anonymous sen college - annual progress report 2015

ANONYMOUS

SPECIALIST SEN COLLEGE

ANNUAL PROGRESS REPORT – 2014/2015

Neil Barber (Education Consultant)

Mobile: 07722 578724

Email: [email protected]

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MANAGEMENT SUMMARY

Purpose of this Report:

• To investigate student progress across the school.

• To demonstrate to governors and Ofsted the effectiveness of provision in improving student progress.

The report is an analysis of data collected from different sources for the 2014/15 academic year. There are five different sources used; teacher assessments, baseline data on admission, GCSE/BTEC grades, student voice and staff voice.

There are six types of analysis used.

1. Comparative analysis of teacher assessments against “expected progress”.

2. Sub-group analysis. 3. ASPA analysis of progress from baseline assessment on admission. 4. Trend analysis of GCSE results. 5. Comparison of final teacher assessments against GCSE/BTEC grades

achieved. 6. Staff and student voice analysis.

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©THE PHOENIX PROGRESS SYSTEM

The Phoenix Progress System used for measuring student progress is protected under copyright law and is available for use under license.

Phoenix Judgements

The Phoenix Progress System makes judgements regarding student progress by comparing actual progress made against expected progress in accordance with national standards.

All Phoenix judgements are made against “expectation” as described above. Judgements are split into the four categories listed below.

Well above expected progress

Above expected progress

In line with expected progress

Below expected progress

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CONTENTS

Page 2 Management Summary

Page 3 Phoenix

Contents

Page 5 Comparative Analysis of Teacher Assessments against “Expected Progress” for 2013/14

Page 7 - Whole School Analysis

Page 9 - Year Group Analysis

Page 16 - Subject Analysis

Page 19 ©The Phoenix Progress System – ASPA Analysis

Page 24 Sub-group Analysis

Page 26 Attainment Analysis

Page 26 - Actual GCSE Grades Achieved Compared to Expected GCSE Grades.

Page 28 - Trend Analysis of GCSE Results

Page 30 Comparison of Final Teacher Assessments against GCSE Grades Achieved

Page 32 Staff and Student Voice

Page 34 Conclusions

Page 38 Appendix : Progress Spreadsheet

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COMPARATIVE ANALYSIS OF TEACHER ASSESSMENTS AGAINST “EXPECTED PROGRESS” FOR THE 2014/15 ACADEMIC YEAR.

This analysis uses termly teacher assessment data for school based students for the 2014/15 academic year. A whole school analysis has been produced, as well as an analysis of student progress by year group and by subject.

National Standards

National standards of three levels/grades of progress from the end of key stage 2 to the end of key stage 4 are used to calculate annual and termly expected progress as shown below. This provides a yardstick for measuring progress as well as enabling progress comparisons to be made with previous years.

*From this point on, a sub-level or sub-grade of progress will be referred to as a “step” of progress.

Expected progress over one academic year is 1.8 steps.

Calculation:

Expected progress from KS2 to KS4 = 3 grades = 9 steps

Expected progress for 1 academic year = 9 steps ÷ 5 years

= 1.8 steps per year

Expected progress over a term is 0.6 steps.

Calculation:

Expected progress per term = 1.8 steps per year ÷ 3

= 0.6 steps per term

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Well Above Expected Progress

Four levels/grades of progress from the end of key stage 2 to the end of key stage 4 have been used in calculating the threshold for well above expected progress as shown below. Progress in excess of this threshold has been judged as “well above expected”.

Well above expected progress over one academic year is 2.4 steps.

Calculation:

Progress from KS2 to KS4 = 4 grades = 12 steps

Progress for 1 academic year = 12 steps ÷ 5 years

= 2.4 steps

Well above expected progress over one term is 0.8 steps.

Calculation:

Progress per term = 2.4 steps per year ÷ 3

= 0.8 steps

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WHOLE SCHOOL ANALYSIS Total number of steps of progress = 401

Total number of subjects for all students = 214

Mean progress for all students across all subjects = 401214

= 1.9 steps

Mean progress for all students across all subjects is 1.9 steps for the 2014/15 academic year. This is above the 1.8 steps of progress expected over an academic year. This demonstrates above expected progress across the school.

Whole School Progress Trend The table below shows the mean number of steps of progress per student across all subjects over the last three years.

