award at Level 2

PassMeritDistinctionQualification Subject Entries Entry %

of cohort

85%8Prep for workELQ Band A

Entry 3 PassQualification Subject Entries Entry %

of cohort

002286132128262375%129Religious studiesGCSE Short Course

No ResultQUGFEDCBAA*Qualification Subject Entries Entry %

of cohort

00000160

000010100

4%

6%

7

11

Catering studies

Applied sciencesBTEC Certificate Level 2

No ResultQUFailPassMeritDistinc

tionDistinction*Qualification Subject Entries Entry %

of cohort

000021%2MathematicsELQ Band C

QUEntry 1 Pass

Entry 2 Pass

Entry 3 PassQualification Subject Entries Entry %

of cohort

This report lists the outcomes of the non performance tables approved qualifications with the number of pupils entered and their outcomes.These results are not included in any other school analyses.

School Cohort: 173

Page 33 of 65




Table 4.1.14: Key Stage 4, attainment, thresholds by pupil characteristics,2014* (KS4.22)

The Basics are the percentage of pupils achieving C grade or above in both English and mathematics performance tables approved qualifications. Statistical significance tests have not been performed on this data.

Percentage of candidates achieving thresholds

English or believed to be English

135 75 56 77 65 99 93 47 24 77 59

Other than English or believed to be other

38 63 54 84 65 95 93 50 25 66 56

Unclassified - - 6 - 8 - 16 - 2 - 8


Pupils on roll throughout years 10 & 11

171 73 57 79 66 98 94 48 24 75 59Non-mobile pupils

Middle 75 69 50 76 63 99 96 27 12 73 53Low 21 0 5 24 11 86 73 0 1 5 6

High 65 98 92 98 96 100 99 89 54 98 93

Prior Attainment

Disadvantaged pupils 29 38 36 45 44 86 85 10 11 41 39Other pupils 144 79 62 85 72 100 95 56 28 81 64


CLA 1 0 15 0 21 0 62 0 3 0 18Not CLA 172 73 56 79 65 98 93 48 24 75 58


FSM 29 38 36 45 45 86 86 10 11 41 39Not FSM 144 79 62 85 72 100 95 56 28 81 64

Free School Meals*

Male 82 70 50 74 59 99 91 50 19 73 53Female 91 75 61 82 70 97 94 46 28 76 62

GenderAll Pupils 173 72 55 79 64 98 92 48 24 75 58

Percentage of pupils achieving each threshold

Cohort 5+ A* to C(incl Eng and Mat)

5+ A* to C 5+ A* to G English Baccalaureate

Basics

School National School National School National School National School National

Page 34 of 65




Unclassified - Refused 5 100 59 100 68 100 93 100 28 100 61Unclassified - Information Not Obtained

- - 15 - 18 - 32 - 7 - 17

Any Other Ethnic Group 5 60 56 60 67 80 93 40 28 60 58Chinese 3 100 74 100 85 100 96 100 49 100 75

Black Caribbean 3 33 46 33 58 100 93 33 15 33 49Black African 2 50 56 50 67 100 95 50 24 50 58Any Other Black Background 1 0 48 0 59 0 92 0 19 0 50


Pakistani 2 50 51 50 61 100 94 50 20 100 53Indian 1 0 72 100 81 100 97 0 40 0 74

Any other Asian Background 1 100 62 100 72 100 95 100 32 100 63Bangladeshi 14 64 60 100 70 100 95 36 26 64 63


White and Black African 1 100 56 100 68 100 95 100 24 100 58White and Asian 2 100 67 100 74 100 95 100 35 100 68Any other Mixed Background 7 57 60 57 70 100 94 29 30 71 62

White and Black Caribbean 2 100 48 100 58 100 91 50 17 100 51Mixed

Irish 1 100 65 100 73 100 94 100 34 100 67British 109 73 56 76 65 98 93 45 23 75 58

Traveller of Irish Heritage - - 14 - 17 - 56 - 2 - 15

Any Other White Background 14 79 52 93 63 100 92 57 26 79 54Gypsy/Roma - - 8 - 11 - 47 - 1 - 9

WhiteEthnicity GroupSEN with a statement 2 0 8 0 11 50 39 0 2 0 9

SEN without a statement 22 36 23 36 32 86 84 14 6 41 25School Action 17 29 24 29 34 94 89 18 6 35 27School Action Plus 5 60 20 60 27 60 76 0 5 60 23

No Identified SEN 149 79 64 86 73 100 96 54 28 81 66



Page 35 of 65




Table 4.1.15: Key Stage 4 average point scores by pupil characteristics for 2014* (KS4.2A)

SEN without a statement

22 237.0 250.4 258.3 264.1 C- 37.5 7.05

School Action 17 249.5 252.5 272.8 264.2 C- 37.7 7.00

No Identified SEN 149 329.8 364.1 Sig+ 393.6 439.0 Sig+ B+ 47.2 9.31

Special Education Needs

English or believed to be English

135 309.5 344.6 Sig+ 364.7 408.6 Sig+ B 45.8 8.92


38 309.9 355.9 Sig+ 367.2 429.9 Sig+ B+ 47.0 9.14

Unclassified 0 75.7 - - 81.3 - - - - -

English as First Language


171 312.3 348.4 Sig+ 368.9 415.4 Sig+ B 46.2 9.00Non-mobile pupils

Low 21 183.4 217.8 190.8 219.4 D 34.6 6.33Middle 75 302.4 319.3 Sig+ 344.5 354.7 C+ 42.4 8.36High 65 384.6 422.1 Sig+ 486.5 544.8 Sig+ A 51.7 10.54

Prior Attainment

Disadvantaged pupils 29 257.7 246.3 289.6 260.5 C- 38.3 6.79Other pupils 144 324.8 367.3 Sig+ 388.1 444.1 Sig+ B+ 47.2 9.40


CLA 1 176.9 100.0 - 189.6 100.0 - E- 25.0 4.00Not CLA 172 307.9 348.5 Sig+ 363.2 415.1 Sig+ B 46.2 8.99


FSM 29 258.7 246.3 290.8 260.5 C- 38.3 6.79Non FSM 144 324.1 367.3 Sig+ 387.2 444.1 Sig+ B+ 47.2 9.40

Free School Meals*

Male 82 293.2 343.9 Sig+ 342.4 414.8 Sig+ B 45.7 9.07Female 91 321.2 349.9 Sig+ 382.1 412.0 B 46.5 8.87

GenderAll Pupils 173 306.9 347.1 Sig+ 361.9 413.3 Sig+ B 46.1 8.97

Capped point scores Total point scoresAverage

grade per qualification

Average points per

qualification

Average number of

qualificationsCohort National School Sig National School Sig School School School

Page 36 of 65




Unclassified - Refused 5 318.1 408.4 Sig+ 379.8 525.0 Sig+ B+ 48.9 10.73Unclassified - Information Not Obtained

0 123.3 - - 137.8 - - - - -

Any Other Ethnic Group

5 313.5 277.2 374.2 311.6 C+ 41.0 7.60Chinese 3 370.2 437.4 472.8 590.7 A+ 53.1 11.11

Black Caribbean 3 292.2 257.3 334.8 288.0 C 39.3 7.33Black African 2 312.7 360.0 366.9 438.0 B+ 48.7 9.00Any Other Black Background

1 294.6 148.0 - 342.1 148.0 - E+ 29.6 5.00


Pakistani 2 302.7 329.0 351.8 369.0 C+ 41.0 9.00Indian 1 350.5 286.0 - 432.6 286.0 - C 40.9 7.00

Any other Asian Background

1 328.6 458.0 - 398.2 660.0 - A*- 55.0 12.00Bangladeshi 14 320.4 361.7 Sig+ 379.5 419.9 B 46.3 9.07


Any other Mixed Background

7 321.7 319.7 384.8 376.9 C+ 42.5 8.86

White and Black Caribbean

2 290.5 326.0 335.5 366.0 C 40.7 9.00

White and Black African 1 316.5 392.0 - 374.8 432.0 - B+ 48.0 9.00White and Asian 2 334.3 446.0 404.5 590.0 A+ 53.6 11.00

Mixed

Irish 1 329.2 374.0 - 396.2 414.0 - B 46.0 9.00British 109 308.2 344.1 Sig+ 362.6 408.8 Sig+ B 46.1 8.87

Traveller of Irish Heritage 0 160.5 - - 171.7 - - - - -

Any Other White Background

14 306.8 367.5 Sig+ 365.6 438.9 B+ 47.3 9.29Gypsy/Roma 0 135.3 - - 141.4 - - - - -

WhiteEthnicity GroupSEN with a statement 2 112.2 138.0 118.3 138.0 E+ 30.7 4.50School Action Plus 5 213.9 243.2 231.3 263.6 D+ 36.6 7.20

*From 2014 only performance tables approved qualifications are countedFor an explanation of why APS may vary between reports, please see FAQ.

