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ANONYMOUS FREE SCHOOL
ANNUAL REPORT 2014/15
Neil Barber (Education Consultant)
Mobile 07722 578742
Email neil.barber@phoenixeducation.info
2
MANAGEMENT SUMMARY
Purpose of this Report:
• To analyse the development of Anonymous Free School at the end of its third year of operation.
• To demonstrate to governors and Ofsted the effectiveness of provision.
Areas for Analysis
The report is an analysis of student progress, behaviour and attendance for the 2014/15 academic year. Sources used are teacher assessments, GCSE/BTEC grades, staff behaviour reports, Arbor attendance data, attendance data from previous schools and sub-group data.
Analysis in this report covers students in Years 9, 10 and 11.
Types of Analysis Used
1. ASPA analysis of teacher assessments against “expected progress” since admission.
2. Comparative analysis of GCSE results against expected grades. 3. Analysis of progress by sub-groups. 4. Analysis of Year 11 attainment. 5. Analysis of GCSE grades against final teacher assessments. 6. Trend analysis for behaviour. 7. Overall attendance analysis. 8. Comparative attendance analysis against previous school attendance.
3
PHOENIX
©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.
Phoenix judgements made regarding behaviour and attendance take into account records from previous schools, records in present school and the nature and purpose of the present school. A judgement is then made against what would reasonably be expected of behaviour and of attendance.
All Phoenix judgements are made against “expectation”, as described above for progress and also for behaviour and attendance. Judgements are split into the four categories listed below.
Well above expected
Above expected
In line with expected
Below expected
4
CONTENTS
Page 2 Management Summary Page 3 Phoenix Page 4 Contents Page 5 Introduction Page 6 STUDENT PROGRESS Page 6 National Standards for Expected Progress Page 7 Well above Expected Progress Page 8 ©The Phoenix Progress System Page 9 Definitions Page 11 Whole School Analysis of Core Academic Progress Page 17 Sub-group Analysis Page 19 Attainment Analysis Page 25 Overall Core Attainment Analysis Page 29 Non-core Subjects Page 30 Comparative Attainment Page 32 Quality Assurance of Teacher Assessments
Page 33 BEHAVIOUR Page 33 Comparative Analysis of Positive and Negative Referrals. Page 35 Trend Analysis of Negative Referrals. Page 37 ATTENDANCE Page 37 Comparative Whole School Attendance. Page 38 Comparison with Attendance from Previous Schools
Page 40 CONCLUSIONS
Page 45 APPENDICES Page 46 Appendix 1: Student Progress Spreadsheet Page 47 Appendix 2: Sub-group Analysis Spreadsheet Page 48 Appendix 3 Comparative Attainment Spreadsheet
5
INTRODUCTION
Anonymous Free School opened to students in September 2012. It aims to provide the highest quality alternative educational environment and experiences for young people aged 14 – 19. The main focus of the school is the support of young people who previously were not attending school or were at risk of exclusion. A range of accredited programmes are offered, with appropriately challenging English and maths at the centre, all tailored to the abilities and interests of the students. A very personalised curriculum is delivered, supported by local stakeholders from Further and Higher Education and Business. The school prides itself on a very inclusive approach with the highest expectations for all.
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STUDENT PROGRESS
National Standards for Expected Progress National Standards of three grades of progress from the end of key stage 2 to the end of key stage 4 are used to calculate annual expected progress as shown below. *A “step” refers to what was previously described as a sub-level or sub-grade 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 one term is 0.6 steps. Calculation: Expected progress per term = 1.8 steps per year ÷ 3 = 0.6 steps per term Expected progress over a half term is 0.3 steps. Calculation: Expected progress per half term = 0.6 steps per half term ÷ 2 = 0.3 steps for half term
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Well above Expected Progress Four 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 progress”. “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 “Well above expected progress” over a half term is 0.4 steps. Calculation: Progress per half term = 0.8 steps per term ÷ 2 = 0.4 steps
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©THE PHOENIX PROGRESS SYSTEM: COMPARATIVE ANALYSIS OF ACTUAL PROGRESS AGAINST EXPECTED PROGRESS FROM BASELINE
ASSESSMENT ON ADMISSION TO PRESENT
Analysis of Progress from Baseline Assessment on Admission Anonymous Free School takes in students at various times during the academic year. The students admitted have all, for a variety of reasons, become disengaged or disaffected with education and may have underachieved for months, or even years, prior to joining the school. Consequently, it would be unfair to judge Anonymous Free School’s impact on students’ progress until they are actually 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 school weeks since admission to the school as a proportion of
the full academic year (38 weeks). For this reason, a comparison of “actual progress since admission” against “expected progress since admission“ has been used to analyse performance (see definitions on next page).
9
DEFINITIONS Whole School: The term “whole school” in this report refers to students in Years 9, 10
and 11. Expected Progress since Admission: National standards guidelines, as explained above, of 1.8 steps are used as
“expected progress” over one academic year. Number of school weeks since admission (out of the standard 38 weeks in an academic year) is used to calculate the proportion of the 1.8 steps to expect since their point of admission.
Calculation: Expected progress since admission = Number of school weeks since admission × 1.8 38 Well above Expected Progress: This uses the same criterion as that defined earlier i.e. in excess of 2.4
steps per year. This means that the 1.8 figure in the formula above is replaced by 2.4. Students above this threshold are categorised as “well above expected progress”.
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. An average half termly core
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progress figure is calculated for each student. This can then be used to calculate an average ASPA figure for the whole school population.
“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.
Calculation: Average half term length = 38 weeks = 6.3 weeks 6 Number of half terms since admission = Number of weeks since admission 6.3 ASPA = Average core progress since admission Number of half terms since admission
11
WHOLE SCHOOL ANALYSIS OF CORE ACADEMIC PROGRESS
As explained above in “Definitions”, average student progress since admission (ASPA) is used to measure whole school progress.
The ASPA has been calculated for each student. The total for all students has then been calculated and divided by the number of students, giving the overall whole school ASPA.
Total ASPA = 23.5 steps per half term
Number of students = 74
Whole school ASPA = 𝟐𝟐𝟐𝟐.𝟓𝟓𝟕𝟕𝟕𝟕
= 0.32 steps per half term
This is 6.7% above the 0.3 steps per half term threshold for expected progress.
This demonstrates above expected core academic progress across the whole school.
12
CORE SUBJECT ANALYSIS
This analysis shows the percentage of students with “actual progress” above, in line with or below “expected progress” for each core subject, from when they were admitted to the school until the end of the 2014/15 academic year. An average half termly progress figure for each core subject has also been calculated for the whole school population.
COMPARISON OF “ACTUAL” AGAINST “EXPECTED” PROGRESS SINCE ADMISSION
Subject “Actual” well above “Expected”
“Actual” above
“Expected”
“Actual” above or in line with “Expected”
“Actual” below
“Expected” English 25% 31% 76% 23% Maths 21% 22% 74% 25% Science 17% 23% 70% 30%
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70
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90
100
English Maths Science
Perc
enta
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f Stu
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ACTUAL PROGRESS COMPARED TO EXPECTED PROGRESS SINCE ADMISSION
Well Above "Expected" Progress
Above "Expected" Progress
In Line with "Expected" Progress
Below "Expected" Progress
13
English
76% of students are above or in line with “expected progress” since admission in English. 25% of students are well above “expected progress”. This demonstrates above expected progress by students in English from admission to present. Maths
74% of students are above or in line with “expected progress” since admission in maths. 21% of students are well above “expected progress”. This demonstrates above expected progress by students in maths from admission to present.
Science
70% of students are above or in line with “expected progress” since admission in science. 17% of students are well above “expected progress”. This demonstrates above expected progress by students in science from admission to present.
14
Half Termly Progress Trends
HT1 HT2 HT3 HT4 HT5 ASPA 0.15 0.23 0.23 0.28 0.32
English 0.38 0.44 0.41 0.29 0.40 Maths 0.09 0.17 0.19 0.20 0.23
Science 0.02 0.06 0.09 0.18 0.20
A large number of new students were admitted towards the end of the 2013/14 academic year and also at the start of the 2014/15 academic year. These new students made a significant negative impact on half termly progress rates for maths, science and whole school ASPA at the start of the 2014/15 academic year. However, the chart shows that during the course of the year, there was a significant upward trend in all three of these areas.