ACADEMIC YEAR MEAN NUMBER OF STEPS OF PROGRESS 2012/13 1.5 2013/14 1.6 2014/15 1.9

0

0.20.40.60.8

11.21.41.61.8

2

2012/13 2013/14 2014/15

Step

s of P

rogr

ess

WHOLE SCHOOL PROGRESS TREND

Mean Numberof Steps ofProgress

Trend

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Whole school progress over this three year period from 2012/13 to 2014/15:

1.9 – 1.5 = 0.4 steps increase 0.41.5

× 100 = 26.7% increase

This demonstrates significantly improving whole school progress.

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YEAR GROUP ANALYSIS

The mean progress for each year group, across all subjects is shown in the table and chart below.

YEAR GROUP MEAN NUMBER OF STEPS OF PROGRESS

7 1.6 8 2.1 9 1.7

10 2.1 11 2.0

Progress for Year 8, Year 10 and Year 11 is above the 1.8 steps of progress expected over an academic year

More detailed analysis of each year group follows.

0

0.5

1

1.5

2

2.5

MEAN NUMBER OF STEPS OF PROGRESS 2014/15YEAR GROUPS - ALL SUBJECTS

Year 7 Year 8 Year 9 Year 10 Year 11

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Year 7

SUBJECT MEAN NUMBER OF STEPS OF PROGRESS Maths 1.9 English 1.0 Science 0.6

All subjects 1.6

Mean progress for Year 7 students across all subjects is 1.6 steps. This is slightly below the 1.8 steps of progress expected over an academic year.

Mean progress in maths for Year 7 students is 1.9 steps. This is above the 1.8 steps threshold for expected progress over an academic year.

This demonstrates above expected progress in maths in Year 7.

Mean progress in English and science for Year 7 students is below the 1.8 steps threshold for expected progress over an academic year.

English and science in Year 7 should be considered as possible areas for development.

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2

Maths English Science All subjects

MEAN NUMBER OF STEPS OF PROGRESS 2014/15YEAR 7

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Year 8


All subjects 2.1

Mean progress for Year 8 students across all subjects is 2.1 steps. This is above the 1.8 steps of progress expected over an academic year.

This demonstrates above expected progress in Year 8.

Mean progress in maths for Year 8 students is 2.2 steps. This is above the 1.8 threshold for expected progress over an academic year.


0

0.5

1

1.5

2

2.5



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Year 9


All subjects 1.7

Mean progress for Year 9 students across all subjects is 1.7 steps. This is just below the 1.8 steps of progress expected over an academic year. This difference is not statistically significant. Mean progress in science for Year 9 students is below the 1.8 steps threshold for expected progress over an academic year. Science in Year 9 should be considered as a possible area for development.

0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8



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Year 10


All subjects 2.1

Mean progress for Year 10 students across all subjects is 2.1 steps. This is above the 1.8 steps of progress expected over an academic year.


Mean progress in English for Year 10 students is 2.0 steps. This is above the 1.8 steps of progress expected over an academic year.

This demonstrates above expected progress in English in Year 10.

0

0.5

1

1.5

2

2.5

3



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Mean progress in science for Year 10 students is 2.4 steps. This is on, but not above the 2.4 threshold for outstanding progress over an academic year.

This demonstrates significantly above expected progress in science in Year 10.

Year 11


All subjects 2.0

Mean progress for Year 11 students across all subjects is 2.0 steps. This is above the 1.8 steps threshold for expected progress over an academic year.


0

0.2

0.4

0.6

0.8

1

1.2

1.4

1.6

1.8

2

2.2



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Mean progress in maths in Year 11 is 2.0 steps, which is above the 1.8 steps threshold for expected progress in an academic year.


Mean progress in science in Year 11 is 2.0 steps, which is above the 1.8 threshold for expected progress in an academic year.

This demonstrates above expected progress in science in Year 11.

Mean progress in English in Year 11 is below the 1.8 steps threshold for expected progress in an academic year.

English in Year 11 should be considered as a possible area for development.

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SUBJECT ANALYSIS

The table below shows the mean number of steps of progress for all subjects and all year groups. This data is then separated into core and non-core subjects in the charts that follow.

