ANNUAL PROGRESS REPORT 2014-15 Anonymised

ANONYMOUS

ANNUAL PROGRESS REPORT 2014/15

Neil Barber (Education Consultant)

Mobile 07722 578742

Email [email protected]

2

MANAGEMENT SUMMARY

Purpose of this Report:

• To analyse student progress at Anonymous at the end of its first year of operation.

• To demonstrate to governors and Ofsted the effectiveness of provision.

Areas for Analysis

The report is an analysis of student progress for the 2014/15 academic year. Sources used are teacher assessments, baseline assessment data, sub-group data, standardised reading age tests and CAT4.

Analysis in this report covers students in Years 9 and 10.

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.

All Phoenix judgements are made against “expectation”. 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 Comparative Analysis of “Actual Progress” against

“Expected Progress” from Baseline on Admission to Present.

Page 9 Definitions Page 11 Whole School Analysis of Core Academic progress Page 12 Core Subject Analysis Page 16 Year Group Analysis Page 18 Sub-group Analysis Page 20 Analysis of Progress in Reading Page 22 GCSE Projections Page 27 Comparison of GCSE Projections against CAT4 Indicators

Page 29 APPENDICES Appendix 1 Student Progress Spreadsheet Appendix 2 Sub-group Analysis Spreadsheet

5

INTRODUCTION

Anonymous is a brand new specialist provider catering exclusively for 13 to 19 year olds, which first opened its doors to students in September 2014. The school’s pioneering vision is to revolutionise the way it teaches young people and ensures they are properly prepared for work in a way which enables them to smoothly transfer from the classroom to the workplace, at whatever level they decide to enter employment.

Students are immersed in real-life, hands-on projects to create an extremely efficient and engaging way of learning. Through this method, students will pick up core skills of English, maths and science, while also learning the softer, but equally important skills employers are looking for, such as independent thought, responsibility, team work and communication skills. As a Studio School, Anonymous pledges that every student will be guaranteed a place at university, an apprenticeship, a job or a chance to set up their own business when they leave.

6

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 term ÷ 2 = 0.3 steps for half term

7

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

8

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 may take in students at any stage of their educational pathway between the ages of 13 and 19 and also at various times during the academic year. Consequently, it would be unfair to judge Anonymous’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 and

10. 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

10

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 = 39.0 steps per half term

Number of students = 70

Whole school ASPA = 𝟑𝟑𝟑𝟑.𝟎𝟎𝟕𝟕𝟎𝟎

= 0.56 steps per half term

This is 40% above the 0.4 steps per half term threshold for “well above expected progress”.

This demonstrates well above expected core academic progress across the whole school.

12

CORE SUBJECT ANALYSIS

This analysis has been done in two sections. The first section 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. The second section shows the average half termly progress figure for each core subject 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 66% 91% 99% 1% Maths 57% 89% 93% 7% Science 44% 69% 81% 19%

0

10

20

30

40

50

60

70

80

90

100

English Maths Science

Perc

enta

ge o

f Stu

dent

s

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

99% of students are above or in line with “expected progress” since admission in English. 66% of students are well above “expected progress”. This demonstrates well above expected progress by students in English from admission to present. Maths

93% of students are above or in line with “expected progress” since admission in maths. 57% of students are well above “expected progress”. This demonstrates well above expected progress by students in maths from admission to present.

Science

81% of students are above or in line with “expected progress” since admission in science. 44% of students are well above “expected progress”. This demonstrates well above expected progress by students in science from admission to present.

14

Average Half Termly Progress

English

Average half termly progress = 40.2 steps per half term


Whole school half termly progress = 𝟒𝟒𝟎𝟎.𝟐𝟐𝟕𝟕𝟎𝟎



This demonstrates well above expected progress in English across the whole school.

0

0.1

0.2

0.3

0.4

0.5

0.6

Step

s of P

rogr

ess

AVERAGE HALF TERMLY PROGRESS FOR CORE SUBJECTS

English Maths Science Core ASPA

15

Maths



Whole school half termly progress = 𝟑𝟑𝟑𝟑.𝟔𝟔𝟕𝟕𝟎𝟎



This demonstrates well above expected progress in maths across the whole school.

Science



Whole school half termly progress = 𝟐𝟐𝟔𝟔.𝟕𝟕𝟔𝟔𝟐𝟐



This demonstrates well above expected progress in science across the whole school.

16

YEAR GROUP ANALYSIS

The ASPA for each year group was used to assess core academic progress.