Page 37 of 65




Table 4.1.16: English Baccalaureate subject areas thresholds by pupil groups (KS4.Thr (Ebacc selection))

First Language - English 135 74 47 24 134 77 59 134 85 69 134 81 67 101 89 72 81 95 67 93 91 67First Language - Other 38 24 50 25 38 66 56 38 82 64 38 74 68 30 77 74 31 100 78 25 88 64


Pupils on roll throughout years 10 & 11 171 97 48 24 170 75 59 170 84 69 170 80 68 130 86 72 111 96 68 117 91 67

Non-mobile pupils

Low 21 1 0 1 20 5 6 20 33 18 20 19 12 5 40 18 4 100 37 2 50 13Middle 75 30 27 12 75 73 53 75 87 68 75 79 66 53 77 59 38 97 53 44 77 54High 65 60 89 54 65 98 93 65 98 95 65 100 97 64 98 92 60 98 84 64 100 90

Prior Attainment

Disadvantaged pupils 29 4 10 11 28 41 39 28 62 51 28 45 49 10 70 58 6 100 58 7 86 48Other pupils 144 94 56 28 144 81 64 144 89 73 144 86 74 121 88 75 106 96 71 111 91 71


CLA 1 0 0 3 1 0 18 1 100 28 1 0 27 0 - 42 0 - 48 0 - 32Not CLA 172 98 48 24 171 75 58 171 84 68 171 80 67 131 86 72 112 96 69 118 91 66


FSM 29 4 10 11 28 41 39 28 62 51 28 45 49 10 70 58 6 100 58 7 86 48Non FSM 144 94 56 28 144 81 64 144 89 73 144 86 73 121 88 75 106 96 71 111 91 71

Free School Meals*

Male 82 49 50 19 82 73 53 82 83 60 82 80 66 62 85 70 56 93 62 57 95 62Female 91 49 46 28 90 76 62 90 86 75 90 78 68 69 87 74 56 100 73 61 87 70

GenderAll Pupils 173 98 48 24 172 75 58 172 84 67 172 79 67 131 86 72 112 96 69 118 91 66

Percentages based upon total number of pupils in cohort Percentages based upon subject entryTotal

number of pupils

in

English Baccalaureate

Basics English Mathematics Science Languages Humanities

2014 Entries School National Entries School National Entries School National Entries School National Entries School National Entries School National Entries School National

Statistical significance tests have been performed on the data using a 95% confidence interval and, where the school value differs significantly from the corresponding national value for this group, sig+ or sig- is shown.

Page 38 of 65



RAISEonline Summary Report based on validated 2014 dataBlack Caribbean 3 1 33 15 3 33 49 3 33 64 3 33 58 1 100 63 1 100 56 1 100 52


Pakistani 2 1 50 20 2 100 53 2 100 63 2 100 63 2 50 72 1 100 69 2 100 59Indian 1 0 0 40 1 0 74 1 100 79 1 0 82 0 - 83 1 100 78 0 - 77

Any other Asian Background 1 1 100 32 1 100 63 1 100 69 1 100 76 1 100 80 1 100 79 1 100 71

Bangladeshi 14 9 36 26 14 64 63 14 86 72 14 79 71 11 82 75 12 100 70 9 78 66


White and Black African 1 1 100 24 1 100 58 1 100 71 1 100 67 1 100 72 1 100 75 1 100 67

White and Black Caribbean 2 1 50 17 2 100 51 2 100 65 2 100 59 2 50 64 2 50 60 1 100 59

Any other Mixed Background 7 3 29 30 7 71 62 7 86 72 7 71 70 4 50 75 5 100 77 5 100 69

White and Asian 2 2 100 35 2 100 68 2 100 76 2 100 75 2 100 79 2 100 76 2 100 75

Mixed

Irish 1 1 100 34 1 100 67 1 100 77 1 100 73 1 100 78 1 100 74 1 100 76British 109 55 45 23 108 75 58 108 84 68 108 79 67 82 89 71 60 97 66 72 90 66

Traveller of Irish Heritage 0 - - 2 - - 15 - - 23 - - 26 - - 50 - - 47 - - 39

Any Other White Background 14 11 57 26 14 79 54 14 93 62 14 86 66 12 83 73 13 92 87 11 91 65

Gypsy/Roma 0 - - 1 - - 9 - - 15 - - 13 - - 28 - - 40 - - 23

WhiteEthnicity Group

SEN without a statement 22 4 14 6 21 41 25 21 59 36 21 45 37 11 55 49 5 80 50 8 75 39

Non-SEN 149 94 54 28 149 81 66 149 89 76 149 85 75 120 89 75 107 97 70 110 92 70

School Action 17 3 18 6 16 35 27 16 59 38 16 41 40 8 50 49 4 100 49 6 83 38

SEN with a statement 2 0 0 2 2 0 9 2 50 12 2 0 15 0 - 48 0 - 53 0 - 39

School Action Plus 5 1 0 5 5 60 23 5 60 33 5 60 33 3 67 48 1 0 52 2 50 40


First Language - Unclassified 0 - - 2 - - 8 - - 10 - - 17 - - 56 - - 74 - - 48


number of pupils

in




Page 39 of 65




Unclassified - Refused 5 5 100 28 5 100 61 5 100 70 5 100 70 5 100 75 5 100 73 5 100 70Unclassified - Information Not Obtained 0 - - 7 - - 17 - - 21 - - 26 - - 65 - - 75 - - 58

Any Other Ethnic Group 5 3 40 28 5 60 58 5 60 65 5 60 70 3 67 76 3 100 83 3 67 66

Chinese 3 3 100 49 3 100 75 3 100 76 3 100 91 3 100 89 3 100 91 3 100 85

Any Other Black Background 1 0 0 19 1 0 50 1 0 63 1 0 59 0 - 66 0 - 67 0 - 56

Black African 2 1 50 24 2 50 58 2 50 68 2 100 68 1 100 74 1 100 69 1 100 62


number of pupils

in




School subject area attainment is significantly below the national average for this groupSchool subject area attainment is significantly above the national average for this group


The Guide to Calculations gives a link to DfE's specific qualification list. This may be found in the Library, under 'How Ofsted and DfE analyse your data'.

Page 40 of 65


First entry/best entryG


Table 4.1.17: Key Stage 4 First Entry/Best Entry Report(KS4.FEBER)

5 A*- C inc English and mathematics 72 72

Threshold %

First Entry Best Entry

Capped 347.1 347.1

Total 413.3 413.3

Average Point Score

First Entry Best Entry

Mathematics 43.4 43.4 79 79

Science 47.4 47.4 86 86

Languages 49.2 49.2 96 96

Humanities 48.3 48.3 91 91

English 44.5 44.5 84 84

Average Point Score Threshold % C+

First Entry Best Entry First Entry Best Entry

Ebacc Subject groups

Page 41 of 65




Chart 4.1.18 and Table 4.1.19: Attainment, grade distributions by time of entry 2014 (KS4.EENT)

Key Stage 4 mathematics (EBACC)

Grade distribution

This report provides analysis of pupils' best Key Stage 4 mathematics (EBACC) attainment by their earliest point of entry, regardless of whether they subsequently achieved a higher grade. This is intended to show the impact that entering pupils early has on their mathematics attainment by the end of Key Stage 4.The school and national mathematics (EBACC) grade distribution for all pupils is shown for comparison.