In English, high rates of progress were recorded from the start of the academic year. This was maintained during the course of the year apart from a dip in half term 4.
0
0.05
0.1
0.15
0.2
0.25
0.3
0.35
0.4
0.45
0.5
HT1 HT2 HT3 HT4 HT5
Step
s of P
rogr
ess
Half terms
HALF TERMLY PROGRESS
ASPA
English
Maths
Science
Trend (ASPA)
Trend (Maths)
Trend (English)
Trend (Science)
15
This demonstrates above expected whole school core progress since admission. ( ASPA HT5)
This demonstrates significantly improving whole school core progress during 2014/15. The trend suggests that this improvement would be expected to continue. ( ASPA TREND)
This demonstrates significantly above expected progress in English since admission. ( ENGLISH HT5)
This demonstrates significantly improving progress in maths during 2014/15. The trend suggests that this improvement would be expected to continue. ( MATHS TREND)
This demonstrates significantly improving progress in science during 2014/15. The trend suggests that this improvement would be expected to continue. ( SCIENCE TREND)
16
YEAR GROUP ANALYSIS
The ASPA for each year group was used to assess core academic progress. Year 11: Total ASPA = 11.5 Number of students = 37
Overall Year 11 ASPA = 11.537
= 0.31 steps per half term The Year 11 ASPA is 3% above the 0.3 steps per half term threshold for expected progress. It is also in line with the whole school ASPA of 0.32 steps per half term. This demonstrates above expected progress in Year 11. Year 10: Total ASPA = 10.9 Number of students = 30
Overall Year 10 ASPA = 10.930
= 0.36 steps per half term The Year 10 ASPA is 20% above the 0.3 steps per half term threshold for expected progress. It is also above the whole school ASPA of 0.32 steps per half term. This demonstrates above expected progress in Year 10.
17
Year 9: Total ASPA = 1.0 Number of students = 7
Overall Year 9 ASPA = 1.07
= 0.14 steps per half term The Year 9 ASPA is below the 0.3 steps per half term threshold for expected progress. It is also below the whole school ASPA of 0.32 steps per half term. There are only seven Year 9 students included in the ASPA data. With this small amount of data, statistical analysis is of low significance for this group. Despite this, Year 9 should be considered as a possible area for development. SUB-GROUP ANALYSIS The ASPA for each sub-group was used to assess core academic progress. Full details and results of this analysis can be seen in appendix 2 of this report.
Gender: The ASPA for boys is 0.31 steps per half term. This is in line with
the whole school population ASPA of 0.32. The ASPA for girls is 0.33 steps per half term. This is in line with
the whole school population ASPA of 0.32. This demonstrates that there is no significant difference in
progress between boys and girls. Pupil Premium: The ASPA for pupil premium students is 0.23. This is below the
whole school population ASPA of 0.32. Progress of pupil premium students should be considered as a
possible area for development.
18
Ethnicity: The ASPA for “White British” students is 0.35 steps per half term. This is slightly above the whole school population.
All except nine students are “White British”. Five other ethnicities are represented by these nine students. There is insufficient data for analysis to have any significance for each of these ethnicities. Details of progress for each of these students is shown in Appendix 2.
LAC: Only one student is a looked after child. This is insufficient data
for analysis to have any significance. Details of progress for this student are shown in Appendix 2. SEN: The ASPA for students with statements is 0.20 steps per half
term. There are only three students with statements, which is insufficient for this data to have statistical significance.
The ASPA for “School Action” students is 0.77. There are only three students on School Action, which is insufficient for this data to have significance.
The ASPA for “Support” students is 0.23. This is below the whole school population ASPA of 0.32.
Progress of “Support” students should be considered as a
possible area for development. EAL: There are only two students on role who speak English as an
additional language. This is insufficient data for analysis to have any significance.
19
ATTAINMENT ANALYSIS
The spreadsheet below shows a breakdown of progress towards GCSE grades achieved in English, maths and science for Year 11 students. The table includes baseline assessment grades, final teacher assessment grades and expected progress from admission date, as well as the actual GCSE/BTEC grades achieved for all subjects by each Year 11 student. In addition to this, the blue subject grade columns also indicate whether each core GCSE grade achieved is above (↑), in line with (=) or below (↓) “expected progress” as defined earlier. (DD, DH, MS and OW are disregarded from this analysis.)
Last Name
YEAR 11
First Name
Expected Progress (
steps)
Maths B/L
Maths Final Teacher Assessm
ent
Maths GCSE Grade Achieved versu
s Expected Progress
English B/L
English Final Teacher Asse
ssment
English GCSE Grade Achieved versu
s Expected Progress
Science B/L
Science Final Teacher Assessm
ent
Science GCSE Grade Achieved versus Expected Progress
ASPA (Average core steps per HT)
Prep for Working Life
Sports Leadership Award
Dance Leadership Award
Ashton Paige 1.8 Db Da G↓ Cc Cc C= Dc Dc E↓ 0.1 L2Bentley Reah 1.8 Ec Ea F↓ Eb Dc D↑ Ec Ec E= 0.2 L1Cooke Leah 2.0 Gc Ga U↓ Gc Ea D↑ Gc Fa F↑ 0.8 L2 L1Cousins Katie 2.6 Ea Cc D= Da Cb C= Ea Da D= 0.4 L2Dick Christian 1.4 Cc Ca C= Cc Ca D↓ Eb Fc D↑ 0.3 L2 L1Dinnen Jordan 2.9 Fb Ec F↑ Fb Fa E= Gc Fb E↑ 0.2 L1Dixon David 2.7 Gb Ga G↓ Ga Fa G↓ Gc U+ F↑ 0.1 L1Doughty Daniel 1.3 Fb Eb FbEvans Ryan 1.8 Dc Ca D= Ea Dc E↓ Dc Fc F↓ 0.3 L1Evans Ted 3.3 Gc Fc F= Fc Fa F↓ Fc Cc E= 0.4 L1Gillis Stephen 3.3 Gb Fc F= U- Gc F↑ Fc Ec F↓ 0.2 L1Hall Dylan 2.9 Gc Gb U- U Ga X 0.1 L1Harkness Amy 1.4 Eb Dc E= Db Cc D= Eb Ec E= 0.3 UHart Molly 4.5 Fb Fc U↓ Fb Fa X Fc U U↓ 0.0 L2Hellon Khloe 1.8 Ec Fa U↓ Db Da F↓ Fa Ec F↓ 0.1 L1 L1Jeffers Carl 1.0 Ga Fc F= Ea Dc F↓ Fa U G↓ 0.2 UJones Emily 1.2 Cc Ea E↓ Cc Cc C= Dc Ec E↓ 0.0 L2Kelly Zack 3.1 U- U+ U↓ Ga Dc D↑ Fa Gc G↓ 0.3 L1 L1McShane Alfie 1.2 Dc Dc E↓ Dc Db E↓ Dc Dc F↓ 0.1 L2Mooney Joshua 3.3 U+ Ga G= Gc Fc G↓ Fc Fa F↓ 0.2 L1Morris Chelsey 1.4 Gc Fb X Fc Dc E↑ Fc Ec U↓ 0.9 L1O'Shaughnessy Bethany 2.0 Gc Fa G= Gb Ea E↑ Ga Dc G↓ 1.0 L1Ord Lewis 1.5 Fb Eb F= Dc Dc F↓ Dc Ec F↓ 0.2 L1Palombella Ellis 1.2 Ec Ea G↓ Dc Db F↓ Ec Ec F↓ 0.2 L1 L1Quinn Daniel 1.3 Fc Fb U↓ Dc Dc F↓ Ec Fc F↓ 0.3 L1Ricketts Alex-Louise 3.6 Eb Bc C↑ Eb Da D= Ea Cc D= 0.5 L2Robinson Josh 1.5 Gc Gb U↓ Gc Fc F↑ Gc Ga F↑ 0.4 L1 L1Simon Mulue 0.6 Uc USzekelyova Angela 0.8 Eb Eb G↓ Db Db F↓ Eb Eb F↓ 0.0 L1Thomas Jack 1.3 Eb Ea D↑ Db Da E↓ Eb Dc E= 0.3 L2Trinka Benni 0.7 Db Ca B↑ Eb Ea C↑ Db Ec E↓ 0.5 L1Vaughan Liam 3.0 Ea Ca D= Ea Dc C↑ Dc Da E↓ 0.3 L2 L1Wall Sophie 2.0 Gb Ga G↓ Ga Fa F= Ga Fc F= 0.3 L1Wells Katie 2.0 Fb Cb D↑ Gb Dc C↑ Ga Cc D↑ 1.4 L2Wilbraham Connor 1.4 Ga Ea E↑ Fb Fa E↑ Fc Ec E↑ 0.7 L1Williams John 1.8 Dc Ec G↓ Db Da E↓ Dc Gc E↓ 0.1 L1 L1Wilson Reece 1.5 Dc Db F↓ Dc Dc E↓ Dc Fc F↓ 0.1 L2 L1Wood Owen 1.8 Gc Gc X Gb Gb Gb U X 0.0 L1Woolerton Jack 2.6 Fb Fa F↓ Fc Fa E↑ Fa Ec F↓ 0.2 L1
11.5Disregarded Students B 1/35 = 2.9% 11.5/37 = 0.31
C 2/35 = 5.7% C 6/35 = 17.1% C 0/35 = 0.0% L2 12/35 = 34.3%D 5/35 = 14.3% D 6/35 = 17.1% D 4/35 = 11.4% L1 21/35 = 60.0% L1 7/7 = 100% L1 2/2 = 100%E 4/35 = 11.4% E 10/35 = 28.6% E 11/35 = 31.4%F 8/35 = 22.9% F 10/35 = 28.6% F 15/35 = 42.9%G 8/35 = 22.9% G 2/35 = 5.7% G 3/35 = 8.6%