Year 9: Total ASPA = 20.7 Number of students = 39

Overall Year 9 ASPA = 20.739

= 0.53 steps per half term The Year 9 ASPA is 33% above the 0.4 steps per half term threshold for “well above expected progress”. It is below the whole school ASPA of 0.56 steps per half term. This demonstrates well above expected progress in Year 9.

0

0.1

0.2

0.3

0.4

0.5

0.6

0.7

ASPA

COMPARISON OF PROGRESS BY YEAR GROUPS

Year 9 Year 10 Whole School ASPA

17

Year 10: Total ASPA = 19.5 Number of students = 31

Overall Year 10 ASPA = 19.531

= 0.63 steps per half term The Year 10 ASPA is 58% above the 0.4 steps per half term threshold for “well above expected progress”. It is also above the whole school ASPA of 0.56 steps per half term. This demonstrates well above expected progress in Year 10.

18

SUB-GROUP ANALYSIS The ASPA was used to assess core academic progress for each sub-group. Full details and calculations for this analysis can be seen in Appendix 2 of this report.

Gender: The ASPA for girls is 0.54 steps per half term. This is slightly below

the whole school population ASPA of 0.56, but this difference is not statistically significant.

The ASPA for boys is 0.57 steps per half term. This is in line with the whole school population ASPA of 0.56

This demonstrates that there is no significant difference in progress between girls and boys.

Pupil Premium: The ASPA for pupil premium students is 0.58. This is in line with

the whole school population ASPA of 0.56.

This demonstrates that progress for pupil premium students is in line with progress for the whole school population.

Ethnicity: The ASPA for “White English” students is 0.53 steps per half term.

This is slightly below the whole school population, but the difference is not statistically significant.

This demonstrates that progress for White English students is in line with progress for the whole school population.

All except two students are “White English”. One student is

“Other Asian” and the information regarding the other student’s ethnicity has not yet been obtained. Details of progress for both of these students is shown in Appendix 2. There is insufficient

19

data for analysis to have any significance for ethnicities other than “White English”.

LAC: Only two students are looked after children. This is insufficient

data for analysis to have any significance. Details of progress for these students are shown in Appendix 2. SEN: The ASPA for students with statements is 0.87 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 0.4. This comes from just one student on School Action, which is insufficient for this data to have significance.

The ASPA for “Support” students is 0.70. This is above the whole school population ASPA of 0.56.

This demonstrates that progress for “Support” students is above progress for the whole school population.

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.

FSM: The ASPA for students on free school meals is 0.54 steps per half

term. This is slightly below the whole school population, but the difference is not statistically significant.

This demonstrates that progress for FSM students is in line with progress for the whole school population.

20

ANALYSIS OF PROGRESS IN READING Reading ages of students were tested in September 2014 and in July 2015. The differences in the reading ages were calculated in order to compare the actual progress with the expected progress over this 10 month period. (Students who had already reached the 17+ adult reading age in September 2014 and students admitted after September 2014 were not included in this analysis.) Whole school net reading age progress = 121 years and 9 months = 121.75 years Number of students = 45

Mean reading age progress per student = 121.7545

= 2.706 = 2 years and 8 months

0

0.5

1

1.5

2

2.5

3

Expected Progress Actual Progress

Read

ing

Age

(yea

rs)

COMPARISON OF ACTUAL AGAINST EXPECTED PROGRESSIN READING

21

Percentage of progress expected:

2 𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦𝑦 𝑦𝑦𝑎𝑎𝑎𝑎 8 𝑚𝑚𝑚𝑚𝑎𝑎𝑚𝑚ℎ𝑦𝑦10 𝑚𝑚𝑚𝑚𝑎𝑎𝑚𝑚ℎ𝑦𝑦

× 100 = 2.7060.833

× 100

= 324.8%

Actual progress in reading ages is 324.8% of expected progress over this 10 month period. This means that over three times the expected progress has been made. This demonstrates well above expected progress in reading.

22

GCSE PROJECTIONS

GCSE projections were made on the basis that each student would continue to progress at the same rate as they have progressed since admission to Anonymous. For each student, the present grade and the half termly progress rate are used for English, maths and science in the formula shown below. GCSE projection = Present grade + (No. of half terms remaining × Half termly progress rate) (This formula uses six half terms in total in Years 9 and 10 and four half terms in total in Year 11. Four half terms are used in Year 11 because each GCSE exam could be scheduled from during half term 5 onwards, dependent on the exam timetable for that year.) Current Year 10 2016 core GCSE projections for the current Year 10 are shown in the table and chart below.