Page 42 of 65




The Key Stage 4 highest grade includes pupils who were not entered.

Please refer to the methodology library for a worked example for a school.

National 564,792 564,792 6 4 5 6 13 31 19 11 7

Summer year 11 School 173 165 3 1 7 6 5 26 17 15 21

Key Stage 4 highest grade, all pupils School 173 173 3 1 6 6 5 25 16 14 24

Winter year 11 School 173 - - - - - - - - - -

End of year 10 or earlier School 173 7 0 0 0 0 0 0 0 0 100

Percentage actual distribution

Earliest mathematics (EBACC) point of entry Cohort Entries U G F E D C B A A*

National 564,792 564,792 100 94 90 86 79 67 36 18 7

Summer year 11 School 173 165 100 97 96 90 84 79 53 36 21

Key Stage 4 highest grade, all pupils School 173 173 100 97 96 90 84 79 54 38 24

Winter year 11 School 173 - - - - - - - - - -

End of year 10 or earlier School 173 7 100 100 100 100 100 100 100 100 100

Percentage cumulative distribution

Earliest mathematics (EBACC) point of entry Cohort Entries U+ G+ F+ E+ D+ C+ B+ A+ A*

Page 43 of 65


Progress Measures Value Added G


Table 5.1.1: Key Stage 2 to Key Stage 4 value added scores for Best 8 and Ebacc subject areas, trend (KS24.VATrd)

64%65%51%

5830

Sig+Sig+Sig+

1.71.41.6

1,004.61,003.9 ↓1,001.7

11012794

59%55%36%

354

Sig+Sig+Sig+

1.61.41.8

1,007.31,006.11,006.7

10210766

71%71%67%

583

Sig+Sig+Sig+

1.10.90.9

1,003.71,003.51,004.7

122137124

93%92%88%

101132

Sig+Sig+

1.21.01.0

1,003.1 ↑1,002.61,001.0

161178163

93%92%88%

7849

Sig+Sig+

1.31.01.1

1,003.6 ↑1,003.01,000.1

161178163

93%92%88%

131935

Sig+Sig+

11.39.29.8

1,027.71,018.61,008.0

161178163

Coverage

Percentile rank

Significance

95% confidence interval +/-

VA School score

Cohort for VA

Coverage

Percentile rank

Significance


VA School score

Cohort for VA

Coverage

Percentile rank

Significance


VA School score

Cohort for VA

Coverage

Percentile rank

Significance


VA School score

Cohort for VA

Coverage

Percentile rank

Significance


VA School score

Cohort for VA

Coverage

Percentile rank

Significance


VA School score

Cohort for VA

Humanities

Languages

Science

Mathematics

English

Best 8

2014*20132012

Best 8 including English and mathematics VA: School analysis

Science takes the average grade of the two eligible science qualifications

Humanities and Languages subject areas take the best score of all eligible qualifications


Revisions have been made to the KS4 Value Added model in 2014 - please see VA guidance in RAISEonline library for further information

Page 44 of 65


Progress Measures Value Added


Table 5.1.2: Key Stage 2 to Key Stage 4 value added: performance of groups within school - ethnic backgrounds* (KS24.VAEth)

-Sig+Sig+Sig+--Sig+Sig+

-Sig+Sig+--Sig+Sig+

982.91003.01041.41047.61012.21033.91001.81041.21030.41018.11035.31008.71009.41010.1984.31032.7946.4900.31001.7993.91000.0

-71.771.782.8143.5101.582.8143.538.3101.5143.564.2101.5143.5101.547.8--143.513.911.3

-1057.11013.71041.7987.31077.3986.51074.61082.71113.91025.81015.81078.51030.5958.71080.8--1041.31014.31027.7

04431231142152129001106161

Significance from overall national average

Significance from national average for group

Group national mean

95% confidence interval

School Score

Cohort for VA

Inform

ation Not O

btained

Refu

sed

Any Other Eth

nic Group

Ch

inese

Any Other B

lack Backgrou

nd

African

Caribbean

Any oth

er Asian

Backgrou

nd

Ban

gladeshi

Pakistan

i

Indian

Any oth

er Mixed B

ackground

White an

d Asian

White an

d Black A

frican

White an

d Black C

aribbean

Any Other W

hite B

ackground

Gypsy/R

oma

Traveller of Irish Heritage

Irish

White B

ritish

School score



A dash means that no significance test has been carried out. A blank space means that a significance test has been carried out and the result for school or ethnic group is not significantly different from the national average.

This report indicates significance relative to both the national mean of 1,000 and the national mean for each ethnic group. Statistical significance tests have been performed on the data using a 95% confidence interval and, where the school value differs significantly from the corresponding national values for this group, sig+ or sig- is shown.

Page 45 of 65




Table 5.1.3: Key Stage 2 to Key Stage 4 value added: performance of groups within school - pupil characteristics (KS24.VAGrp)

Sig+-Sig+Sig+Sig+Sig+Sig+Sig+Sig-Sig+Sig-Sig+Sig-Sig+Sig+Sig+

Sig+Sig+-Sig+Sig+Sig+Sig+Sig+Sig+Sig+Sig+Sig+Sig+Sig+

968.5946.6984.5971.21006.5982.81035.0995.51001.21000.3999.9999.71008.0977.61000.3944.91007.8977.81011.3988.91000.0

101.571.734.831.312.2-25.812.611.417.816.631.312.526.611.3143.512.526.615.616.511.3

933.51026.7980.6989.41034.9-1077.71015.81028.51036.01022.91019.61040.7968.61028.8852.81040.7968.61029.71025.61027.7

241721138031130159657521132291601132298576161

Significance from overall national average

Significance from national average for group

Group national mean

95% confidence interval

School Score

Cohort for VA

SEN: Statem

ent

SEN: Sch

ool Action

Plu

s

SEN: Sch

ool Action

SEN: W

ithou

t Statemen

t

Non

-SEN

First Langu

age - Un

classified

First Langu

age - Oth

er

First Langu

age - English

On

roll throu

ghou

t Yrs 1

0&

11

High

Middle

Low

Oth

er pupils

Disadvan

taged pupils

Not C

LA

CLA

Non

FSM*

FSM*

Girls

Boys

School Score



A dash means that no significance test has been carried out. A blank space means that a significance test has been carried out and the result for school or ethnic group is not significantly different from the national average.

This report indicates significance relative to both the national mean of 1,000 and the national mean for each group. Statistical significance tests have been performed on the data using a 95% confidence interval and, where the school value differs significantly from the corresponding national values for this group, sig+ or sig- is shown.