A*-C 3/35 = 8.6% A*-C 6/35 = 17.1% A*-C 0/35 = 0.0% A*-C Eng + Ma A*-G 28/35 = 80.0% A*-G 34/35 = 97.1% A*-G 33/35 = 94.3% 1/35 = 2.8%
A*-G Eng + Ma GCSE v. Target GCSE v. Target GCSE v. Target 28/35 = 80.0%↑ 6/34 = 17.6% ↑ 12/34 = 35.3% ↑ 7/35 = 20.0% A*-C Eng + Ma + Sci = 11/34 = 32.4% = 7/34 = 20.6% = 7/35 = 20.0% 0/35 = 0.0%↓ 17/34 = 50.0% ↓ 15/34 = 44.1% ↓ 21/35 = 60.0% A*-G Eng + Ma + Sci
28/35 = 80.0%
20
CORE SUBJECT ANALYSIS
English: A* - C 635
= 17%
A* - G 3435
= 97%
Comparison of GCSE Grade Achieved against Expected Progress.
35% of students achieved GCSE grades in English above expected progress since admission.
56% of students achieved GCSE grades in English above or in line with expected progress since admission.
This demonstrates above expected attainment in English, by a significant number of students.
GCSE above Expected Progress
GCSE above or in line with Expected Progress
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English
Perc
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f Stu
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COMPARISON OF GCSE GRADE IN ENGLISH AGAINST EXPECTED PROGRESS SINCE ADMISSION
21
Maths: A* - C 335
= 9%
A* - G 2835
= 80%
Comparison of GCSE Grade Achieved against Expected Progress.
18% of students achieved GCSE grades in maths above expected progress since admission.
50% of students achieved GCSE grades in maths above or in line with expected progress since admission.
This demonstrates above or in line with expected attainment in maths, by a significant number of students.
GCSE above Expected Progress
GCSE above or in line with Expected Progress
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COMPARISON OF GCSE GRADE IN MATHS AGAINST EXPECTED PROGRESS SINCE ADMISSION
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Science: A* - C 035
= 0%
A* - G 3335
= 94%
Comparison of GCSE Grade Achieved against Expected Progress.
20% of students achieved GCSE grades in science above expected progress since admission.
40% of students achieved GCSE grades in science above or in line with expected progress since admission.
This demonstrates above or in line with expected attainment in science, by a significant number of students.
GCSE above Expected Progress
GCSE above or in line with Expected Progress
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COMPARISON OF GCSE GRADE IN SCIENCE AGAINST EXPECTED PROGRESS SINCE ADMISSION
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0
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15
20
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sPERCENTAGE OF A* - Cs IN CORE SUBJECTS
English Maths Science
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PERCENTAGE OF A* - Gs IN CORE SUBJECTS
English Maths Science
24
The chart below shows a comparison of English, maths and science GCSE grades achieved against expected progress since admission for Year 11 students.
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English Maths Science
% o
f Yea
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Stud
ents
COMPARISON OF GCSE GRADES ACHIEVED AGAINST EXPECTED PROGRESS
Below Expected Progress In line with Expected Progress Above Expected Progress
25
OVERALL CORE ATTAINMENT ANALYSIS
3% of students achieved grades A* - C in English and maths.
80% of students achieved grades A* - G in English and maths.
0% of students achieved grades A* - C in English, maths and science.
80% of students achieved grades A* - G in English, maths and science.
COMPARISON OF GCSE GRADES ACHIEVED AGAINST TARGETS SET
Targets for maths, English and science were based on expected progress using national guidelines from baseline assessments on students’ admission to the school. The following table and chart show a comparison of GCSE grades achieved against GCSE target percentage.
Category Target Percentage Percentage Achieved English A* - C 11% 17% Maths A* - C 6% 9% Science A* - C 3% 0% Maths + English A* - C 6% 3%
26
It can be seen from the chart that in both English and maths, the percentage of grade A* - C grades achieved was significantly higher than the target percentage.
In English, the percentage of A* - C grades achieved was 55% higher than the target percentage.
This demonstrates well above expected attainment in English.
In maths, the percentage of A* - C grades achieved was 50% higher than the target percentage.
This demonstrates well above expected attainment in maths.
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2
4
6
8
10
12
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18
20
English A*-C Maths A*-C Science A*-C English + Maths A*-C
Perc
enta
geCOMPARISON OF GCSE GRADES ACHIEVED
AGAINST TARGETS SET
Target Percentage Percentage Achieved
27
In science, no students achieved A* - C grades which was below the target of 3%. The school is fully aware of difficulties in science caused by lack of laboratory facilities while the new school was being built. This meant students had to travel to off-site facilities for science lessons which caused a certain amount of disruption for students. These problems will certainly have contributed to the disappointing GCSE results. This has now been resolved by the excellent laboratories in the new school.
This should, however, be seen as a possible area for development.
Focusing on English/maths “crossover” students throughout Year 11 should help to increase the percentage of students achieving A* - C grades in English + maths in line with the target percentage.
This should be seen as a possible area for development.
English and Maths
The table and chart below show attainment specifically for English and maths.
CATEGORY 2012/13 2013/14 2014/15 English A* – G 82% 90% 97% English A* – C 0% 30% 17% Maths A* – G 91% 80% 80% Maths A* – C 27% 31% 9%
English and Maths A* – G 82% 73% 80% English and Maths A* – C 0% 15% 3%
28
The school puts English and maths at the heart of the curriculum for all students. A key priority for Anonymous Free School is for all students to receive appropriate and challenging teaching in English and maths.
A high proportion of students achieved GCSE grades at A* – G in both English and maths. In English, this figure showed a significant increase to 97% for 2014/15. In maths, the figure was maintained from 2013/14 at 80%.
The proportion of students achieving GCSE grades A* - C decreased in both English and maths in 2014/15. However, the baseline assessments on admission for this cohort were much lower than those for the 2013/14 cohort. This is very clearly reflected in the target percentages for English and maths A* - C grades (see P25). These targets are calculated using national standards for expected progress from the baseline assessments on admission. Although GCSE grades A* - C decreased for English and maths in 2014/15, both of these subjects achieved well above their target percentage. English achieved 55% above the target. Maths achieved 50% above the target.
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English A* - G English A* - C Maths A* - G Maths A* - C Eng + MathsA* - G
Eng + MathsA* - C
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Stud
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ATTAINMENT IN ENGLISH AND MATHS
2012/13 2013/14 2014/15
29
Non-core Subjects
The chart below shows the percentage of grades achieved in subjects other than English, maths and science by Year 11 students.