SUBJECT MEAN NUMBER OF STEPS OF PROGRESS 2014/15 ACADEMIC YEAR

Year 7 Year 8 Year 9 Year 10 Year 11 Whole School

Maths 1.9 2.2 1.7 1.6 2.0 1.8 English 1.0 1.8 1.7 2.0 0.7 1.5 Science 0.6 1.2 0.7 2.4 2.0 1.3

ICT 2.3 2.6 2.5 1.6 2.7 2.3 Art 1.6 2.0 1.7 2.4 2.0 1.9

Design Technology 1.6 2.4 1.5 2.4 2.0 2.0 PE 1.1 2.2 1.5 2.6 2.7 1.9

Humanities 2.4 2.4 2.7 ---- ---- 2.5 All subjects 1.6 2.1 1.7 2.1 2.0 1.9

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0

0.5

1

1.5

2

2.5

3


Mea

n St

eps o

f Pro

gres

sCORE SUBJECTS

Maths

English

Science

0

0.5

1

1.5

2

2.5

3


Mea

n St

eps o

f Pro

gres

s

NON-CORE SUBJECTS

ICT

Art

D/Tech

Humanities

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Across the whole school, maths, ICT, art, design technology, PE and humanities each show the mean number of steps of progress of at least 1.8 steps.

This demonstrates above or in line with expected progress in maths, ICT, art, design and technology, PE and humanities across the school.

Progress in English is limited in Year 7, but there is significant improvement in Years 8, 9 and 10. In Year 11, progress in English dips and is a cause for concern. In science, progress is limited in Years 7, 8 and 9, but then improves dramatically in Years 10 and 11. This inconsistency should be investigated.

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©PHOENIX PROGRESS SYSTEM:

ANALYSIS OF PROGRESS FROM BASELINE ASSESSMENT ON ADMISSION

As a Specialist SEN College, Anonymous admits only a minority of its students at the start of Year 7, the majority are admitted at various times during Key Stage 3 or Key Stage 4. Due to the nature of the students admitted, they may have underachieved for months, or even years, prior to joining Anonymous. Consequently, it would be unfair to judge this school’s impact on students’ progress until they are admitted to the school. It is important that two key factors are taken into account so that progress can be measured fairly and realistically. They are:

1. Baseline assessments on admission to the school. 2. Number of terms since admission to the school.

For this reason, the “average student progress since admission” (ASPA) is calculated and used as a measure against “expected progress per term” of 0.6 steps (as explained previously on page 5). The calculation for the ASPA uses “actual progress per term” for English, maths and science (see calculation below for “actual progress per term”).

Calculation:

Actual progress per term = Number of steps of progress from “baseline on admission” to present

Number of terms since admission Average Student Progress since Admission (ASPA)

This is a key indicator of academic progress and measures progress across all core subjects from admission to present. A termly core progress ASPA figure is calculated for each student. This can then be used to calculate an ASPA figure for the whole school population. The ASPA is a powerful way to measure both

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individual student core progress and also to measure whole school core progress, for comparison with “expected progress” of 0.6 steps per term.

Calculation:

ASPA = (English + maths + science) actual progress per term 3

“Average student progress since admission” (ASPA) can also be used to measure progress for sub-groups within the school in order to compare performance of that sub-group against the performance of the whole school population.

Overall Core Progress

The ASPA is used to measure overall core progress for the whole school. This takes into account progress for all students from admission to present in English, maths and science.

Whole school ASPA = Total of all student ASPAs*

Total number of students = 17.2 28 = 0.61 steps per term. This is above the threshold for expected progress over a term of 0.6 steps. This demonstrates above expected whole school core progress. (*For all individual student ASPAs, see Progress Spreadsheet appendix.)

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Whole School Progress in English

“Actual progress per term” was calculated for English for each student using the formula shown on page 19 (see Progress Spreadsheet appendix).

Average actual progress per term = “Actual progress per term” for all students Number of students

= 15.7 28

= 0.6 steps

This on the threshold for expected progress over a term of 0.6 steps. This demonstrates in line with expected progress in English.

Whole School Progress in Maths

“Actual progress per term” was calculated for maths for each student using the formula shown on page 19.


= 19.8 28

= 0.7 steps

This is above the threshold of 0.6 steps for expected progress over a term. This demonstrates above expected progress in maths.

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Whole School Progress in Science

“Actual progress per term” was calculated for science for each student using the formula shown on page 19.


= 16.2 28

= 0.6 steps

This on the threshold for expected progress over a term of 0.6 steps. This demonstrates in line with expected progress in science. (*For individual student progress in English, maths and science see Progress Spreadsheet appendix.) The Progress Spreadsheet appendix also shows details of students above or below expected progress in core subjects since admission to the school. This data is shown more clearly in the chart below.