Page 46 of 65




Table 5.1.4: Key Stage 2 to Key Stage 4 value added Summary Report* (KS24.VAExp)

White and Black African 1 1078.0 1003.4 1034.2 1002.3 1030.5 1010.1

White and Black Caribbean 2 896.0 985.9 929.5 989.0 958.7 984.3

Mixed

Irish 1 - 994.4 1002.8 995.7 1041.3 1001.7

British 106 1003.8 995.4 1016.0 995.6 1014.3 993.9

Traveller of Irish Heritage - - 886.5 - 900.9 - 900.3

Any Other White Background 9 1037.7 1021.2 1042.2 1022.5 1080.8 1032.7

Gypsy/Roma - 891.5 937.2 1022.5 946.6 - 946.4

White

Ethnicity Group

SEN with a statement 2 1069.5 974.5 1006.1 976.2 933.5 968.5

SEN without a statement 21 956.8 977.2 1006.2 ↑ 978.8 989.4 971.2

School Action 17 956.3 991.2 1011.4 ↑ 991.5 980.6 984.5

School Action Plus 4 957.4 950.3 995.2 954.8 1026.7 946.6

Non-SEN 138 1015.3 1005.6 1023.7 1005.0 1034.9 1006.5


First Language - English 130 1004.4 996.3 1014.7 996.5 1015.8 995.5

First Language - Other 31 1032.8 1028.7 1043.4 1027.7 1077.7 1035.0

Unclassified - - 1002.9 - 996.8 - 982.8



159 1011.8 1001.1 1020.3 1001.1 1028.5 1001.2

Non-mobile pupils

Low 21 1008.1 998.4 990.0 998.6 1019.6 999.7

Middle 75 1000.3 999.2 1020.7 999.2 1022.9 999.9

High 65 1017.0 1000.8 1029.8 1001.4 1036.0 1000.3

Prior Attainment

Disadvantaged pupils 29 952.3 981.6 992.2 ↑ 983.4 968.6 977.6

Other pupils 132 1025.5 1005.5 1028.3 1005.7 1040.7 1008.0


CLA 1 - 951.6 - 950.6 852.8 944.9

Not CLA 160 1008.4 999.9 1019.5 1000.2 1028.8 1000.3


FSM 29 952.3 981.9 992.2 ↑ 983.7 968.6 977.8

Non FSM 132 1025.5 1005.4 1028.3 1005.6 1040.7 1007.8

Free School Meals*

Boys 76 996.9 990.6 1017.6 ↑ 991.0 1025.6 988.9

Girls 85 1021.4 1008.9 1021.8 1008.9 1029.7 1011.3

Gender

All Pupils 161 1008.0 1000.0 1018.6 1000.0 1027.7 1000.0

Value Added

2012 2013 2014*

Number of pupils in

latest year

School National School National School National

Statistical significance tests have been performed on the data using a 95% confidence interval and, where the school value differs significantly from the corresponding national values for this group, it is highlighted in green (sig+) or blue (sig-).

Page 47 of 65




Unclassified - Refused 4 1036.6 997.8 1043.8 998.4 1057.1 1003.0

Unclassified - Information Not Obtained

- 887.6 992.5 - 989.2 - 982.9

Any Other Ethnic Group 4 1119.4 1030.5 1028.3 1030.7 1013.7 1041.4

Chinese 3 - 1041.0 1088.5 1041.8 1041.7 1047.6

Any Other Black Background 1 - 1005.5 1069.4 1007.8 987.3 1012.2

Black African 2 1056.4 1025.0 1018.5 1023.0 1077.3 1033.9

Black Caribbean 3 - 1001.9 950.9 1000.7 986.5 1001.8


Any other Asian Background 1 1062.1 1032.9 1038.0 1031.6 1074.6 1041.2

Indian 1 1009.0 1029.8 - 1028.7 1025.8 1035.3

Pakistani 2 1025.6 1020.1 - 1018.5 1113.9 1018.1

Bangladeshi 14 1047.6 1025.0 1034.8 1022.7 1082.7 1030.4


White and Asian 2 1039.6 1006.2 1047.3 1006.8 1078.5 1009.4

Any other Mixed Background 5 1010.7 1003.2 1015.7 1003.6 1015.8 1008.7

Value Added

2012 2013 2014*

Number of pupils in

latest year

School National School National School National

Key

School performance is significantly below the national VA figure for this groupSchool performance is significantly higher than the national VA figure for this group



Page 48 of 65




Table 5.1.5: Key Stage 2 to Key Stage 4 value added Summary Report by Ebacc subject areas* (KS24.VAExp_EB)

Irish 1 1 1003.8 1000.8 1 1003.8 999.9 1 1004.0 1000.6 1 1006.7 1000.6 1 1004.9 1001.3British 106 106 1003.1 999.6 106 1001.9 999.4 79 1003.4 999.5 58 1006.7 998.9 69 1004.2 999.6

Traveller of Irish Heritage 0 0 - 990.9 0 - 991.1 0 - 995.3 0 - 994.0 0 - 994.4

Any Other White Background 9 9 1005.4 1001.9 9 1007.1 1003.0 8 1007.1 1001.9 8 1013.2 1008.3 8 1009.2 1002.1Gypsy/Roma 0 0 - 995.8 0 - 995.0 0 - 995.9 0 - 995.1 0 - 994.3

WhiteEthnicity GroupSEN with a statement 2 2 1007.0 996.8 2 998.9 998.4 0 - 1000.1 0 - 999.2 0 - 1000.8

SEN without a statement 21 21 1001.7 997.6 21 997.5 998.0 10 1001.4 998.6 4 1004.4 997.9 7 1002.1 997.8School Action 17 17 1001.2 998.6 17 997.6 999.0 8 1001.4 999.0 4 1004.4 998.1 6 1001.8 998.1School Action Plus 4 4 1004.0 995.7 4 997.0 996.2 2 1001.5 997.7 0 - 997.6 1 1003.9 997.0

Non-SEN 138 138 1003.9 1000.6 138 1004.0 1000.4 112 1004.0 1000.1 98 1007.4 1000.2 103 1004.8 1000.2Special Educational Needs

First Language - English 130 130 1002.9 999.7 130 1002.3 999.5 96 1003.2 999.7 77 1007.1 999.2 88 1004.0 999.7First Language - Other 31 31 1006.8 1002.1 31 1006.6 1003.7 26 1005.7 1002.6 25 1007.7 1004.7 22 1007.0 1002.0Unclassified 0 0 - 998.8 0 - 998.7 0 - 999.8 0 - 999.9 0 - 998.1



159 159 1003.6 1000.1 159 1003.2 1000.1 121 1003.7 1000.0 101 1007.3 1000.0 109 1004.6 1000.1Non-mobile pupils

Low 21 21 1003.3 1000.0 21 1000.5 1000.0 5 1006.9 1000.0 4 1008.7 1000.0 2 1013.5 1000.0Middle 75 75 1004.0 1000.0 75 1002.6 1000.0 53 1003.0 1000.0 38 1008.2 1000.0 44 1005.4 1000.0High 65 65 1003.3 1000.0 65 1004.6 1000.0 64 1004.1 1000.0 60 1006.6 1000.0 64 1003.9 1000.0

Prior Attainment

Disadvantaged pupils 29 29 1000.9 998.5 29 997.8 998.3 10 1000.5 998.6 6 1006.5 999.0 7 997.1 997.6Other pupils 132 132 1004.2 1000.6 132 1004.3 1000.6 112 1004.0 1000.3 96 1007.3 1000.2 103 1005.2 1000.6


CLA 1 1 1006.6 995.7 1 992.2 995.9 0 - 996.8 0 - 997.1 0 - 996.0Not CLA 160 160 1003.6 1000.0 160 1003.2 1000.0 122 1003.7 1000.0 102 1007.3 1000.0 110 1004.6 1000.0


FSM 29 29 1000.9 998.5 29 997.8 998.3 10 1000.5 998.6 6 1006.5 999.0 7 997.1 997.6Non FSM 132 132 1004.2 1000.5 132 1004.3 1000.6 112 1004.0 1000.3 96 1007.3 1000.2 103 1005.2 1000.6

Free School Meals*

Boys 76 76 1003.5 998.5 76 1004.3 1000.3 58 1004.3 999.7 52 1006.8 998.3 53 1005.3 999.0Girls 85 85 1003.8 1001.5 85 1002.1 999.7 64 1003.2 1000.3 50 1007.7 1001.4 57 1004.0 1001.0

GenderAll Pupils 161 161 1003.6 1000.0 161 1003.1 1000.0 122 1003.7 1000.0 102 1007.3 1000.0 110 1004.6 1000.0

Key Stage 2 to 4 Value Added By Subject 2014*Total

number of pupils in 2014

Englishentries

EnglishValueAdded(School)

EnglishValueAdded(National)

Mathsentries

MathsValueAdded(School)

MathsValueAdded(National)

Scienceentries

ScienceValueAdded(School)

ScienceValueAdded(National)

Languagesentries

LanguagesValueAdded(School)

LanguagesValueAdded(National)

Humanitiesentries

HumanitiesValueAdded(School)

HumanitiesValueAdded(National)

Statistical significance tests have been performed on the data using a 95% confidence interval and, where the school value differs significantly from the corresponding national values for this group, sig+ or sig- is shown.