94% of students entered for Preparation for Working Life achieved a pass grade. 34% passed at level 2.
100% of students entered for the Sports Leadership Award achieved a pass grade. All of these were at level 1.
100% of students entered for the Dance Leadership Award achieved a pass grade. All of these were at level 1.
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Preparation fo WorkingLife
Sports Leadership Award Dance Leadership Award
Perc
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GRADES ACHIEVED IN OTHER SUBJECTS
Level 1
Level 2
30
COMPARATIVE ATTAINMENT
This section compares Anonymous Free School’s attainment with that for alternative provision establishments across geographical areas. The data used for this comparison is:
5 or more A* - G GCSE grades 5 or more A* - C GCSE grades Average GCSE points score.
This data can be seen in full in appendix 3.
The table and chart below show comparative data for Liverpool, North West England and the whole of England.
5 or More A* - G GCSE Grades
5 or More A* - C GCSE Grades
Average GCSE Points Score
Anonymous F.S. 14.3% 0.0% 110.7 Liverpool 3.1% 0.0% 33 North West 21.9% 0.8% 84 England 5.4% 1.5% 95
0
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80
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120
5 or more A* - G GCSE grades 5 or more A* - C GCSE grades Average GCSE Points Score
COMPARATIVE ATTAINMENT WITH AREAS
Everton Free School Liverpool North West England
31
It can be seen from the chart that Anonymous Free School’s attainment compares very favourably to these geographical areas. The percentage of 5 or more A* - G grades is well above that for Liverpool and England. The average GCSE points score is well above that for Liverpool, North West England and England. The zero percentage for 5 or more A* - C grades is the same as for the Liverpool area. The very low figures of 0.8% and 1.5% for North West England and England, respectively, show that the zero percentage for this category is very typical in the A.P. sector.
This demonstrates that attainment compares very favourably to similar types of schools.
32
QUALITY ASSURANCE OF TEACHER ASSESSMENTS
This section is to ensure that teacher assessments used to measure student progress are accurate and reliable, and therefore justify conclusions drawn. In order to quality assure teacher assessments, the final teacher assessment is compared to the GCSE grade achieved in English, maths and science. The acceptable error bound used is that a teacher assessment error is recorded if the GCSE grade achieved is more than one grade below the final teacher assessment.
The chart below shows the error percentage for final teacher assessments in English, maths and science for Year 11 students.
ERROR PERCENTAGE OF FINAL TEACHER ASSESSMENTS English Maths Science 17.6% 20.6% 14.3%
The chart shows that the final teacher assessment error percentage is low for all three core subjects.
This demonstrates that teacher assessments are accurate and reliable.
0
10
20
30
40
50
60
70
80
90
100
English Maths Science
Erro
r Per
cent
age
ERROR PERCENTAGE OF FINAL TEACHER ASSESSMENTS
33
BEHAVIOUR
COMPARATIVE ANALYSIS OF POSITIVE AND NEGATIVE REFERRALS
Due to the nature of Anonymous Free School, a very significant proportion of its students have failed to conform to behaviour expectations in mainstream schools despite the varied range of sanctions applied. Anonymous’s rationale is to develop a culture of good behaviour by promoting the use and recognition of positive behaviour referrals.
Positive and negative referrals are recorded as proportions of total referrals in the chart below.
0
10
20
30
40
50
60
70
80
90
100
HT12013-14
HT2 HT3 HT4 HT5 HT6 HT12014-15
HT2 HT3 HT4 HT5
Perc
enta
ge o
f Tot
al R
efer
rals
COMPARATIVE HALF TERMLY PERCENTAGES OF POSITIVE AND NEGATIVE REFERRALS - 2013/14 AND 2014/15
Positive ReferralsPercentage
Negative ReferralsPercentage
Positive Trend
Negative Trend
34
The chart below shows the overall number of positive and negative behaviour referrals for the 2014/15 academic year.
Overall for half terms 1 – 5 of the 2014/15 academic year Positive: 4852
5857 × 100 = 83% Negative: 1005
5857 × 100 = 17%
4852 – 1005 = 3847 3847
4852 × 100 = 79%
Overall there are 79% more positive than negative referrals.
This demonstrates that staff are using positive referrals to promote engagement amongst students.
0
1000
2000
3000
4000
5000
Num
ber o
f Ref
erra
ls
TOTAL NUMBER OF POSITIVE AND NEGATIVE REFERRALS2014/15
Positive Negative
35
TREND ANALYSIS OF NEGATIVE REFERRALS
The chart below shows half termly negative behaviour referrals.
The chart shows a significant downward trend in the number of negative behaviour referrals.
Three Point Moving Average
A three point moving average is used to measure this downward trend.
175+164+165 = 168 165+180+117 = 154 3 3
Decrease = 168 – 154 = 14
Percentage decrease = 14 × 100 = 8.3% 168
0
20
40
60
80
100
120
140
160
180
200
HT1 HT2 HT3 HT4 HT5
Num
ber o
f Ref
erra
ls
HALF TERMLY NEGATIVE REFERRALS2014/15
NegativeReferrals
Trend
36
This represents an 8.3% decrease in the number of negative behaviour referrals over the 2014/15 academic year.
This demonstrates significantly improving behaviour over the 2014/15 academic year.
This demonstrates that the use of positive referrals is significantly improving behaviour.
37
ATTENDANCE
Whole school attendance for the 2014/15 academic year is 89.2%. The chart below shows the attendance trend from 2012/13 to the present.
Whole school attendance of 89.2% is extremely high for a school of this type. A very high level of attendance has been maintained throughout Anonymous Free School’s first three years.
This demonstrates well above expected whole school attendance.
This demonstrates an upward trend in attendance.
80
82
84
86
88
90
92
94
96
98
100
2012/13 2013/14 2014/15
ATTE
ND
ANCE
PER
CEN
TAG
E
WHOLE SCHOOL ATTENDANCE TREND
Whole SchoolAttendance
Trend
38
COMPARISON WITH ATTENDANCE FROM PREVIOUS SCHOOLS
In order to analyse the impact that Anonymous Free School has had on students’ attendance, a comparison was made with attendance from their previous schools. All available data was included for the results shown in the table below.
Percentage of Students with
Decreased Attendance
Percentage of Students with
Increased Attendance Overall 35% 65% By 20% or more 3% 23% By 50% or more 0% 8% By 100% or more 0% 5%
0
10
20
30
40
50
60
70
3
35
65
23
85
Perc
enta
ge o
f Stu
dent
s
Percentage Change
PERCENTAGE CHANGE IN ATTENDANCE COMPARED TO PREVIOUS SCHOOL
Decreased by 20% or more
Decreased
Increased
Increased by 20% or more
Increased by 50% or more
Increased by 100% or more
39
Although there are some concerns over a number of students whose attendance has decreased, the majority of students’ attendances have increased. Furthermore, those increases are frequently very significant.
23% of students have increased their attendance by at least 20%.
8% of students have increased their attendance by at least 50%.
5% of students have increased their attendance by at least 100%.
Average percentage increase in attendance:
1413.526
= 54.3%
Average percentage decrease in attendance:
158.514
= 11.3%
The average increase in attendance is much higher than the average decrease in attendance. Where students’ attendances have decreased, the decrease is relatively small. This shows that the school is making a significant impact on attendance of students.
This demonstrates significant improvements in attendance in a large majority of the students.
40
CONCLUSIONS
Above expected core academic progress across the whole school. (6.7% above the 0.3 steps per half term threshold for expected progress.) Significantly improving whole school core progress during 2014/15. The trend suggests that this improvement would be expected to continue. (See “ ASPA trend” half termly progress graph P14.) Significantly above expected progress by students in English from admission to present. (76% of students are above or in line with expected progress since admission in English. 25% of students are well above expected progress. See “ English HT5” half termly progress graph P14.) Above expected progress by students in maths from admission to present. (74% of students are above or in line with expected progress since admission in maths. 21% of students are well above expected progress.) Significantly improving progress in maths during 2014/15. The trend suggests that this improvement would be expected to continue. (See “ ASPA trend” half termly progress graph P14.) Above expected progress by students in science from admission to present. (70% of students are above or in line with expected progress since admission in science. 17% of students are well above expected progress.)