2016 GCSE PROJECTIONS CURRENT YEAR 10

English Maths Science A* 0% 6.5% 0% A 19.4% 19.4% 3.7% B 22.6% 22.6% 11.1% C 45.2% 25.8% 44.4% D 12.9% 19.4% 14.8% E 0% 6.5% 14.8% F 0% 0% 11.1% G 0% 0% 0% U 0% 0% 0%

23

Grade C or above in English + maths = 2331

= 74.2%

Grade C or above in English + maths + science = 1531

= 48.4%

0

5

10

15

20

25

30

35

40

45

50

A* A B C D E F G U

Perc

enta

ge

Grade

2016 GCSE PROJECTIONSCURRENT YEAR 10

English

Maths

Science

24

Current Year 9 2017 core GCSE projections for the current Year 9 are shown in the following table and chart.

2017 GCSE PROJECTIONS CURRENT YEAR 9

English Maths Science A* 12.8% 20.5% 28.6% A 12.8% 23.1% 14.3% B 41.0% 25.6% 31.4% C 10.3% 15.4% 14.3% D 15.4% 7.7% 11.4% E 7.7% 7.7% 0% F 0% 0% 0% G 0% 0% 0% U 0% 0% 0%

0

5

10

15

20

25

30

35

40

45

50

A* A* B C D E F G U

Perc

enta

ge

Grade

2017 GCSE PROJECTIONSCURRENT YEAR 9

English

Maths

Science

25

Grade C or above in English + maths = 2839

= 71.7%

Grade C or above in English + maths + science = 2439

= 61.5% Comparison of Core GCSE Projections for 2016 and 2017 Data from the previous two tables have been combined in order to compare projected results over the next two years.

0

5

10

15

20

25

30

35

40

45

50

Perc

enta

ge

Grade

COMPARISON OF CORE GCSE PROJECTIONSFOR 2016 AND 2017

2016 2017

26

GCSE projections show that grades A*, A and B in all core subjects will be significantly higher in 2017 than in 2016. English A* - B: 2016 = 42.0% 2017 = 66.6%

Increase = 24.642.0

× 100 = 58.6%

This demonstrates a significant projected increase in high grades in English in 2017. Maths A* - B: 2016 = 48.5% 2017 = 69.2%

Increase = 20.748.5

× 100 = 42.7%

This demonstrates a significant projected increase in high grades in maths in 2017.

Science A* - B: 2016 = 14.8% 2017 = 74.3%

Increase = 59.514.8

× 100 = 402.0%

This demonstrates a very significant projected increase in high grades in science in 2017.

27

Comparison of GCSE Projections against CAT4 Indicators

CAT4 Indicators are: “ ……. established predictors of subsequent attainment.”

Year 10

English Maths Science GCSE Projection Higher than CAT4 71.4% 85.7% 57.7%

GCSE Projection Equal to CAT4 14.3% 7.1% 23.1% GCSE Projection Lower than CAT4 14.3% 7.1% 19.2%

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Perc

enta

ge o

f Stu

dent

s

COMPARISON OF GCSE PROJECTIONS AGAINST CAT4 INDICATORS

GCSE Projection Higherthan CAT4

GCSE Projection Equal toCAT4

GCSE Projection Lowerthan CAT4

28

Year 9

English Maths Science GCSE Projection Higher than CAT4 75.0% 86.1% 84.8%

GCSE Projection Equal to CAT4 13.9% 5.6% 6.1% GCSE Projection Lower than CAT4 11.1% 8.3% 9.1%

The GCSE projections for current Year 10 and Year 9 are well above the CAT4 Indicators in all three core subjects. The GCSE projections are based on rates of progress since admission to Anonymous. As quoted in the CAT4 documentation, “CAT4 Indicators are ……. established predictors of subsequent attainment. ……….External factors will affect a student’s subsequent attainment – not least effort and motivation”.

This demonstrates that external factors, such as effort and motivation, since joining Anonymous have led to well above expected GCSE projections.

0%

10%

20%

30%

40%

50%

60%

70%

80%

90%

100%


Perc

enta

ge o

f Stu

dent

s

COMPARISON OF GCSE PROJECTIONS AGAINST CAT4 INDICATORS

GCSE ProjectionHigher than CAT4

GCSE ProjectionEqual to CAT4

GCSE ProjectionLower than CAT4

29

APPENDICES

Appendix 1 Student Progress Spreadsheet Appendix 2 Sub-group Analysis Spreadsheet

Key for progress spreadsheet:

↑↑ Well above expected progress

↑ Above expected progress

= In line with expected progress

↓ Below expected progress

30

APPENDIX 1: STUDENT PROGRESS SPREADSHEET

Last Name

First NameYEAR GROUPKS2 English KS2 Maths KS2 Science Attendance %Admissio

n Date No. of Weeks since admissio

n (W)