Page 49 of 65




Unclassified - Refused 4 4 1001.1 1000.3 4 1009.6 1000.2 4 1007.6 1000.5 4 1003.3 1000.9 4 1003.5 1000.3Unclassified - Information Not Obtained

0 0 - 998.5 0 - 998.4 0 - 999.8 0 - 1001.0 0 - 999.0

Any Other Ethnic Group 4 4 1002.3 1002.6 4 1000.8 1004.5 3 998.6 1003.0 3 1007.2 1006.8 3 999.4 1002.5Chinese 3 3 1003.6 1001.9 3 1005.4 1006.3 3 1004.6 1004.3 3 1005.5 1007.0 3 1004.7 1003.9

Black African 2 2 1007.1 1002.5 2 1012.3 1003.3 1 1010.4 1002.2 1 1013.3 1001.8 1 1010.4 1001.8Black Caribbean 3 3 1002.2 1000.5 3 996.5 999.6 1 1007.4 999.6 1 1010.3 998.9 1 1001.6 998.6

Any Other Black Background 1 1 1004.4 1001.2 1 987.9 1000.5 0 - 1000.4 0 - 1001.4 0 - 999.9

Black or Black BritishAny other Asian Background 1 1 1009.6 1002.3 1 1007.4 1005.2 1 1002.6 1003.4 1 1011.6 1003.5 1 1008.7 1002.7Bangladeshi 14 14 1006.1 1002.3 14 1007.5 1003.0 11 1005.4 1002.2 12 1005.2 1001.4 9 1006.3 1001.5Pakistani 2 2 1012.9 1001.0 2 1014.2 1001.9 2 1004.1 1001.5 1 1004.9 1001.5 2 1014.4 1000.4Indian 1 1 1010.7 1002.0 1 995.1 1004.0 0 - 1003.0 1 1005.1 1002.7 0 - 1002.7Asian or Asian British

White and Black Caribbean 2 2 995.2 999.2 2 997.8 998.0 2 993.1 998.6 2 996.5 998.2 1 992.5 998.2

White and Asian 2 2 1005.4 1000.7 2 1009.9 1000.9 2 1007.8 1001.0 2 1013.5 1001.3 2 1005.1 1001.2Any other Mixed Background 5 5 1005.1 1000.9 5 1002.1 1000.3 3 998.1 1000.7 3 1017.9 1002.3 4 1003.0 1000.6

White and Black African 1 1 995.5 1000.9 1 1006.7 1000.2 1 1004.4 1000.4 1 1010.3 1002.3 1 995.6 1000.8

Mixed

Key Stage 2 to 4 Value Added By Subject 2014*Total

number of pupils in 2014

Englishentries

EnglishValueAdded(School)

EnglishValueAdded(National)

Mathsentries

MathsValueAdded(School)

MathsValueAdded(National)

Scienceentries

ScienceValueAdded(School)

ScienceValueAdded(National)

Languagesentries

LanguagesValueAdded(School)

LanguagesValueAdded(National)

Humanitiesentries

HumanitiesValueAdded(School)

HumanitiesValueAdded(National)

The proportion achieving A*-C includes the entire cohort for the English Baccalaureate, English and mathematics. For humanities, science and languages it includes only the pupils who entered. Similarly, value added calculations include the entire cohort for English and mathematics if they have key stage 2 prior attainment data. The humanities, science and languages subject areas include only the pupils entered with key stage 2 prior attainment data. Science takes the average grade of the two eligible science qualifications. Humanities and Languages subject areas take the best score of all eligible qualifications.



Key

School performance is significantly higher than the national VA figure for this group

School performance is significantly below the national VA figure for this group

Page 50 of 65


Expected Progress - EnglishG


Table 5.2.1: Expected Progress in English Key Stage 2 to Key Stage 4 (KS4.EPR)

English 2 0 0 0 1 1 2 0 0 0 0 4 3 75% 50% 2 50% 24%KS2 1 0 0 0 1 0 0 0 0 0 0 1 1 100% 31% 0 0% 20%

5 0 0 0 0 0 0 6 16 20 19 61 55 90% 78% 39 64% 42%

attainment 3 0 0 0 1 1 4 6 2 0 0 14 12 86% 61% 8 57% 24%

W 0 0 0 0 0 0 0 0 0 0 0 0 0% 8% 0 0% 7%

4 1 0 0 0 1 12 30 24 12 1 81 67 83% 72% 37 46% 30%

Other or no prior available

0 0 0 1 1 0 5 1 4 0 5 5 100% 55% 4 80% 24%

KeyTotalCohort 173

represents pupils making more than expected progressrepresents pupils making expected progress

represents pupils making less than expected progress Full details of the methodology used can be found in the Library.

indicates pupils whose progress could not be determined and who have therefore been excluded from the school calculation. These pupils are included in the figure for the total cohort


Summary 166 143 86% 70% 90 54% 32%

This table shows the number of pupils attaining each English (English GCSE or English language and English literature) Key Stage 4 grade and their corresponding English Key Stage 2 prior attainment. These figures should be compared with the national figures provided in the Transition Matrices held in the library on the RAISEonline website.

Number of Pupils Key Stage 4 English grade Expected progress More than expected progress

no KS4

result U G F E D C B A A*

Total No. of Pupils

Number Achieving Expected Progress

School % Achieving Expected Progress

National %

Achieving Expected Progress

Number Achieving

More Than

Expected Progress

School % Achieving More Than Expected Progress

National %

Achieving More Than Expected Progress

Page 51 of 65




Table 5.2.2: Expected Progress in English Key Stage 2 to Key Stage 4 for Disadvantaged pupils (KS4.EPR_CTG)

English 2 0 0 0 1 1 0 0 0 0 0 2 1 50% 100% 55% 0 0% 100% 28%

KS2 1 0 0 0 1 0 0 0 0 0 0 1 1 100% 0% 34% 0 0% 0% 23%

5 0 0 0 0 0 0 1 2 1 0 4 3 75% 91% 80% 1 25% 67% 44%

attainment 3 0 0 0 1 0 1 1 1 0 0 4 3 75% 90% 66% 2 50% 60% 27%

W 0 0 0 0 0 0 0 0 0 0 0 0 0% 0% 7% 0 0% 0% 6%

4 1 0 0 0 1 4 9 1 2 0 18 12 67% 87% 75% 3 17% 54% 33%


0 0 0 0 0 0 0 0 0 0 0 0 0% 100% 59% 0 0% 80% 27%

Key

TotalCohort of

Disadvantagedpupils

29

represents pupils making more than expected progress

represents pupils making expected progress

represents pupils making less than expected progress Full details of the methodology used can be found in the Library.indicates pupils whose progress could not be determined and who have therefore been excluded from the school calculation. These pupils are included in the figure for the total cohort


Summary 29 20 69% 90% 75% 6 21% 61% 35%

This table shows the number of pupils attaining each English (English GCSE or English language and English literature) Key Stage 4 grade and their corresponding English Key Stage 2 prior attainment.