0%

20%

40%

60%

80%

100%

English Maths Science

PERCENTAGE OF STUDENTS ABOVE OR BELOW EXPECTED PROGRESS SINCE ADMISSION

Below expected progress In line with expected progress

Above expected progress Well above expected progress

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14.2% of students are well above expected progress in English. 60.7% of students are above or in line with expected progress in English. This demonstrates that a significant majority of the students are above or in line with expected progress. 28.6% of students are well above expected progress in maths. 96.4% of students are above or in line with expected progress in maths. This demonstrates that a significant number of students are well above expected progress in maths. This demonstrates that the vast majority of students are above or in line with expected progress in maths. 25.0% of students are well above expected progress in science. 60.7% of students are above or in line with expected progress in science. This demonstrates that a significant number of students are well above expected progress in science. This demonstrates that a significant majority of students are above or in line with expected progress in science.

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SUB-GROUP ANALYSIS

This sub-group analysis would usually consider gender, ethnicity, special educational needs (SEN), free school meals (FSM) and looked after children (LAC). As Anonymous is a specialist SEN college, all the students are boys with statements. Consequently, there is no sub-group analysis for gender and SEN. Sub-groups that are included are FSM, LAC and ethnicity.

This sub-group analysis is a comparison of “average student progress since admission” (ASPA). The ASPA was calculated for FSM, LAC and ethnicity sub-groups, when significant, and then compared with the ASPA for the whole school population.

ASPA FOR WHOLE SCHOOL AND SUB-GROUPS

Whole School Population 0.61 FSM Students 0.61 LAC Students 0.60

Ethnicity *See page 25

Free School Meals

71% of the students involved in this analysis are entitled to free school meals. The ASPA for FSM students is 0.61 steps per term, which is in line with the ASPA of 0.61 for the whole school population.

Looked After Children

11% of the students involved in this analysis are Looked After Children. The ASPA for LAC students is 0.60, which is in line with the ASPA of 0.61 for the whole school population. This demonstrates no significant difference in progress between the whole school population and LAC students.

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Ethnicity

Two students involved in this analysis are “White and Black Afro Caribbean”. All the other students involved are “White British”. Therefore, a statistical analysis of this data would have no meaningful significance. However, an individual analysis can be done.

The two students of “White and Black Afro Caribbean” ethnicity (LM and MJ) have ASPAs of 0.7 and 0.1 steps per term, respectively. LM’s ASPA is above that for the whole school population and also above the threshold for expected progress. MJ’s ASPA is below that for the whole school population and below the threshold for expected progress. MJ’s progress should be reviewed to see if any further intervention strategies would be appropriate during the coming year.

“White British” students had a sub-group ASPA of 0.6 steps per term. As 93% of the students involved in this analysis are “White British”, it is not surprising that progress for this group is in line with the ASPA for the whole school population.

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ATTAINMENT ANALYSIS

Actual GCSE Grades Achieved Compared to Expected GCSE Grades.

For the reasons explained in the previous section, the time since admission to the school must be part of the calculation in assessing expected GCSE grades fairly. As three levels of progress are expected over the five years from the end of key stage 2 to the end of key stage 4, expected GCSE grades are calculated using the baseline assessment on admission and adding the expected progress for the proportion of the five years from admission to Anonymous up to the end of Year 11.

(Calculations:

Number of terms from end of KS2 to end of KS4 = 5 years x 3 = 15 terms

Expected progress = Number of terms since admission x 9 steps 15 Expected GCSE grade = Baseline on admission + Expected progress) e.g. A student admitted in September of Year 9 with a baseline assessment

of level 2c (using new Clifford Holroyd attainment levels). By the end of Year 11 they will have completed 9 terms since admission.

Therefore,

Expected progress = 9/15 of 9 steps = 5.4 steps

Expected GCSE grade = Baseline on admission + Expected progress

= level 2c + 5.4 steps

= level 3a

= grade E (high)

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Comparisons of “Expected” against “Actual” GCSE grades in 2014/15 for maths and English are shown in the tables below.

MATHS Student Baseline on

Admission Expected Progress

(steps) Expected

Level/Grade Actual Grade

Achieved PH 1a (9/15)x9 = 5.4 steps 3b/Em F↓ SM Fm (6/15)x9 = 3.6 steps Em D↑ LS Fh (6/15)x9 = 3.6 steps Eh E =

Key: ↑ - Above expected progress = - In line with expected progress ↓ - Below expected progress

33% of students achieved above their expected GCSE grade in maths. 67% of students achieved above or in line with their expected GCSE grade in maths. This demonstrates above or in line with expected attainment by the majority of students in maths.