Expected Progress (W/38×1.8)

Well Above Exp. Progress (W/38×2.4)

Number of HTs (W/6.3)

English B/L English Present Grade

Progress since Admissio

n (steps)

Above/Below Expected Grade↓

English Half Termly Progress

GCSE Projection (PG + xHTs)

CAT4 Indicator Maths B/L Maths Present Grade

Progress since Admissio

n (steps)

Above/Below Expected GradeMaths Half Termly Progress


CAT4 Indicator Science B/L Science Present Grade

Sci Progress since Admission (steps)

Sci Above/Below Expected Grade

Science Half Termly Progress


CAT4 Indicator ASPA

Abohela

ikaAhm

ed9GS

44

397.3

01/09/20

1438

1.82.4

6.0D3

B36

↑↑1.0

A*C/D

C2B3

2↑

0.3A

B/CC2

B32

↑0.3

AC

0.6Alex

ander

Logan

9GS4

45

95.601/0

9/2014

381.8

2.46.0

D2C3

2↑

0.3B

B/CD2

C23

↑↑0.5

AB

D2B3

5↑↑

0.8A*

B/C0.6

Armstro

ngJake

9SR4

55

97.301/0

9/2014

381.8

2.46.0

C3B3

3↑↑

0.5A

B/CC3

C21

=0.2

BC

C3C2

1 =

0.2B

C0.3

Barrass

Courtne

y9SR

45

483.6

01/09/20

1438

1.82.4

6.0D3

C33

↑↑0.5

BB/C

D3C3

3↑↑

0.5B

B/CD3

D12

↑0.3

CB/C

0.4Bruc

eKirst

y9GS

92.126/0

3/2015

130.6

0.82.1

F2D3

5↑↑

2.4A*?

F2E3

2↑↑

1.0B

F2E3

2↑↑

1.0B

1.5Clar

kLiam

14.32

32

98.401/0

9/2014

381.8

2.46.0

G2F2

3↑↑

0.5D

D/EG3

D39

↑↑1.5

A*?E/F

N/AN/A

0.0E

2.0Coo

perRob

ert9GS

34

495.1

01/09/20

1438

1.82.4

6.0G2

F23

↑↑0.5

DE

E3E3

0↓

0.0E

D/EN/A

N/A0.0

D/E0.3

Devlin

Paige

9SR5

55

92.901/0

9/2014

381.8

2.46.0

C3B3

3↑↑

0.5A

BC3

C21

=0.2

BB

C3B2

4↑↑

0.7A*

B/C0.4

Dodds

Olivia

9SR4

33

5701/0

9/2014

381.8

2.46.0

E3D3

3↑↑

0.5C

B/CE3

D33

↑↑0.5

CC/D

E3C3

6↑↑

1.0A*

D0.7

Fleming

Daniel

10.34

55

10001/0

9/2014

381.8

2.46.0

D2C3

2↑

0.3B

CD2

C23

↑↑0.5

AC

D2C3

2↑

0.3B

C/D0.4

Fromson

Connor

9GS3

395.6

01/09/20

1438

1.82.4

6.0F2

E32

↑0.3

DD

F2E3

2↑

0.3D

EF2

D35

↑↑0.8

BE

0.5Heb

ronTia

9GS4

44

95.601/0

9/2014

381.8

2.46.0

D3C3

3↑↑

0.5B

C/DE2

C26

↑↑1.0

A*?C/D

E3C3

6↑↑

1.0A*

D0.8

Lawson

Spencer

9SR4

44

98.601/0

9/2014

381.8

2.46.0

F2E3

2↑

0.3D

DE2

D32

↑0.3

CD/E

E3D3

3↑↑

0.5C

D/E0.4

LeeJam

ie9SR

44

497.3

01/09/20

1438

1.82.4

6.0D3

C33

↑↑0.5

BC/D

E2C3

5↑↑

0.8A

D/EE1

C34

↑↑0.7

AD/E

0.7Lee

Zoe9GS

9809/0

3/2015

150.7

0.92.4

E3C3

6↑↑

2.5A*?

E3D2

4↑↑

1.7A*?