41
Significantly improving progress in science during 2014/15. The trend suggests that this improvement would be expected to continue. (See “ ASPA trend” half termly progress graph P14.)
Above expected progress in Year 11. (The Year 11 ASPA is 3% above the 0.3 steps per half term threshold for expected progress.) Above expected progress in Year 10. (The Year 10 ASPA is 20% above the 0.3 steps per half term threshold for expected progress.)
No significant difference in progress between boys and girls. (The ASPA for boys is 0.31 steps per half term. The ASPA for girls is 0.33 steps per half term.) Above expected attainment in English, by a significant number of students. (17% GCSE grades A* - C compared to target of 11%. 35% achieved GCSE grades above expected progress since admission. 56% achieved GCSE grades above or in line with expected progress since admission.) Above or in line with expected attainment in maths, by a significant number of students. (9% GCSE grades A* - C achieved compared to target of 6%. 18% achieved GCSE grades above expected progress since admission. 50% achieved GCSE grades above or in line with expected progress since admission.)
42
Above or in line with expected attainment in science, by a significant number of students. (20% achieved GCSE grades above expected progress since admission. 40% achieved GCSE grades above or in line with expected progress since admission.) Well above expected attainment in English. (Percentage of GCSE grades A* - C achieved was 55% higher than the target percentage.) Well above expected attainment in maths. (Percentage of GCSE grades A* - C achieved was 50% higher than the target percentage.) Attainment compares very favourably to similar types of schools. (Percentage of 5 or more A* - G grades well above that for Liverpool and England. Average GCSE points score well above that for Liverpool, North West England and England.) Teacher assessments are accurate and reliable. (Final teacher assessment error percentage is low for all three core subjects.) Staff are using positive referrals to promote engagement amongst students. (79% more positive than negative referrals.) Significantly improving behaviour over the 2014/15 academic year. (8.3% decrease in the number of negative behaviour referrals over the 2014/15 academic year.)
43
The use of positive referrals is significantly improving behaviour. (79% more positive than negative referrals. 8.3% decrease in the number of negative behaviour referrals over the 2014/15 academic year.) Well above expected whole school attendance. (Whole school attendance of 89.2% is extremely high for a school of this type.) Upward trend in whole school attendance. (See trend line on attendance graph P35.) Significant improvements in attendance in a large majority of the students. (Average percentage attendance increase is 54.3%. Average percentage attendance decrease is 11.3%. 23% of students have increased their attendance by at least 20%. 8% of students have increased their attendance by at least 50%. 5% of students have increased their attendance by at least 100%.) Progress in Year 9 should be considered as a possible area for development. (The Year 9 ASPA is below the 0.3 steps per half term threshold for expected progress. Only seven Year 9 students included in the ASPA data, so statistical significance is low.) Progress of pupil premium students should be considered as a possible area for development. (The ASPA for pupil premium students is below the whole school population ASPA of 0.32.)
44
Progress of SEN “support” students should be considered as a possible area for development. (The ASPA for SEN “support” students is below the whole school population ASPA of 0.32.) Attainment in science should be seen as a possible area for development. (No students achieved A* - C grades, which was below the target of 3%.) English/maths “crossover” students should be seen as a possible area for development. (Percentage of students achieving GCSE A* - C grades in English + maths is below target.
45
APPENDICES
Appendix 1 Student Progress Spreadsheet Appendix 2 Sub-group Analysis Spreadsheet Appendix 3 Comparative Attainment Spreadsheet
Key for progress spreadsheet:
↑↑ Well above expected progress
↑ Above expected progress
= In line with expected progress
↓ Below expected progress
46
APPENDIX 1: STUDENT PROGRESS SPREADSHEET
Last Name
First Name
KS2 Maths KS2 English KS2 Science Attendance %Admissio
n Date No. of Weeks sin
ce admission (W
)
Expected Progress (W/38×1.8)
Well Above Exp. Progress (
W/38×2.4)
Number of HTs (W/6.3)
Maths B/L Maths Present Grade
Progress since Admissio
n (steps)
Maths Above/Below Expected Grade
Maths Half Termly Progress
English B/L English Present Grade
Progress since Admissio
n (steps)
Eng Above/Below Expected Grade
English Half Termly Progress
Science B/L Science Present Grade
Sci Progress since Admissio
n (steps)
Sci Above/Below Expected Grade
Science Half Termly Progress
ASPA (Average core steps per HT)
Sport B/L
Sport Present Grade
Sport Progress s
ince Admission (ste
ps)
Sport Above/Below Expected Progre
Year Group
Ashton
Paige
88%6/2
/2014
381.8
2.46.0
3Db
Da1
=0.2
CcCc
0↓
0.0Dc
Dc0
↓0.0
0.111
Bentley
Reah
87%6/9
/2014
371.8
2.35.8
7Ec
Ea2
↑0.3
EbDc
2↑
0.3Ec
Ec0
↓0.0
0.211
Cooke
Leah
97%4/2
3/2014
422.0
2.76.6
7Gc
Ga2
=0.3
GcEa
8↑↑
1.2Gc
Fa5
↑↑0.8
0.811
Cousins
Katie
94%1/1
3/2014
542.6
3.48.5
7Ea
Cc4
↑↑0.5
DaCb
2 =
0.2Ea
Da3
↑0.4
0.411
Dick
Christia
n84%
9/16/2
01430
1.41.9
4.76
CcCa
2↑↑
0.4Cc
Ca2
↑↑0.4
EbFc
0↓
0.00.3
DbDa
1 =
11Din
nenJord
an87%
10/30/
2013
622.9
3.99.8
4Fb
Ec2
=0.2
FbFa
1↓
0.1Gc
Fb4
↑↑0.4
0.211
Dixon
David
82%11/
28/201
358
2.73.7
9.21
GbGa
1↓
0.1Ga
Fa3
↑0.3
GcU+
0↓
0.00.1
11Dou
ghty
Daniel
53%9/2
9/2014
281.3
1.84.4
4Fb
0.0Eb
0.0Fb
0.011
Evans
Ryan
89%6/2
/2014
381.8
2.46.0
3Dc
Ca5
↑↑0.8
EaDc
1 =
0.2Dc
Fc0
↓0.0
0.311
Evans
Ted99%
9/6/20
1369
3.34.4
10.95
GcFc
3 =
0.3Fc
Fa2
↓0.2
FcCc
9↑↑
0.80.4
11Gill
isSte
phen
71%9/6
/2013
693.3
4.410.
95Gb
Fc2
↓0.2
U-Gc
3 =
0.3Fc
Ec3
=0.3
0.211
Hall
Dylan
79%10/
30/201
362
2.93.9
9.84
GcGb
1↓
0.1U
U0
↓0.0
Ga0.0
0.111
Harkne
ssAm
y75%
9/15/2
01430
1.41.9
4.76
EbDc
2↑↑
0.4Db
Cc2
↑↑0.4
EbEc
0↓
0.00.3
11Har
tMo
lly53%
11/26/
2012
964.5
6.115.
24Fb
Fc0
↓0.0
FbFa
1↓
0.1Fc
U0
↓0.0
0.011
Hellon
Chloe
84%6/9
/2014
371.8
2.35.8
7Ec
Fa0
↓0.0
DbDa
1 =
0.2Fa
Ec1
=0.2
0.111
Jeffers
Carl
75%11/
12/201
422
1.01.4
3.49
GaFc
1 =
0.3Ea
Dc1
=0.3
FaU
0↓
0.00.2
11Jon
esEm
ily93%
10/13/
2014
261.2
1.64.1
3Cc
Ea0
↓0.0
CcCc
0↓
0.0Dc
Ec0
↓0.0
0.011
Kelly
Zack
92%10/
6/2013
653.1
4.110.