ENGLISH Student Baseline on

Admission Expected Progress

(sub-levels) Expected

Level/Grade Actual Grade

Achieved PH 1c (9/15)x9 = 5.4 steps 2a/Fh F= SM Fm (6/15)x9 = 3.6 steps Em D↑ LS Fh (6/15)x9 = 3.6 steps Eh G↓

33% of students achieved above their expected GCSE grade in English. 67% of students achieved above or in line with their expected GCSE grade in English.

This demonstrates above or in line with expected attainment by the majority of students in English.

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TREND ANALYSIS OF GCSE RESULTS

GCSE results over the last six years were analysed in order to find any possible trends in the data. The data used was the percentage of school based students achieving each category descriptor.

CATEGORY 2009/10 2010/11 2011/12 2012/13 2013/14 2014/15 5 or more grades

A* – G 0% 38% 60% 100% 57% 100%

5 or more A* - C inc M/E

0% 0% 0% 17% 29% 0%

1 or more grades A* – G

14% 100% 100% 100% 100% 100%

Maths A* – G 14% 75% 80% 100% 71% 100% Maths A* – C 0% 25% 40% 50% 29% 0% English A* – G No entries 38% 80% 100% 86% 100% English A* – C No entries 0% 0% 17% 29% 0% Science A* – G No entries 75% 80% 100% 57% 100% Science A* – C No entries 13% 0% 17% 29% 0%

0

10

20

30

40

50

60

70

80

90

100

2009/10 2010/11 2011/12 2012/13 2013/14 2014/15

Perc

enta

ge

YEAR 11 GCSE GRADES

1 or moregrades A* - G

5 or moregrades A* toG5 or moregrades A* - Cinc M/ETrend

Trend

Trend

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Three category descriptors have been used for this analysis. These are 1 or more grades A* – G, 5 or more grades A* – G and 5 or more grades A* – C including maths and English. The chart shows that all three categories show an upward linear trend.

The graph shows that the percentage of students achieving 1 or more GCSE grades A* – G rose very steeply to the 2010/11 figure of 100%. Obviously this figure cannot be increased further, but has been maintained at 100% for the last five years.

The percentage of students achieving 5 or more GCSE grades A* – G rose very steeply from 2009/10 to 2012/13 when it reached 100%. There was a drop in 2013/14, but this year the figure has gone back up to 100%.

No students achieved 5 GCSE grades A* - C including maths and English in 2014/15. There were only three students in this Year 11 cohort which means that this data is not statistically significant. None of the three students had target grades of C or above, due to their low levels/grades on admission to Anonymous. However, it can be seen from the chart that there is an upward trend for this category.

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COMPARISON OF FINAL TEACHER ASSESSMENTS AGAINST GCSE GRADES ACHIEVED

This section is to ensure that teacher assessments used to measure student progress are accurate and reliable, and therefore justify conclusions drawn.

The chart below shows a comparison of GCSE/BTEC grades achieved against final teacher assessments for Year 11 students.

Success Criteria for Teacher Assessment Accuracy

Success criteria for teacher assessment accuracy for GCSEs was that the final teacher assessment be within one grade of the actual GCSE grade achieved.

Success criteria for teacher assessment accuracy for BTECs was that the level awarded was above or in line with the final teacher assessment.

There were only three students in the Year 11 cohort for 2014/15. Due to this very small group size, the statistical significance for analysis of any individual

0

10

20

30

40

50

60

70

80

90

100

Maths English Science PE Art DT ICT Overall

% o

f Yea

r 11

Stud

ents

COMPARISON OF GCSE/BTEC GRADES ACHIEVED AGAINST FINAL TEACHER ASSESSMENTS

Teacher Assessment Accuracy Achieved Teacher Assessment Accuracy not Achieved

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subject is low. For example, one student failing to achieve the final teacher assessment in science has reduced the teacher assessment accuracy from 100% to 67%. However, the statistical significance for teacher assessments overall, across all subjects, is much higher because the group is larger.

Due to the very vulnerable nature of students at Anonymous, their performance from day to day can be very erratic. This may be due to home environment, psychological problems, anger issues etc. and can affect the students on an examination day the same as any other day. This means that their performance in GCSE/BTEC may be more variable than for mainstream students and not always reflect their teacher assessment.