N/AN/A

0.02.1

Lockyer

Aaron

9GS2

23

9401/0

9/2014

381.8

2.46.0

F2F1

1 =

0.2E

DG2

F32

↑0.3

EE/F

G1C3

10↑↑

1.7A*

E0.7

McCaffre

yTroy

9SR4

54

65.601/0

9/2014

381.8

2.46.0

D2C3

2↑

0.3B

BD2

B35

↑↑0.8

A*A/B

D2B3

5↑↑

0.8A*

B0.7

McCoy

Ricky

9GS4

55

99.701/0

9/2014

381.8

2.46.0

C3B2

4↑↑

0.7A*

BC2

B23

↑↑0.5

A*A/B

C2B2

3↑↑

0.5A*

B0.6

MillsSam

9SR5

55

97.801/0

9/2014

381.8

2.46.0

B2A2

3↑↑

0.5A*

AC2

B23

↑↑0.5

A*A

C1B1

3↑↑

0.5A*

B0.5

Moore

Harry

9SR4

44

10001/0

9/2014

381.8

2.46.0

C3C3

0↓

0.0C

CE2

C35

↑↑0.8

AC

E1D3

1 =

0.2D

C/D0.3

O'Brien

Jack9SR

44

595.6

01/09/20

1438

1.82.4

6.0D2

C32

↑0.3

BC

D2C3

2↑

0.3B

D/ED2

C32

↑0.3

BD/E

0.3Pow

ellRyan

9GS94.4

01/09/20

1438

1.82.4

6.0F3

F12

↑0.3

ED

F2E2

3↑↑

0.5C

C/DF2

D35

↑↑0.8

BD

0.6Ratc

liffeEllio

tt9GS

34

491.5

01/09/20

1438

1.82.4

6.0E3

E12

↑0.3

DC

E2D3

2↑

0.3C

DE2

D32

↑0.3

CD

0.3Rau

nCait

lin9SR

44

494.5

01/09/20

1438

1.82.4

6.0D3

C33

↑↑0.5

BC/D

D2C3

2↑

0.3B

DD3

D30

↓0.0

DD

0.3Rob

ertsBrod

erick9SR

23

397.3

01/09/20

1438

1.82.4

6.0G3

F33

↑↑0.5

ED/E

G2F3

2↑

0.3E

EN/A

N/A0.0

E0.4

Robson-

Dryden

Jamie

9GS4

44

95.601/0

9/2014

381.8

2.46.0

D3D1

2↑

0.3C

CD2

C32

↑0.3

BC/D

D2C3

2↑

0.3B

D0.3

RossMar

c9GS

44

499.2

01/09/20

1438

1.82.4

6.0D3

C33

↑↑0.5

BD

D2C2

3↑↑

0.5A

C/DD2

C23

↑↑0.5

AC/D

0.5Ruth

erford

David

9GS4

54

94.501/0

9/2014

381.8

2.46.0

D3C3

3↑↑

0.5B

C/DE2

C26

↑↑1.0

A*C/D

E1C3

4↑↑

0.7A

C/D0.7

Southern

Demi-Lei

gh9SR

33

392.9

01/09/20

1438

1.82.4

6.0E2

E11

=0.2

DD/E

E2D3

2↑

0.3C

FE2

D32

↑0.3

CE/F

0.3Ston

eJade

9SR4

44

96.201/0

9/2014

381.8

2.46.0

D3D2

1 =

0.2C

C/DD3

D30

↓0.0

DD

D3D3

0↓

0.0D

D0.1

Storey

Damion

9GS4

44

84.901/0

9/2014

381.8

2.46.0

D3C3

3↑↑

0.5B

CE2

C35

↑↑0.8

AC/D

E1D2

2↑

0.3C

C/D0.6

TangCou

rtney

9GS5

55

9701/0

9/2014

381.8

2.46.0

C2B2

3↑↑

0.5A*/A

BC3

B33

↑↑0.5

AB

C3B2

4↑↑

0.7A*

B/C0.6

Telford

Ellie9SR

44

491.2

01/09/20

1438

1.82.4

6.0C3

B33

↑↑0.5

AC

E2C3

5↑↑

0.8A

CD3

C24

↑↑0.7

AC/D

0.7Tho

mpson

Dylan

9SR5

55

95.601/0

9/2014

381.8

2.46.0

C3C2

1 =

0.2B

B/CC2

B23

↑↑0.5

A*B/C

C2C1

1 =

0.2B

C0.3

Waldie

Lewis

9SR5

44

99.501/0

9/2014

381.8

2.46.0

D3C3

3↑↑

0.5B

C/DD2

C32

↑0.3

BD

D2C3

2↑

0.3B

D0.4

White

Samuel

9SR4

55

98.901/0

9/2014

381.8

2.46.0

D3C3

3↑↑

0.5B

DD3

D30

↓0.0

DC/D

D3C1

5↑↑

0.8A*

C/D0.4

White

Thomas

9GS4

45

98.901/0

9/2014

381.8

2.46.0

D2C3

2↑

0.3B

B/CD2

C32

↑0.3

BB/C

D2D2

0↓

0.0D

B/C0.2

Wilson

Brooke

9SR5

44

93.703/0

2/2015

190.9

1.23.0

E2D3

2↑↑

0.7B