Number of Pupils Key Stage 4 English grade Expected Progress More than expected progress

no KS4 result U G F E D C B A A*

Total No. of Disadvantaged

pupils

Disadvan

taged pupils

Achievin

gExpected P

rogress

Disadvan

taged pupils

% Achievin

gExpected P

rogress

School

(Other pu

pils)%Achievin

g ExpectedProgress

Nation

al(Other pu

pils)%Achievin

g ExpectedProgress

Disadvan

taged pupils

Achievin

gMore Th

anExpected P

rogress

Disadvan

taged pupils

% Achievin

gMore Th

anExpected P

rogress

School

(Other pu

pils)%Achievin

g More Th

anExpected P

rogress

Nation

al(Other pu

pils)%Achievin

g More Th

anExpected P

rogress

Page 52 of 65




Table 5.2.3: Expected Progress in English Key Stage 2 to Key Stage 4 - sublevel variation (KS4.EPR)

attainment 4C 0 0 0 0 0 6 7 6 2 0 21 15 71% 52% 8 38% 12%English 3A 0 0 0 0 0 0 6 1 0 0 7 7 100% 71% 7 100% 32%

KS2 3 3B 0 0 0 0 0 4 0 0 0 0 4 4 100% 55% 0 0% 19%

4A 0 0 0 0 1 3 13 9 5 1 32 28 88% 86% 15 47% 47%

5A 0 0 0 0 0 0 1 0 1 2 4 3 75% 97% 3 75% 88%5 5B 0 0 0 0 0 0 0 4 6 11 21 21 100% 93% 17 81% 67%

5C 0 0 0 0 0 0 5 12 13 6 36 31 86% 74% 19 53% 34%

3C 0 0 0 1 1 0 0 1 0 0 3 1 33% 40% 1 33% 11%


0 0 0 1 1 0 5 1 4 0 5 5 100% 55% 4 80% 24%

4 4B 1 0 0 0 0 3 10 9 5 0 28 24 86% 72% 14 50% 26%

W 0 0 0 0 0 0 0 0 0 0 0 0 0% 8% 0 0% 7%

2 0 0 0 1 1 2 0 0 0 0 4 3 75% 50% 2 50% 24%1 0 0 0 1 0 0 0 0 0 0 1 1 100% 31% 0 0% 20%

KeyTotalCohort 173

represents pupils making less than expected progressFull details of the methodology used can be found in the Library.




Summary 166 143 86% 70% 90 54% 32%

This table shows the number of pupils attaining each English (English GCSE or English language and English literature) Key Stage 4 grade and their corresponding English Key Stage 2 prior attainment, including sub-levels. These figures should be compared with the national figures provided in the Transition Matrices held in the library on the RAISEonline website.

Number of Pupils Key Stage 4 English grade Expected progress More than expected progress

sub level

no KS4


Total No. of Pupils



National %


Number Achieving

More Than

Expected Progress


National %


Page 53 of 65




Table 5.2.4: Expected Progress in English Key Stage 2 to Key Stage 4 for Disadvantaged pupils - sublevel variation (KS4.EPR_CTG)

attainment 4C 0 0 0 0 0 3 4 0 2 0 9 6 67% 75% 56% 2 22% 50% 13%

English 3A 0 0 0 0 0 0 1 1 0 0 2 2 100% 100% 75% 2 100% 100% 35%

KS2 3 3B 0 0 0 0 0 1 0 0 0 0 1 1 100% 100% 61% 0 0% 0% 21%

4A 0 0 0 0 1 0 3 1 0 0 5 4 80% 89% 88% 1 20% 52% 50%

5A 0 0 0 0 0 0 0 0 0 0 0 0 0% 75% 98% 0 0% 75% 89%

5 5B 0 0 0 0 0 0 0 0 0 0 0 0 0% 100% 93% 0 0% 81% 69%

5C 0 0 0 0 0 0 1 2 1 0 4 3 75% 88% 76% 1 25% 56% 36%

W 0 0 0 0 0 0 0 0 0 0 0 0 0% 0% 7% 0 0% 0% 6%

Other or no prior

available0 0 0 0 0 0 0 0 0 0 0 0 0% 100% 59% 0 0% 80% 27%

4 4B 1 0 0 0 0 1 2 0 0 0 4 2 50% 92% 75% 0 0% 58% 28%

3C 0 0 0 1 0 0 0 0 0 0 1 0 0% 50% 44% 0 0% 50% 12%

1 0 0 0 1 0 0 0 0 0 0 1 1 100% 0% 34% 0 0% 0% 23%

2 0 0 0 1 1 0 0 0 0 0 2 1 50% 100% 55% 0 0% 100% 28%

Key

TotalCohort of

Disadvantagedpupils

29

represents pupils making more than expected progressrepresents pupils making expected progressrepresents pupils making less than expected progress Full details of the methodology used can be found in the Library.indicates pupils whose progress could not be determined and who have therefore been excluded from the school calculation. These pupils are included in the figure for the total cohort


Summary 29 20 69% 90% 75% 6 21% 61% 35%

Number of Pupils Key Stage 4 English grade Expected Progress More than expected progress

sub level



pupils

Disadvan

taged pupils

Achievin

gExpected P

rogress

Disadvan

taged pupils

% Achievin

gExpected P

rogress

School

(Other pu

pils)%Achievin

g ExpectedProgress

Nation

al(Other pu

pils)%Achievin

g ExpectedProgress

Disadvan

taged pupils

Achievin

gMore Th

anExpected P

rogress

Disadvan

taged pupils

% Achievin

gMore Th

anExpected P

rogress

School

(Other pu

pils)%Achievin

g More Th

anExpected P

rogress

Nation

al(Other pu

pils)%Achievin

g More Th

anExpected P

rogress

This table shows the number of pupils attaining each English (English GCSE or English language and English literature) Key Stage 4 grade and their corresponding English Key Stage 2 prior attainment, including sub-levels.

Page 54 of 65


Expected Progress - mathematicsG


Table 5.3.1: Expected Progress in mathematics Key Stage 2 to Key Stage 4 (KS4.EPR)

Mathematics 2 0 1 0 3 0 0 0 0 0 0 4 0 0% 15% 0 0% 8%KS2 1 0 1 0 0 0 0 0 0 0 0 1 0 0% 8% 0 0% 5%

5 0 0 0 0 0 0 5 3 18 38 64 59 92% 78% 56 88% 46%

attainment 3 1 2 0 6 6 2 8 1 1 0 27 12 44% 41% 10 37% 20%

W 0 0 0 0 0 0 0 0 0 0 0 0 0% 3% 0 0% 2%

4 0 0 1 1 4 5 28 22 3 1 65 54 83% 69% 26 40% 21%


0 1 0 1 0 1 2 2 2 3 8 7 88% 60% 5 63% 32%

KeyTotalCohort 173


represents pupils making less than expected progress Full details of the methodology used can be found in the Library.



Summary 169 132 78% 65% 97 57% 29%

This table shows the number of pupils attaining each mathematics Key Stage 4 grade and their corresponding mathematics Key Stage 2 prior attainment. These figures should be compared with the national figures provided in the Transition Matrices held in the library on the RAISEonline website.

Number of Pupils Key Stage 4 Mathematics grade Expected progress More than expected progress

no KS4


Total No. of Pupils



National %


Number Achieving

More Than

Expected Progress


National %


Page 55 of 65




Table 5.3.2: Expected Progress in mathematics Key Stage 2 to Key Stage 4 for Disadvantaged pupils (KS4.EPR_CTG)

Mathematics 2 0 1 0 0 0 0 0 0 0 0 1 0 0% 0% 17% 0 0% 0% 9%

KS2 1 0 1 0 0 0 0 0 0 0 0 1 0 0% 0% 8% 0 0% 0% 5%

5 0 0 0 0 0 0 1 0 3 0 4 3 75% 93% 80% 3 75% 88% 49%

attainment 3 1 0 0 3 4 0 2 0 0 0 10 2 20% 59% 46% 2 20% 47% 23%

W 0 0 0 0 0 0 0 0 0 0 0 0 0% 0% 3% 0 0% 0% 2%

4 0 0 1 1 2 2 5 2 0 0 13 7 54% 90% 74% 2 15% 46% 24%


0 0 0 0 0 0 0 0 0 0 0 0 0% 88% 67% 0 0% 63% 37%

Key

TotalCohort of

Disadvantagedpupils

29

represents pupils making more than expected progress

represents pupils making expected progress

represents pupils making less than expected progress Full details of the methodology used can be found in the Library.indicates pupils whose progress could not be determined and who have therefore been excluded from the school calculation. These pupils are included in the figure for the total cohort


Summary 29 12 41% 86% 71% 7 24% 64% 33%

This table shows the number of pupils attaining each mathematics Key Stage 4 grade and their corresponding mathematics Key Stage 2 prior attainment.