32U-
U+2
↓0.2
GaDc
7↑↑
0.7Fa
Gc0
↓0.0
0.3Da
Cc1
↓11
McShan
eAlfi
e95%
10/13/
2014
261.2
1.64.1
3Dc
Dc0
↓0.0
DcDb
1 =
0.2Dc
Dc0
↓0.0
0.111
Moone
yJos
hua86%
9/6/20
1369
3.34.4
10.95
U+Ga
3 =
0.3Gc
Fc3
=0.3
FcFa
2↓
0.20.2
11Mo
rrisChe
lsey77%
9/24/2
01429
1.41.8
4.60
GcFb
4↑↑
0.9Fc
Dc6
↑↑1.3
FcEc
3↑↑
0.70.9
11O'S
haughn
essy
Bethan
y79%
4/23/2
01442
2.02.7
6.67
GcFa
5↑↑
0.8Gb
Ea7
↑↑1.1
GaDc
7↑↑
1.11.0
11Ord
Lewis
82%9/1
0/2014
311.5
2.04.9
2Fb
Eb3
↑↑0.6
DcDc
0↓
0.0Dc
Ec0
↓0.0
0.211
Palom
bella
Ellis99%
10/13/
2014
261.2
1.64.1
3Ec
Ea2
↑↑0.5
DcDb
1 =
0.2Ec
Ec0
↓0.0
0.2Ec
Dc3
↑↑11
Quinn
Daniel
97%10/
8/2014
271.3
1.74.2
9Fc
Fb1
=0.2
DcDc
0↓
0.0Ec
Fc3
↑↑0.7
0.311
Ricketts
Alex-Lo
uise89%
6/10/2
01375
3.64.7
11.90
EbBc
8↑↑
0.7Eb
Da4
↑0.3
EaCc
7↑↑
0.60.5
11Rob
inson
Josh
89%9/1
0/2014
311.5
2.04.9
2Gc
Gb1
=0.2
GcFc
3↑↑
0.6Gc
Ga2
↑0.4
0.4Eb
Dc2
↑11
Simon
Mulue
100%
2/9/20
1512
0.60.8
1.90
0.0Uc
0.00.0
11Sze
kelyova
Angela
94%1/6
/2015
170.8
1.12.7
0Eb
Eb0
=0.0
DbDb
0 =
0.0Eb
Eb0
=0.0
0.011
Thoma
sJac
k94%
9/26/2
01428
1.31.8
4.44
EbEa
1 =
0.2Db
Da1
=0.2
EbDc
2↑↑
0.50.3
11Trin
kaBen
ni99%
1/26/2
01514
0.70.9
2.22
DbCa
2 ↑↑
0.9Eb
Ea1
↑↑0.5
DbEc
0 =
0.00.5
11Vau
ghan
Liam89%
9/6/20
1364
3.04.0
10.16
EaCa
6↑↑
0.6Ea
Dc1
↓0.1
DcDa
2↓
0.20.3
CcCb
1↓
11Wa
llSop
hie78%
4/23/2
01442
2.02.7
6.67
GbGa
1↓
0.2Ga
Fa3
↑↑0.5
GaFc
1↓
0.20.3
11We
llsKat
ie85%
4/23/2
01442
2.02.7
6.67
FbCb
9↑↑
1.4Gb
Dc8
↑↑1.2
GaCc
10↑↑
1.51.4
11Wil
braham
Connor
90%9/1
7/2014
301.4
1.94.7
6Ga
Ea6
↑↑1.3
FbFa
1 =
0.2Fc
Ec3
↑↑0.6
0.711
William
sJoh
n84%
6/2/20
1438
1.82.4
6.03
DcEc
0↓
0.0Db
Da1
=0.2
DcGc
0↓
0.00.1
DcDb
1 =
11Wil
sonRee
ce95%
9/11/2
01431
1.52.0
4.92
DcDb
1 =
0.2Dc
Dc0
↓0.0
DcFc
0↓
0.00.1
EaDc
1 =
11Wo
odOw
en67%
6/2/20
1438
1.82.4
6.03
GcGc
0↓
0.0Gb
Gb0
↓0.0
GbU
0↓
0.00.0
11Wo
olerton
Jack
96%1/1
3/2014
542.6
3.48.5
7Fb
Fa1
↓0.1
FcFa
2 =
0.2Fa
Ec1
↓0.1
0.211
47
Last Name
First N
ame
KS2 Math
s KS2 English KS2 Sc
ience Attendance %
Admission Date No. of W
eeks sin
ce admission (W
)
Expected Progre
ss (W/38×1.8)
Well Above Exp. Progress (
W/38×2.4)
Number of H
Ts (W/6.3)
Maths B
/L
Maths P
resent Grad
e
Progress s
ince Admission (st
eps)
Maths A
bove/Below Expecte
d Grade
Maths H
alf Term
ly Progress
English B/L Englis
h Present Grade
Progress s
ince Admission (st
eps)
Eng Above/Below Ex
pected Grade
English Half T
ermly P
rogress
Science B/L Sci
ence Present Grade
Sci Progre
ss since Admissi
on (steps)
Sci Above/Below Expecte
d Grade
Science Half T
ermly Progre
ss
ASPA (Average co
re steps p
er HT)
Sport B/L
Sport Present G
rade
Sport Progress s
ince Admission (st
eps)
Sport Above/Below Ex
pected Progre
Year Group
Bella
donn
eDy
lan74
%6/1
0/201
437
1.82.3
5.87
FbFb
0↓
0.0Ea
Dc1
=0.2
EaDc
1 =
0.20.1
EaEb
0↓
10Bro
wnRy
an86
%4/2
7/201
54
0.20.3
0.63
0.00.0
0.010
Conn
olly
Thom
as3a
4c4
92%
6/2/20
1438
1.82.4
6.03
EcEb
1 =
0.2Dc
Dc0
↓0.0
EcEa
2 ↑
0.30.2
DcEb
0↓
10Co
ulton
Conn
or3a
3b3b
95%
7/7/20
1433
1.62.1
5.24
FbFa
1 =
0.2Eb
Ea1
=0.2
FbFa
1 =
0.20.2
EbEc
0↓
10Da
vies
Casey
71%
1/12/2
015
160.8
1.02.5
4U+
U+0
=0.0
Fa0.0
GaGa
0 =
0.00.0
10Do
oley
Erin
44
477
%2/2
4/201
511
0.50.7
1.75
FbFb
0 =
0.0Ea
Ea0
=0.0
EaEa
0 =
0.00.0
10Do
uglas
Danie
l5
593
%3/2
/2015
100.5
0.61.5
9Ca
Ca0
=0.0
CaCa
0 =
0.0Cb
Ec0
=0.0
0.010
Durin
ger
Natha
n10
0%4/2
7/201
54
0.20.3
0.63
0.00.0
0.010
Finley
Steve
n4
466
%9/2
2/201
429
1.41.8
4.60
DcDc
0↓
0.0Dc
Dc0
↓0.0
UaGc
1 =
0.20.1
10Ga
lnaAla
n3
385
%5/6
/2015
20.1
0.10.3
20.0
EbEb
0 =
0.00.0
0.010
Guad
eriPa
reesa
(G)
62%
1/26/2
015
140.7
0.92.2
2Ba
Ba0
=0.0
Ba0.0
CaFc
0 =
0.00.0
10Ha
thawa
yMe
gan
77%
11/17
/2014
221.0
1.43.4
9Dc
Fb0
↓0.0
DcDa
2↑↑
0.6Ec
Eb1
=0.3
0.310
Hewi
ttCh
risty
(B)50
%5/1
8/201
51
0.00.1
0.16
0.0Fc
Fb1
↑↑6.3
0.06.3
10Hin
dley
Krysta
l86
%9/1
1/201
430
1.41.9
4.76
GaFc
1 =
0.2Ea
Ea0
↓0.0
FcFb
1 =
0.20.1
Fc10
Holde
nOli
via90
%9/1
2/201
430
1.41.9
4.76
FaGb
0↓
0.0Fb
Fb0
↓0.0
FaEc
1 =
0.20.1
10Hu
ghes
Mia
3b4a
4c98
%4/2
8/201
54
0.20.3
0.63
0.0Ea
Dc1
↑↑1.6
0.01.6
10Hy
land
Meliss
a4c
4b4c
91%
11/17
/2014
221.0
1.43.4
9Ga
Gb0
↓0.0
0.0Fa
Ec1
=0.3
0.310
Irving
Curtis
100%
5/11/2
015
20.1
0.10.3
20.0
EaEa
0 =
0.00.0
0.010
Kava
nnag
hCh
ris2
22
92%
5/6/20
152
0.10.1
0.32
0.0Ea
0.00.0
10Ma
rtin
Thom
as84
%1/1
9/201
515
0.70.9
2.38
GaGa
0 =
0.0Ga
Fb2
↑↑0.8
GaGa
0 =
0.00.3
10Mc
Caw
Paisle
y (G)
66%
11/17
/2014
221.0
1.43.4
9U+
Gc1
=0.3
EbEa
1 =
0.3Ga
Fc1
=0.3
0.310
Mello