E2D3

2↑↑

0.7B

E2D3

2↑↑

0.7B

0.7Woo

dcock

Adam

9GS5

45

98.901/0

9/2014

381.8

2.46.0

C3B3

3↑↑

0.5A

BC3

C30

↓0.0

CB/C

C3C2

1 =

0.2B

C0.2

31

Last

Name

First

Name

YEAR GROUP

KS2 En

glish KS2

Math

s

KS2 Sc

ience

Attend

ance

%

Admiss

ion Date No. o

f Wee

ks sin

ce ad

mission

(W)

Expe

cted P

rogres

s (W/3

8×1.8

)

Well

Above

Exp.

Progres

s (W/3

8×2.4

)

Numbe

r of H

Ts (W

/6.3)

Engli

sh B/L En

glish

Presen

t Grad

e

Progre

ss sin

ce Admiss

ion (s

teps)

Above

/Belo

w Expec

ted Grad

e↓

Engli

sh Half

Term

ly Pro

gress

GCSE P

rojec

tion (

PG +

xHTs

)

CAT4

Indic

ator Math

s B/L Math

s Pres

ent G

rade

Progre

ss sin

ce Admiss

ion (s

teps)

Above

/Belo

w Expec

ted Grad

e

Maths H

alf Te

rmly

Progre

ss

GCSE P

rojec

tion (

PG +

xHTs

)

CAT4

Indic

ator

Scien

ce B/L Sc

ience

Presen

t Grad

e

Sci P

rogres

s sinc

e Adm

ission (

steps)

Sci A

bove/

Below Ex

pecte

d Grad

e

Scien

ce Half

Term

ly Pro

gress

GCSE P

rojec

tion (

PG +

xHTs

)

CAT4

Indic

ator

ASPA

Ander

sonBo

bbie

10SM

44

496.

701/

09/201

438

1.82.4

6.0D3

C24

↑↑0.7

BC/D

E2C3

5↑↑

0.8B

DE1

D31

=0.2

DD

0.6Ca

rrCo

urtney

10SM

43

488

01/09/

2014

381.8

2.46.0

E2D2

3↑↑

0.5C

DE2

D32

↑0.3

DD/E

E2E1

1 =

0.2D/E

D/E0.3

Christ

ianVa

nessa

10HH

54

583.

101/

09/201

438

1.82.4

6.0C3

B33

↑↑0.5

BD2

B35

↑↑0.8

AN/

AN/

A0.0

0.7Co

llins

Tamara

10HH

33

462.

901/

09/201

438

1.82.4

6.0F3

E24

↑↑0.7

DE

F1D3

4↑↑

0.7C/D

F/GF3

F30

↓0.0

FF

0.4Co

oper

Catrin

a10H

H4

55

8801/

09/201

438

1.82.4

6.0D2

C32

↑0.3

CB

C2B2

3↑↑

0.5A

BC3

B33

↑↑0.5

BB/C

0.4Co

oper

Lewis

10AM

34

499.

501/

09/201

438

1.82.4

6.0D3

C33

↑↑0.5

CC

E2C1

7↑↑

1.2A

CE1

C34

↑↑0.7

B/CC/D

0.8Co

oper

Willia

m10A

M4

43

85.3

01/09/

2014

381.8

2.46.0

E2C3

5↑↑

0.8B

C/DF2

D26

↑↑1.0

CD

F1C3

7↑↑

1.2B

D1.0

Dixon

Jack

10HH

45

593.

501/

09/201

438

1.82.4

6.0D2

B35

↑↑0.8

AC

D2B3

5↑↑

0.8A

B/CE3

E30

↓0.0

EC

0.6Gib

sonKai

10SM

96.4

08/06/

2015

60.3

0.41.0

N/A

D20.0

N/A

D20.0

N/A

E30.0

Haq

Daud

10AM

10006/

07/201

52

0.10.1

0.3N/

AN/

A0.0

N/A

F20.0

N/A

N/A

0.0Ha

rdyCo

urtney

10AM

43

489

01/09/

2014

381.8

2.46.0

N/A

N/A

0.0E2

N/A

0.0N/

AN/

A0.0

Hedle

yCu

rtis10A

M2

33

10.4

01/09/

2014

381.8

2.46.0

N/A

N/A

0.0N/

AN/

A0.0

N/A

N/A

0.0He

nryJam

es10H

H5

54

98.9

01/09/

2014

381.8

2.46.0

C3B2

4↑↑

0.7A

DC3

C12

↑0.3

BE

C3B2

4↑↑

0.7A

E0.6

Jackso

nAm

y10A

M4

45

84.5

01/09/

2014

381.8

2.46.0

E2C3

5↑↑

0.8B

CD3

D30

↓0.0

DC/D

N/A

N/A

0.0D

0.4Jen

nings

Taylor

10HH

44

495.