Overall, 76% of teacher assessments fall within reasonable bounds of accuracy.

This demonstrates that teacher assessments are accurate and reliable for a school of this type.

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STAFF AND STUDENT VOICE

All students and teaching staff were given the opportunity to complete a questionnaire regarding progress. The data from all replies received produced the following results.

Students

100% of students say they have made at least quite good progress in lessons since September 2014. 72% say they have made at least good progress.

100% of students say they have made about the same or better progress in lessons this academic year compared to last year. 50% of students say they have made much more progress this year.

67% of students say they know their present levels/grades in most of their subjects.

67% of students say they know their end of year targets in most subjects.

Teachers

100% of teachers say that most students have made at least quite good progress in their lessons since September 2014.

100% of teachers say that students have made about the same or better progress in lessons this academic year compared to last year.

75% of teachers say that most students in their lessons know their present level/grade.

75% of teachers say that most students in their lessons know their end of year target.

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This demonstrates that most students feel they are making “good” or better progress in lessons.

This demonstrates that most teachers feel students are making “quite good” or better progress in lessons. 67% of the students say that they know their targets in most subjects. While it is very positive that this is an improvement on last year’s figure, there are still 33% who do not know most of their targets. Students need to have an awareness of realistic targets that they can aspire to achieve. Student targets should be considered as an area for further development.

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CONCLUSIONS

Above expected progress across the school.

(Mean progress for all students across all subjects is 1.9 steps for the 2014/15 academic year.)

Significantly improving whole school progress.

(Whole school progress from 2012/13 to 2014/15 has increased by 26.7%)

Above expected whole school core progress.

Whole school ASPA is above the threshold for expected progress over a term of 0.6 steps.

Above expected progress in maths in Year 7.

(Mean progress in maths for Year 7 students is 1.9 steps for the 2014/15 academic year.)

Above expected progress in Year 8.

(Mean progress for Year 8 students across all subjects is 2.1 steps for the 2014/15 academic year.)





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Above expected progress in English in Year 10.

(Mean progress in English for Year 10 students is 2.0 steps for the 2014/15 academic year.)

Significantly above expected progress in science in Year 10.

(Mean progress in science for Year 10 students is 2.4 steps for the 2014/15 academic year.)





Above expected progress in science in Year 11.

(Mean progress in science for Year 11 students is 2.0 steps for the 2014/15 academic year.)

Above or in line with expected progress in maths, ICT, art, design and technology, PE and humanities across the school.

(Across the whole school, maths, ICT, art, design technology, PE and humanities each show the mean number of steps of progress of at least 1.8 steps.)

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In line with expected progress in English.

(Average progress per student of 0.6 steps per term. 14.2% of students are well above expected progress in English. 60.7% of students are above or in line with expected progress in English.)

Above expected progress in maths.

(Average progress per student of 0.7 steps per term. 28.6% of students are well above expected progress in maths. 96.4% of students are above or in line with expected progress in maths.)

In line with expected progress in science.

(Average progress per student of 0.6 steps per term. 25.0% of students are well above expected progress in science. 60.7% of students are above or in line with expected progress in science.)

Above or in line with expected attainment by the majority of students in maths.

(33% of students achieved above their expected GCSE grade. 67% of students achieved above or in line with their expected GCSE grade.)

Above or in line with expected attainment by the majority of students in English.

(33% of students achieved above their expected GCSE grade. 67% of students achieved above or in line with their expected GCSE grade.)

Teacher assessments are accurate and reliable for a school of this type.

(76% of teacher assessments fall within reasonable bounds of accuracy.)

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Most students feel they are making “good” or better progress in lessons.

(100% of students say they have made at least quite good progress in lessons. 72% say they have made at least good progress in 2014/15.)

Most teachers say that students are making “quite good” or better progress in lessons.

(100% of teachers say that most students have made at least quite good progress in their lessons during 2014/15.)

Areas for Development Mean progress in English and science for Year 7 students is below the 1.8 steps threshold for expected progress over an academic year.

English and science in Year 7 should be considered as possible areas for development.

Mean progress in science for Year 9 students is below the 1.8 steps threshold for expected progress over an academic year.

Science in Year 9 should be considered as a possible area for development.

Mean progress in English in Year 11 is below the 1.8 steps threshold for expected progress in an academic year.