Number of Pupils Key Stage 4 Mathematics grade Expected Progress More than expected progress



pupils

Disadvan

taged pupils

Achievin

gExpected P

rogress

Disadvan

taged pupils

% Achievin

gExpected P

rogress

School

(Other pu

pils)%Achievin

g ExpectedProgress

Nation

al(Other pu

pils)%Achievin

g ExpectedProgress

Disadvan

taged pupils

Achievin

gMore Th

anExpected P

rogress

Disadvan

taged pupils

% Achievin

gMore Th

anExpected P

rogress

School

(Other pu

pils)%Achievin

g More Th

anExpected P

rogress

Nation

al(Other pu

pils)%Achievin

g More Th

anExpected P

rogress

Page 56 of 65




Table 5.3.3: Expected Progress in mathematics Key Stage 2 to Key Stage 4 - sublevel variation (KS4.EPR)

attainment 4C 0 0 1 0 1 3 9 5 0 0 19 14 74% 48% 5 26% 7%Mathematics 3A 0 0 0 2 4 0 3 0 1 0 10 4 40% 56% 4 40% 29%

KS2 3 3B 0 1 0 4 2 1 4 1 0 0 13 6 46% 37% 5 38% 16%

4A 0 0 0 0 0 2 7 11 1 1 22 20 91% 85% 13 59% 36%

5A 0 0 0 0 0 0 0 0 2 12 14 14 100% 96% 14 100% 80%5 5B 0 0 0 0 0 0 1 1 6 18 26 25 96% 85% 24 92% 54%

5C 0 0 0 0 0 0 4 2 10 8 24 20 83% 64% 18 75% 26%

3C 1 1 0 0 0 1 1 0 0 0 4 2 50% 20% 1 25% 7%


0 1 0 1 0 1 2 2 2 3 8 7 88% 60% 5 63% 32%

4 4B 0 0 0 1 3 0 12 6 2 0 24 20 83% 69% 8 33% 17%

W 0 0 0 0 0 0 0 0 0 0 0 0 0% 3% 0 0% 2%

2 0 1 0 3 0 0 0 0 0 0 4 0 0% 15% 0 0% 8%1 0 1 0 0 0 0 0 0 0 0 1 0 0% 8% 0 0% 5%

KeyTotalCohort 173

represents pupils making less than expected progressFull details of the methodology used can be found in the Library.




Summary 169 132 78% 65% 97 57% 29%

This table shows the number of pupils attaining each mathematics Key Stage 4 grade and their corresponding mathematics Key Stage 2 prior attainment, including sub-levels. These figures should be compared with the national figures provided in the Transition Matrices held in the library on the RAISEonline website.

Number of Pupils Key Stage 4 Mathematics grade Expected progress More than expected progress

sub level

no KS4


Total No. of Pupils



National %


Number Achieving

More Than

Expected Progress


National %


Page 57 of 65




Table 5.3.4: Expected Progress in mathematics Key Stage 2 to Key Stage 4 for Disadvantaged pupils - sublevel variation (KS4.EPR_CTG)

attainment 4C 0 0 1 0 0 1 0 0 0 0 2 0 0% 82% 53% 0 0% 29% 8%

Mathematics 3A 0 0 0 0 2 0 1 0 0 0 3 1 33% 43% 61% 1 33% 43% 33%

KS2 3 3B 0 0 0 3 2 0 1 0 0 0 6 1 17% 71% 41% 1 17% 57% 18%

4A 0 0 0 0 0 1 1 2 0 0 4 3 75% 94% 88% 2 50% 61% 40%

5A 0 0 0 0 0 0 0 0 2 0 2 2 100% 100% 96% 2 100% 100% 82%

5 5B 0 0 0 0 0 0 0 0 1 0 1 1 100% 96% 87% 1 100% 92% 56%

5C 0 0 0 0 0 0 1 0 0 0 1 0 0% 87% 68% 0 0% 78% 28%

W 0 0 0 0 0 0 0 0 0 0 0 0 0% 0% 3% 0 0% 0% 2%

Other or no prior

available0 0 0 0 0 0 0 0 0 0 0 0 0% 88% 67% 0 0% 63% 37%

4 4B 0 0 0 1 2 0 4 0 0 0 7 4 57% 94% 73% 0 0% 47% 19%

3C 1 0 0 0 0 0 0 0 0 0 1 0 0% 67% 22% 0 0% 33% 7%

1 0 1 0 0 0 0 0 0 0 0 1 0 0% 0% 8% 0 0% 0% 5%

2 0 1 0 0 0 0 0 0 0 0 1 0 0% 0% 17% 0 0% 0% 9%

Key

TotalCohort of

Disadvantagedpupils

29

represents pupils making more than expected progressrepresents pupils making expected progressrepresents pupils making less than expected progress Full details of the methodology used can be found in the Library.indicates pupils whose progress could not be determined and who have therefore been excluded from the school calculation. These pupils are included in the figure for the total cohort


Summary 29 12 41% 86% 71% 7 24% 64% 33%

Number of Pupils Key Stage 4 Mathematics grade Expected Progress More than expected progress

sub level



pupils

Disadvan

taged pupils

Achievin

gExpected P

rogress

Disadvan

taged pupils

% Achievin

gExpected P

rogress

School

(Other pu

pils)%Achievin

g ExpectedProgress

Nation

al(Other pu

pils)%Achievin

g ExpectedProgress

Disadvan

taged pupils

Achievin

gMore Th

anExpected P

rogress

Disadvan

taged pupils

% Achievin

gMore Th

anExpected P

rogress

School

(Other pu

pils)%Achievin

g More Th

anExpected P

rogress

Nation

al(Other pu

pils)%Achievin

g More Th

anExpected P

rogress

This table shows the number of pupils attaining each mathematics Key Stage 4 grade and their corresponding mathematics Key Stage 2 prior attainment, including sub-levels.

Page 58 of 65


Expected Progress English, mathematics


Table 5.4.1: Key Stage 2 to Key Stage 4 performance - percentage making expected progress, School and National (KS4.EPRS)

Irish 1 100 77 - 1 100 72 -

British 108 83 69 Sig+ 108 75 64 Sig+

Traveller of Irish Heritage - - 32 - - - 23 -

White

Ethnicity Group

SEN without a statement 21 71 53 21 43 41

No Identified SEN 143 88 75 Sig+ 146 84 72 Sig+

School Action 17 65 56 17 41 44

SEN with a statement 2 100 27 - 2 0 19 -

School Action Plus 4 100 48 - 4 50 34 -



34 94 76 Sig+ 36 81 72

Unclassified - - 11 - - - 14 -

English or believed to be English 132 84 70 Sig+ 133 77 64 Sig+


Pupils on roll throughout years 10 & 11 164 86 71 Sig+ 167 78 66 Sig+

Non-mobile pupils

Low 21 71 47 Sig+ 21 29 26

Middle 75 83 69 Sig+ 75 77 65 Sig+

High 65 94 85 Sig+ 65 94 84 Sig+

Prior Attainment

Disadvantaged pupils 29 69 58 29 41 48

Other pupils 137 90 75 Sig+ 140 86 71 Sig+


CLA 1 100 39 - 1 0 29 -

Not CLA 165 86 70 Sig+ 168 79 65 Sig+


FSM 29 69 58 29 41 48

Non FSM 137 90 74 Sig+ 140 86 71 Sig+

Free School Meals*

Male 78 88 64 Sig+ 79 77 62 Sig+

Female 88 84 76 90 79 67 Sig+

Gender

All Pupils 166 86 70 Sig+ 169 78 65 Sig+

English Mathematics

Cohort School National Sig Cohort School National Sig

The table indicates the proportion of pupils making expected progress between KS2 and KS4.Statistical significance tests have been performed on the data.