101/

09/201

438

1.82.4

6.0E2

C35

↑↑0.8

BC/D

E2C3

5↑↑

0.8B

DE2

D32

↑0.3

DD

0.7Joh

nson

Dion

10AM

44

483.

101/

09/201

438

1.82.4

6.0D2

C32

↑0.3

CB/C

D2C3

2↑

0.3C

C/DD2

C32

↑0.3

CD

0.3Ker

non

Leah

10SM

43

4100

01/09/

2014

381.8

2.46.0

D2C3

2↑

0.3C

C/DD2

C32

↑0.3

CD/E

D2C3

2↑

0.3C

D/E0.3

Liddle

Court

ney10H

H4

34

89.1

01/09/

2014

381.8

2.46.0

E2C3

5↑↑

0.8B

DE2

C35

↑↑0.8

BD/E

E2D3

2↑

0.3D

D/E0.7

Lynch

Court

ney10A

M4

44

86.6

01/09/

2014

381.8

2.46.0

E2D2

3↑↑

0.5C

CD3

D21

=0.2

DC/D

E3E3

0↓

0.0E

D0.2

McCa

ffery

Aaron

10SM

45

491.

801/

09/201

438

1.82.4

6.0E1

B37

↑↑1.2

AB/C

D2B1

7↑↑

1.2A*

BD3

C33

↑↑0.5

CB/C

0.9Mc

Coy

Victor

ia10A

M4

45

98.9

01/09/

2014

381.8

2.46.0

D2C3

2↑

0.3C

B/CD2

B35

↑↑0.8

AC/D

D2C3

2↑

0.3C

C/D0.5

McKen

zieCh

arlee

10AM

44

494.

601/

09/201

438

1.82.4

6.0D2

C32

↑0.3

CC/D

D2C3

2↑

0.3C

D/ED2

C32

↑0.3

CD/E

0.3Mc

Kenzie

Court

nee10A

M4

54

95.6

01/09/

2014

381.8

2.46.0

D2C3

2↑

0.3C

B/CD2

C32

↑0.3

CC

D2C3

2↑

0.3C

C/D0.3

McNe

strie

Jade

10AM

1A

193.

701/

09/201

438

1.82.4

6.0F2

E23

↑↑0.5

DE

G2F2

3↑↑

0.5E

GG1

F31

=0.2

FF/G

0.4Mi

tchels

onDy

lan10A

M4

43

90.5

01/09/

2014

381.8

2.46.0

D3C3

3↑↑

0.5C

CF2

D35

↑↑0.8

CD/E

N/A

N/A

0.0D/E

0.7Ne

llisMa

x10A

M4

55

98.4

01/09/

2014

381.8

2.46.0

C3C2

1 =

0.2C

C/DC1

A34

↑↑0.7

A*/A

D/EC3

C30

↓0.0

CD/E

0.3Oli

verRe

ece10A

M4

45

10001/

09/201

438

1.82.4

6.0D3

B27

↑↑1.2

A*/A

B/CD2

C32

↑0.3

CD/E

D2C2

3↑↑

0.5B

D/E0.7

Pardue

Rebec

ca10H

H5

55

10001/

09/201

438

1.82.4

6.0B3

A22

↑0.3

AA/B

C2A3

5↑↑

0.8A*

A/BC3

C30

↓0.0

CB

0.4Ra

tcliffe

Naom

i10H

H3

44

79.6

01/09/

2014

381.8

2.46.0

F2D3

5↑↑

0.8C

D/EE2

D32

↑0.3

DE/F

E3E3

0↓

0.0E

E0.4

Scott

Mark

10AM

44

493.

801/

12/201

427

1.31.7

4.3F2

E23

↑↑0.7

DF2

E14

↑↑0.9

C/DF3

F30

↓0.0

F0.5

Small

Victor

ia10H

H4

55

87.7

01/09/

2014

381.8

2.46.0

D1B3

4↑↑

0.7A/B

B/CC2

B32

↑0.3

BB

C3C3

0↓

0.0C

B/C0.3

Sowerb

yCra

ig10S

M4

44

94.5

09/02/

2015

180.9

1.12.9

F2D2

6↑↑

2.1A

F2E1

4↑↑

1.4C

N/A

N/A

0.01.8

Storey

Arron

10SM

34

389.