rCh
loe81
%6/9
/2014
371.8
2.35.8
7Db
Da1
=0.2
1 =
0.2Db
Da1
=0.2
0.2Eb
Da4
↑↑10
Myers
Jake
93%
5/19/2
014
391.8
2.56.1
9Ec
Eb1
=0.2
EbEa
1 =
0.2Gc
14
↑↑0.6
0.310
Nicho
llsJay
43
385
%3/2
/2015
100.5
0.61.5
9Ec
Ec0
=0.0
DcDc
0 =
0.0Ec
Ec0
=0.0
0.010
O'Re
illyAd
am4b
4b4b
95%
5/6/20
152
0.10.1
0.32
0.0Ea
Ea0
=0.0
0.00.0
10Po
tter
Natha
n4a
4c4b
84%
9/15/2
014
301.4
1.94.7
6Eb
Ea1
=0.2
EbEa
1 =
0.2Eb
Ea1
=0.2
0.2Eb
10Ro
berts
Lois
67%
1/26/2
015
140.7
0.92.2
2Dc
Dc0
=0.0
Ea0.0
DcEc
0 =
0.00.0
10Ro
binso
n-Doy
leJam
es4
44
75%
1/12/2
015
160.8
1.02.5
4Fa
Fa0
=0.0
Ea0.0
FaEc
1↑
0.40.2
10Ru
ssell
Katie
91%
4/27/2
015
40.2
0.30.6
30.0
EaEa
0 =
0.00.0
0.010
Sears
onLo
uise
89%
6/9/20
1437
1.82.3
5.87
DbDa
1 =
0.2Ea
Db2
↑0.3
EaDc
1 =
0.20.2
Ea10
Shep
herd
James
83%
2/23/2
015
110.5
0.71.7
5Ec
Ec0
=0.0
EaEa
0 =
0.0Ec
Ec0
=0.0
0.010
Warha
mMi
chae
l4
388
%5/5
/2015
30.1
0.20.4
80.0
0.00.0
10Wh
itehe
adEm
ily5
44
97%
4/27/2
015
40.2
0.30.6
30.0
CaCa
0 =
0.00.0
0.010
Willia
msDil
lon76
%3/2
/2015
100.5
0.61.5
9Fc
Fc0
=0.0
GaGa
0 =
0.0Fc
Fc0
=0.0
0.010
Willia
msTh
omas
4c3b
3a92
%5/1
8/201
51
0.00.1
0.16
0.00.0
0.010
Wilso
nAd
am85
%2/3
/2015
130.6
0.82.0
6Fc
Fc0
=0.0
Ec0.0
FcGc
0 =
0.00.0
9Bra
ndwo
odLe
wis
89%
9/17/2
014
301.4
1.94.7
6Ga
Fb2
↑↑0.4
FcEa
5↑↑
1.1Ec
Eb1
=0.2
0.69
Bujor
Elise
(B)2b
2b2b
72%
1/19/2
015
150.7
0.92.3
8Fa
Fa0
=0.0
0.0Ea
Ea0
=0.0
0.09
Dodd
Ellie
33
360
%3/2
/2015
100.5
0.61.5
9Fa
Fa0
=0.0
0.0Fc
Fc0
=0.0
0.09
Hawk
head
Parry
Shau
n3
484
%3/2
/2015
100.5
0.61.5
9Ea
Ea0
=0.0
0.0Ca
Ea0
=0.0
0.09
McKe
own
Josep
h68
%5/1
1/201
52
0.10.1
0.32
0.00.0
0.09
Styles
Jack
83%
5/6/20
152
0.10.1
0.32
0.00.0
0.09
Thom
pson
Callu
m4
353
%1/6
/2015
170.8
1.12.7
0Gc
Gc0
=0.0
0.0Gc
Gc0
=0.0
0.09
Trubs
haw
Ellis
78%
2/2/20
1513
0.60.8
2.06
FbFb
0 =
0.0Fb
Eb3
↑↑1.5
EcEc
0 =
0.00.5
9Va
ugha
nKie
ran54
%5/1
8/201
51
0.00.1
0.16
0.00.0
0.09
15.2
25.3
13.4
23.5
↑↑14
/67 =
21%
↑↑16
/64 =
25%
↑↑11
/66 =
17%
↑↑2/
11 =
18%
Y11 1
1.5/3
7 = 0.
31↑1
/67 =
1%15
.2/67
= 0.2
3↑
4/64
= 6%
25.3/
64 =
0.40
↑ 4/
66 =
6%13
.4/66
= 0.2
023
.5/74
= 0.3
2↑
1/11
= 9%
Y10 1
0.9/3
0 = 0.
36 =3
5/67
= 52
% =
29/6
4 = 45
% =
31/
66 =
47%
= 3
/11 =
27%
Y9
1.0/
7 = 0.
14↓1
7/67
= 25
%↓
15/6
4 = 23
%↓
20/6
6 = 30
% ↓
5/11
= 45
%
48
APPENDIX 2: SUB-GROUP ANALYSIS SPREADSHEET
Last Name
First Name
Year Group
GenderPupil P
remium
Ethnicity
EAL FSM SEN LAC
Ashton Paige 11 g W/BritBentley Reah 11 g W/BritCooke Leah 11 g W/BritCousins Katie 11 g W/BritDick Christian 11 b Other Mixed Background SEN SupportDinnen Jordan 11 b W/Brit SEN SupportDixon David 11 b W/Brit SEN SupportDoughty Daniel 11 b y W/Brit y SEN SupportEvans Ryan 11 b y W/Brit yEvans Ted 11 b W/Brit SEN SupportGillis Stephen 11 b y W/Brit y StatementHall Dylan 11 b y W/Brit y StatementHarkness Amy 11 g W/Brit SEN SupportHart Molly 11 g y W/Brit y SEN SupportHellon Chloe 11 g W/BritJeffers Carl 11 b W/BritJones Emily 11 g W/BritKelly Zack 11 b y W/Brit y StatementMcShane Alfie 11 b W/Brit SEN SupportMooney Joshua 11 b W/Brit SEN SupportMorris Chelsey 11 g W/BritO'Shaughnessy Bethany 11 g y W/Brit y SEN SupportOrd Lewis 11 b W/BritPalombella Ellis 11 b y W/Brit y SEN SupportQuinn Daniel 11 b W/Brit SEN SupportRicketts Alex-Louise 11 g y W/Brit yRobinson Josh 11 b W/Brit SEN SupportSimon Mulue 11 b y Black African y ySzekelyova Angela 11 g W/Eastern European yThomas Jack 11 b W/BritTrinka Benni 11 b W/Eastern EuropeanVaughan Liam 11 b y W/Brit y SEN SupportWall Sophie 11 g W/Brit SEN SupportWells Katie 11 g W/Brit SAWilbraham Connor 11 b y W/Brit y SAWilliams John 11 b y W/Brit y SEN SupportWilson Reece 11 b W/BritWood Owen 11 b W/Brit SEN SupportWoolerton Jack 11 b y W/Brit y SA
49
Last Name
First N
ame
Year Group
GenderPupil P
remium
Ethnicity
EAL FSMSEN LAC