English in Year 11 should be considered as a possible area for development.

33% of students do not know most of their targets. Students need to have an awareness of realistic targets that they can aspire to achieve.

Student targets should be considered as an area for further development.

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APPENDIX:

PROGRESS SPREADSHEET

Key: ↑↑ Well above expected progress

↑ Above expected progress

= In line with expected progress

↓ Below expected progress

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CLIFFO

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YEAR GRO

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INCE ADMISS

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EXPE

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(T/3

x 1.8)

WELL ABOVE E

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(T/3 x

2.4)

FSMLA

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ENGLIS

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H - PRE

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MATHS P

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YES

NOW

BRIT

1B1A

1 =

0.3BS

(A)2C

4↑↑

1.31B

1A1

=0.3

0.6ST

EPHE

N HA

LEW

OOD

706

/01/

2015

21.2

1.6NO

NOW

BRIT

BS(B)

BS(A)

1 =

0.51A

2C1

=0.5

1B1A

1 =

0.50.5

THOM

AS KI

NSEL

LA7

04/0

9/20

143

1.82.4

YES

NOW

BRIT

1A1B

0↓

0.02B

2A1

=0.3

2B2A

1 =

0.30.2

BRAN

DON

LLOY

D7

15/1

2/20

142

1.21.6

NOYE

SW

BRIT

1C1B

1 =

0.52C

2A2

↑↑

1.01C

1C0

↓0.0

0.5NA

THAN

MAG

UIRE

704

/09/

2014

31.8

2.4YE

SNO

WBR

ITBS

(C)BS

(B)1

=0.3

1A2A

3↑↑

1.01B

1B0

↓0.0

0.4LO

UIS M

ORAN

703

/11/

2014

21.2

1.6YE

SNO

W&B

Carib

BS(B)

1B3

↑↑

1.51A

2C1

=0.5

1B1B

0↓

0.00.7

CHRIS

VAUG

HAN

711

/09/

2014

31.8

2.4YE

SNO

WBR

IT1B

1B0

↓0.0

1A2C

1 =

0.31C

1B1

=0.3

0.2MI

CHAE

L BLA

CKHU

RST

824

/02/

2014

53

4YE

SNO

WBR

ITBS

(B)1B

3 =

0.61B

3C5

↑↑

1.02C

2A2

↓0.4

0.7JO

SH EL

LERB

ROCK

10/1

1/20

142

1.21.6

YES

NOW

BRIT

BS(C)

DS(A)

0↓

0.0BS

(A)1C

1 =

0.51B

1A1

=0.5

0.3LO

UIS F

OSTE

R8

20/0

1/20

145

34

NOYE

SW

BRIT

1A4B

BS(A)