Page 59 of 65


Expected Progress English, mathematics


Unclassified - Information Not Obtained - - 22 - - - 24 -

Unclassified - Refused 5 100 74 - 5 100 68 -

Any Other Ethnic Group 4 75 79 - 4 75 74 -

Chinese 3 100 86 - 3 100 92 -

Black African 2 100 79 - 2 100 73 -

Black Caribbean 3 67 69 - 3 33 60 -

Any Other Black Background 1 100 71 - 1 0 62 -


Any other Asian Background 1 100 81 - 1 100 81 -

Bangladeshi 14 93 79 - 14 86 73 -

Indian 1 100 83 - 1 0 83 -

Pakistani 2 100 71 - 2 100 65 -


Any other Mixed Background 6 100 75 - 7 71 69 -

White and Black Caribbean 2 50 67 - 2 100 56 -

White and Asian 2 100 78 - 2 100 73 -

White and Black African 1 0 74 - 1 100 66 -

Mixed

Any Other White Background 10 100 76 - 12 92 71 -

Gypsy/Roma - - 30 - - - 15 -

English Mathematics

Cohort School National Sig Cohort School National Sig


A dash means that no significance test has been carried out. A blank space means that a significance test has been carried out and the result for school or group is not significantly different from the national average.

Page 60 of 65


Closing the Gaps at Key Stage 4G


Table 6.1.1: Closing the Gaps Trend - Disadvantaged pupils(KS4.CTGT)

Disadvantaged pupils 1 - - 16 - - 7 - - - 15 - - 7 - 1 0 8 -8 0 5 -5Other pupils - - - - - 1 0 -15 0 -7 - - - - -

Disadvantaged pupils 2 1 0 23 -23 0 11 -11 1 0 20 -20 0 10 -10 1 0 17 -17 0 9 -9

Mathematics

Other pupils - - - - - - - - - - - - - - -Disadvantaged pupils W - - 10 - - 6 - - - 2 - - 2 - - - 3 - - 2 -

Other pupils 53 91 13 45 19 63 92 11 48 19 52 90 16 46 22Disadvantaged pupils 4 17 41 78 -37 12 26 -14 24 83 81 2 25 29 -4 13 54 74 -20 15 24 -9

Other pupils 54 96 14 76 23 55 96 12 85 32 60 93 13 88 39Disadvantaged pupils 5 9 56 82 -26 44 53 -9 6 67 84 -17 50 53 -3 4 75 80 -5 75 49 26

Other pupils 2 100 77 50 39 1 0 -20 0 -10 3 0 -17 0 -9

Disadvantaged pupils 3 11 27 49 -22 9 26 -17 12 17 50 -33 8 27 -19 10 20 46 -26 20 23 -3Other pupils 16 56 7 38 12 15 60 10 33 6 17 59 13 47 24

Other pupils - - - - - 1 100 62 100 76 - - - - -Disadvantaged pupils 1 - - 37 - - 23 - - - 38 - - 24 - 1 100 34 66 0 23 -23

Disadvantaged pupils 2 1 0 54 -54 0 24 -24 1 0 54 -54 0 24 -24 2 50 55 -5 0 28 -28

Disadvantaged pupils W - - 13 - - 12 - - - 3 - - 3 - - - 7 - - 6 -

Other pupils 54 85 6 70 27 48 96 15 75 30 57 91 11 67 23

Other pupils - - - - - - - - - - - - - - -

Other pupils 1 100 46 0 -24 2 100 46 100 76 2 100 45 100 72

Other pupils 59 71 0 42 16 75 83 8 49 19 63 87 12 54 21Disadvantaged pupils 4 23 22 71 -49 4 26 -22 22 55 75 -20 32 30 2 18 67 75 -8 17 33 -16

Disadvantaged pupils 5 6 83 79 4 33 43 -10 5 80 81 -1 40 45 -5 4 75 80 -5 25 44 -19

Disadvantaged pupils 3 8 50 60 -10 0 22 -22 14 79 61 18 29 23 6 4 75 66 9 50 27 23Other pupils 11 64 4 18 -4 9 78 17 33 10 10 90 24 60 33

Percentage achieving expected progress and more than expected progress from different starting points2012 2013 2014

English

KS2

Level

Coh

ort

School

%

Nation

alother

pupils %

Diff %

School %

Nation

alother

pupils %

Diff %

Coh

ort

School %

Nation

alother

pupils %

Diff %

School %

Nation

alother

pupils %

Diff %

Coh

ort

School %

Nation

alother

pupils %

Diff %

School %

Nation

alother

pupils %

Diff %

Expectedprogress

More thanexpectedprogress

Expectedprogress


Expected progress


Page 61 of 65




Other pupils 125 1025.5 135 1028.3 132 1040.7

Disadvantaged pupils 38 952.3 43 992.2 29 968.6

Value Added

2012 2013 2014

OverallCohort School Cohort School Cohort School

Other pupils 125 1001.6 135 1003.8 132 1004.2


English

Other pupils 125 1002.9 135 1003.9 132 1004.3


Mathematics

Other pupils 104 1005.5 116 1004.1 112 1004.0


Science

Other pupils 86 1001.9 110 1004.6 103 1005.2


Humanities

Other pupils 61 1006.9 97 1006.9 96 1007.3


Languages

Page 62 of 65




Within school gap -14.4 -10.8 -14.5

Other pupils 144 46.0 5.4 148 46.1 5.2 144 45.8 5.7

Disadvantaged pupils 41 31.6 40.6 -9.0 46 35.3 40.9 -5.6 29 31.3 40.1 -8.8

Mathematics APS


Other pupils 144 385.2 32.9 148 380.7 29.8 144 367.3 42.5


Capped APS

Other pupils 144 43.2 3.0 148 44.3 3.8 144 46.0 5.6



Average Point Score

English APS

Cohort School National other pupils

Diff Cohort School National other pupils

Diff Cohort School National other pupils

Diff

2012 2013 2014

Page 63 of 65




Other pupils 144 38 19 148 57 30 144 56 28

Disadvantaged pupils 41 12 19 -7 46 9 27 -18 29 10 28 -17

Within school gap -26 -48 -46

Threshold

2012 2013 2014

Cohort School Nationalotherpupils

Diff Cohort School Nationalotherpupils

Diff Cohort School Nationalotherpupils

Diff

English Baccalaureate % % % % % % % % %

Within school gap -44 -32 -41

Other pupils 144 73 9 148 75 8 144 79 17

Disadvantaged pupils 41 29 64 -35 46 43 67 -24 29 38 62 -24

5 A*-C including English and mathematics

Within school gap -14 -4 -14Other pupils 144 99 3 148 100 4 144 100 5Disadvantaged pupils 41 85 96 -11 46 96 96 0 29 86 95 -95 A*-G

Within school gap -42 -33 -27Other pupils 144 74 2 148 81 7 144 89 16Disadvantaged pupils 41 32 72 -40 46 48 74 -26 29 62 73 -11English A*-C

Within school gap -44 -34 -40Other pupils 144 73 8 148 77 10 144 81 17Disadvantaged pupils 41 29 65 -36 46 43 67 -24 29 41 64 -23Basics

Within school gap -45 -26 -41Other pupils 144 86 11 148 89 12 144 86 12Disadvantaged pupils 41 41 75 -34 46 63 77 -14 29 45 74 -29Mathematics A*-C

Page 64 of 65


Closing the Gaps at Key Stage 4 G


Chart 6.1.2: Key Stage 2 to Key Stage 4 value added analysis by pupil (Disadvantaged) (KS24.VASct)

Coverage 100%

2014 Best 8 including English and mathematics subject area value added line, showing spread of pupils by disadvantaged pupils

The analysis is based upon comparing the estimated outcome with the actual outcome of each pupil. Also shown are the national mean lines for each characteristic.



Page 65 of 65

Documents

Unique Reference Number (URN) 136887 DfE Number 8734029 … · 2019. 2. 21. · GCSEs are no longer counted) * credit only one of a pupil’s overlapping qualifications (discounting