Belladonne Dylan 10 b y W/Brit y SEN SupportBrown Ryan 10 b y White & Black African y yConnolly Thomas 10 b W/Brit SEN SupportCoulton Connor 10 b W/Brit SEN SupportDavies Casey 10 b y W/Irish yDooley Erin 10 g y W/Brit yDouglas Daniel 10 b W/BritDuringer Nathan 10 b W/BritFinley Steven 10 b y W/Brit y SEN Support yGalna Alan 10 b y W/Brit yGuaderi Pareesa (G) 10 g y Iranian yHathaway Megan 10 g W/BritHewitt Christy (B) 10 b W/BritHindley Krystal 10 g y W/Brit y SEN SupportHolden Olivia 10 g y W/Brit y SEN SupportHughes Mia 10 g y W/Brit yHyland Melissa 10 g W/BritIrving Curtis 10 b y W/Brit yKavannagh Chris 10 b W/BritMartin Thomas 10 b W/BritMcCaw Paisley (G) 10 g y W/Brit y SEN SupportMellor Chloe 10 g W/Brit SEN SupportMyers Jake 10 b W/Brit SEN SupportNicholls Jay 10 b W/BritO'Reilly Adam 10 b White & Black AfricanPotter Nathan 10 b y Other Mixed Background y SEN SupportRoberts Lois 10 g y W/Brit yRobinson-Doyle James 10 b W/BritRussell Katie 10 g y W/Brit ySearson Louise 10 g y W/Brit yShepherd James 10 b y W/Brit yWarham Michael 10 b y W/Brit yWhitehead Emily 10 g W/BritWilliams Dillon 10 b y W/Brit yWilliams Thomas 10 b W/BritWilson Adam 9 b y W/Brit y SEN SupportBrandwood Lewis 9 b y W/Brit y SEN SupportBujor Elise (B) 9 b y Gypsey/Roma y y SEN SupportDodd Ellie 9 g y W/Brit yHawkhead Parry Shaun 9 b W/IrishMcKeown Joseph 9 b W/BritStyles Jack 9 b y W/Brit yThompson Callum 9 b W/BritTrubshaw Ellis 9 b y W/Brit yVaughan Kieran 9 b y W/Brit y
Y11 11.5/37 = 0.31 Boys Pupil Premium Other Mixed Background EAL FSM Statement LACY10 10.9/30 = 0.36 14.4/46 = 0.31 7.7/34 = 0.23 0.5/2 = 0.25 0.0/2 = 0.0 7.7/34 = 0.23 0.6/3 = 0.20 0.1/1 = 0.1Y9 1.0/7 = 0.14
Girls White Eastern European School Action9.1/28 = 0.33 0.5/2 = 0.25 2.3/3 = 0.77
White and Black African Support0.0/1 = 0.0 6.6/29 = 0.23
White - British22.5/65 = 0.35
White - Irish0.0/2 = 0.0
Gypsy/Roma0.0/1 = 0.0
Iranian0.0/1 = 0.0
50
APPENDIX 2: COMPARATIVE ATTAINMENT SPREADSHEET
Last
Name
YEAR 1
1
First
Name
Math
s GCS
E Gra
de A
chiev
ed
Point
sEn
glish
GCS
E Gra
de Ac
hieve
d
Point
sSc
ience
GCS
E Gra
de A
chiev
ed
Point
sCo
re To
tal Po
ints
Prep
for W
orkin
g Life
Point
sSp
orts
Lead
ersh
ip Aw
ard
Point
sDan
ce Le
ader
ship
Award
Point
sPS
EPo
ints
All Sub
jects
Tota
l Poin
ts
Numbe
r of A
*-Gs
E+M
A*-
G
Numbe
r of A
*-Cs
E+M
A*-
C
Asht
onPa
igeG
16.0
C40
.0E
28.0
84.0
L249
133
4ye
s2
noBe
ntle
yRe
ahF
22.0
D34
.0E
28.0
84.0
L125
109
4ye
s0
noCo
oke
Leah
U0.
0D
34.0
F22
.056
.0L2
49L1
2513
04
no1
noCo
usin
sKa
tieD
34.0
C40
.0D
34.0
108.
0L2
4915
74
yes
2no
Dick
Chris
tian
C40
.0D
34.0
D34
.010
8.0
L249
L125
182
5ye
s2
noDi
nnen
Jord
anF
22.0
E28
.0E
28.0
78.0
L125
103
4ye
s0
noDi
xon
David
G16
.0G
16.0
F22
.054
.0L1
2579
4ye
s0
noDo
ught
yDa
niel
Evan
sRy
anD
34.0
E28
.0F
22.0
84.0
L125
109
4ye
s0
noEv
ans
Ted
F22
.0F
22.0
E28
.072
.0L1
2597
4ye
s0
noGi
llis
Step
hen
F22
.0F
22.0
F22
.066
.0L1
2591
4ye
s0
noHa
llDy
lanX
L1Ha
rkne
ssAm
yE
28.0
D34
.0E
28.0
90.0
U0
903
yes
noHa
rtM
olly
U0.
0X
0.0
U0.
00.
0L2
4949
1no
1no
Hello
nKh
loe
U0.
0F
22.0
F22
.044
.0L1
25L1
2594
4no
0no
Jeffe
rsCa
rlF
22.0
F22
.0G
16.0
60.0
U0
603
yes
0no
Jone
sEm
ilyE
28.0
C40
.0E
28.0
96.0
L249
145
4ye
s2
noKe
llyZa
ckU
0.0
D34
.0G
16.0
50.0
L125
L125
100
4no
0no
McS
hane
Alfie
E28
.0E
28.0
F22
.078
.0L2
4912
74
yes
1no
Moo
ney
Josh
uaG
16.0
G16
.0F
22.0
54.0
L125
794
yes
0no
Mor
risCh
elsey
X0.
0E
28.0
U0.
028
.0L1
2553
2no
0no
O'Sh
augh
ness
yBe
than
yG
16.0
E28
.0G
16.0
60.0
L125
854
yes
0no
Ord
Lewi
sF
22.0
F22
.0F
22.0
66.0
L125
914
yes
0no
Palo
mbe
llaEll
isG
16.0
F22
.0F
22.0
60.0
L125
L125
110
5ye
s0
noQu
inn
Dani
elU
0.0
F22
.0F
22.0
44.0
L125
693
no0
noRi
cket
tsAl
ex-L
ouise
C40
.0D
34.0
D34
.010
8.0
L249
157
4ye
s2
noRo
bins
onJo
shU
0.0
F22
.0F
22.0
44.0
L125
L125
944
no0
noSim
onM
ulue
USz
ekel
yova
Ange
laG
16.0
F22
.0F
22.0
60.0
L125
854
yes
0no
Thom
asJa
ckD
34.0
E28
.0E
28.0
90.0
L249
139
4ye
s1
noTr
inka
Benn
iB
46.0
C40
.0E
28.0
114.
0L1
2513
94
yes
2ye
sVa
ugha
nLia
mD
34.0
C40
.0E
28.0
102.
0L2
49L1
2517
65
yes
2no
Wal
lSo
phie
G16
.0F
22.0
F22
.060
.0L1
2585
4ye
s0
noW
ells
Katie
D34
.0C
40.0
D34
.010
8.0
L249
157
4ye
s2
noW
ilbra
ham
Conn
orE
28.0
E28
.0E
28.0
84.0
L125
109
4ye
s0
noW
illia
ms
John
G16
.0E
28.0
E28
.072
.0L1
25L1
25L1
2514
76
yes
0no
Wils
onRe
ece
F22
.0E
28.0
F22
.072
.0L2
49L1
2514
65
yes
1no
Woo
dOw
enX
0.0
XL1
Woo
lerto
nJa
ckF
22.0
E28
.0F
22.0
72.0
L125
974
yes
0no
712.
097
6.0
822.
025
10.0
1113
175
5025
3873
Disre
gard
edSt
uden
tsM
aths
APS
= En
glish
APS
=Sc
ience
APS
=Co
re A
PS =
APS =
≥5A*
-G≥5
A*-G
incE
+M≥5
A*-C
≥5A*
-C in
cE+M
712/
35 =
20.3
976/
35 =
27.9
822/
35 =
23.5
2510
/35 =
71.7
3873
/35 =
110.
75/
35 =
14.3
%5/
35 =
14.3
%0/
35 =
0%0/
35 =
0%
≥3A*
-G≥3
A*-G
incE
+M≥3
A*-C
≥3A*
-C in
cE+M
33/3
5 = 94
.3%
28/3
5 = 80
.0%
0/35
= 0%
0/35
= 0%
≥1A*
-G≥1
A*-G
incE
+M≥1
A*-C
≥1A*
-C in
cE+M
35/3
5 = 10
0%28
/35 =
80.0
%13
/35 =
37.1
%1/
35 =
2.9%
A*-G
E+M
A*-C
E+M
80.0
%2.
9%
Recommended