4C1A

4B0.0

JAKE

GILL

AM8

18/0

5/20

150

YES

NOW

BRIT

2C1B

1A0.0

SHAU

N HE

NNEL

LY8

20/0

1/20

145

34

NONO

WBR

IT1B

2A4

↑0.8

1C2A

5↑↑

1.02C

3C3

=0.6

0.8JA

Y McL

OUGH

LIN8

20/0

1/20

145

34

YES

NOW

BRIT

1A2B

2↓

0.41B

2A4

↑0.8

2C2A

2↓

0.40.5

JOSE

PH W

ILLIAM

S8

15/1

0/20

142

1.21.6

NONO

WBR

ITBS

(C)1C

3↑↑

1.51A

2B2

↑↑

1.01C

1A2

↑↑

1.01.2

BRAD

LEY B

AILEY

901

/02/

2015

10.6

0.8YE

SNO

WBR

IT1A

2C1

↑↑

1.01A

1A0

=0.0

2C2C

0 =

0.00.3

REEC

E DAV

IES9

20/0

9/20

129

5.47.2

YES

NOW

BRIT

1B3A

7↑

0.82C

4B7

↑0.8

1C4C

9↑↑

1.00.9

AARO

N FE

RRIS

901

/09/

2014

31.8

2.4NO

NOW

BRIT

2B3C

2↑

0.73A

4B2

↑0.7

3C3A

2↑

0.70.7

MARIC

O JO

NES

908

/09/

2014

31.8

2.4NO

NOW

&BCa

rib2A

2B0

↓0.0

1A2C

1 =

0.31A

1A0

↓0.0

0.1PE

TER J

ONES

904

/09/

2014

31.8

2.4YE

SNO

WBR

ITBS

(B)2B

1A3A

1B3B

0.0LA

WRE

NCE P

YBIS

904

/09/

2014

31.8

2.4YE

SNO

WBR

ITBS

(B)3A

2A4A

0.0TH

OMAS

ROBE

RTS

906

/09/

2012

95.4

7.2YE

SNO

WBR

IT2C

1ABS

(A)0.0

DANI

EL ST

OTT

904

/09/

2012

95.4

7.2NO

YES

WBR

IT2C

3B4

↓0.4

2C4B

7↑

0.81C

4C9

↑↑

1.00.7

ANTH

ONY V

INE

919

/11/

2012

95.4

7.2YE

SNO

WBR

IT2C

3C3

↓0.3

1B3B

6↑

0.71C

2B4

↓0.4

0.5KIL

LIAN

WAR

D9

04/1

1/20

145

34

NONO

Wan

dCHI

N1C

1A2C

0.0LE

WIS

WOO

LLEY

918

/09/

2012

95.4

7.2NO

YES

WBR

ITBS

(B)1A

1B1A

BS(C)

2C0.0

STEP

HEN

ARRA

NDS

1005

/09/

2011

127.2

9.6YE

SNO

WBR

ITDS

(A)Gh

6↓

0.51C

Em7

=0.6

1AEl

4↓

0.30.5

COLIN

BELL

1001

/09/

2014

31.8

2.4YE

SNO

WBR

ITGl

Fh5

↑↑

1.7Gm

Fl2

↑0.7

GmEl

5↑↑

1.71.4

THOM

AS BE

VERID

GE10

05/0

9/20

1112

7.29.6

NOYE

SW

BRIT

1CDl

9↑

0.81B

Eh7

=0.6

2CEm

4↓

0.30.6

MICH

AEL B

YOTT

1001

/09/

2014

31.8

2.4YE

SNO

WBR

ITGl

Gh2

↑0.7

GlGm

1 =

0.3Gl

El6

↑↑

2.01.0

PATR

ICK CO

NNOR

1005

/09/

2011

127.2

9.6YE

SNO

WBR

IT2C

Cl9

↑0.8

1ADm

8↑

0.72C

Em4

↓0.3

0.6LE

WIS

DOOL

EY10

15/0

5/20

137

4.25.6

YES

NOW

BRIT

1B1A

1C0.0

RYAN

FITZ

GERA

LD10

01/0

9/20

143

1.82.4

YES

NOW

BRIT

GlGh

2↑

0.7Gh

Eh6

↑↑

2.0Gl

El6

↑↑

2.01.6

REISS

QUI

RK10

05/0

9/20

1112

7.29.6

YES

NOW

BRIT

1AEl

4↓

0.31B

Eh7

=0.6

2CEl

3↓

0.30.4

DAVID

YOUN

G10

15/0

1/20

145

34

NOYE

SRE

FUSE

D2B

3A2A

0.0PE

TER H

AYW

ARD

1102

/10/

2012

95.4

7.2YE

SNO

WBR

IT1C

Fh5

=0.6

1AFh

3↓

0.32C

Dl6

↑0.7

0.5SC

OTT M

cNEIL

1104

/09/

2013

63.6

4.8YE

SNO

WBR

ITBm

Ch0

↓0.0

FmDl

5↑↑

0.8El

Cl6

↑↑

0.70.5

LIAM

SMITH

1109

/09/

2013

63.6

4.8YE

SNO

WBR

ITEl

Gh0

↓0.0

FhDl

4↑

0.7El

Dl3

=0.5

0.415

.719

.816

.217

.2FS

MLA

CW

BRIT

16.2/

26 =

0.6

↑↑

4/2

8 = 14

.2%15

.7/28

= 0.6

↑↑

8/2

8 = 28

.6%19

.8/28

= 0.7

↑↑

7/2

8 = 25

.0%16

.2/28

= 0.6

17.2/

28 =

0.61

12.2/

20 =

0.6

1.8/3

= 0

.6W

&BCa

rib↑

7

/28 =

25.0%

↑

8/2

8 = 28

.6%↑

2

/28 =

7.1%

2 stu

dent

s only

=

6/28

= 21

.4% =

11

/28 =

39.3%

=

8/2

8 = 28

.6%↓

11/

28 =

39.3%

↓

1/2

8 = 3

.6%↓

11

/28 =

39.3%

anonymous sen college - annual progress report 2015

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