101/

09/201

438

1.82.4

6.0E2

D23

↑↑0.5

CC/D

E2C3

5↑↑

0.8B

D/EE2

D23

↑↑0.5

CD/E

0.6Wa

rdle

Robbi

e10S

M3

33

92.9

01/09/

2014

381.8

2.46.0

F2E2

3↑↑

0.5D

EF2

E32

↑0.3

EE/F

F2D2

6↑↑

1.0C

E0.6

Wilkin

sonJam

es10S

M4

54

92.9

01/09/

2014

381.8

2.46.0

D2C3

2↑

0.3C

CD2

C23

↑↑0.5

BC/D

D3D3

0↓

0.0D

D0.3

19.5

39.6

26.7

39.0

Year 9

Year 9

Year 9

Year 9

Year 9

Year 9

Year 9

↑↑ 46

/70 = 6

5.7%

40.2/7

0 = 0.5

7A*:5

/39 = 1

2.8%

Proj >

CAT4

↑↑ 40

/70 = 5

7.1%

39.6/7

0 = 0.5

7A*: 8

/39 = 2

0.5%

Proj >

CAT4

↑↑ 27

/62 = 4

3.5%

26.7/6

2 = 0.4

3A*

:10/35

= 28.6

%Pro

j > CA

T439.

0/70 =

0.56

20.7/3

9 = 0.5

3↑

18/7

0 = 25

.7%A:

5/39 =

12.8%

27/36

= 75.0

%↑

22/7

0 = 31

.4%A:

9/39

= 23.1

%31/

36 = 8

6.1%

↑ 1

6/62 =

25.8%

A: 5/

35 = 1

4.3%

28/33

= 84.8

% =

5/

70 =

7.1%

B:16/3

9 = 41

.0% =

3/

70 =

4.3%

B: 10/

39 = 2

5.6%

=

7/62

= 11.3

%B:

11/35

= 31.4

%Yea

r 10

↓

1/70

= 1.4

%

C: 4/3

9 = 10

.3%Pro

j = CA

T4↓

5/

70 =

7.1%

C: 6/3

9 = 15

.4%Pro

j = CA

T4↓

12/6

2 = 19

.4%C:

5/35

= 14.3

%Pro

j = CA

T419.

5/31 =

0.63

D:

6/39 =

15.4%

5/36 =

13.9%

D: 3/3

9 = 7.7

%2/3

6 = 5.6

%D:

4/35

= 11.4

%2/3

3 = 6.1

%E: 3

/39 = 7

.7%E: 3

/39 = 7

.7%E-

U: 0%

F-U: 0

Proj <

CAT4

F-U: 0

%Pro

j < CA

T4Pro

j < CA

T44/3

6 = 11

.1%3/3

6 = 8.3

%3/3

3 = 9.1

%

Year 1

0Yea

r 10

Year 1

0Yea

r 10

Year 1

0Yea

r 10

A*: 0/

31 = 0

%Pro

j > CA

T4A*

: 2/31

= 6.5%

Proj >

CAT4

A*: 0

/27 = 0

%Pro

j > CA

T4A:

6/31 =

19.4%

20/28

= 71.4

%A:

6/31

= 19.4

%24/

28 = 8

5.7%

A: 1/

27 = 3

.7%15/

26 = 5

7.7%

B: 7/3

1 = 22

.6%B:

7/31

= 22.6

%B:

3/27

= 11.1

%C:1

4/31 =

45.2%

Proj =

CAT4

C: 8/

31 = 2

5.8%

Proj =

CAT4

C: 12/

27 = 4

4.4%

Proj =

CAT4

D: 4/3

1 = 12

.9%4/2

8 = 14

.3%D:

6/31

= 19.4

%2/2

8 = 7.1

%D:

4/27

= 14.8

%6/2

6 = 23

.1%E-U

: 0%

E: 2/3

1 = 6.5

%E:

4/27 =

14.8%

Proj <

CAT4

F-U: 0

Proj <

CAT4

F: 3/2

7 = 11

.1%Pro

j < CA

T44/2

8 = 14

.3%2/2

8 = 7.1

%5/2

6 = 19

.2%

32

APPENDIX 2: SUB-GROUP ANALYSIS SPREADSHEET

Last Name

First Name

YEAR GROUP

Gender

Pupil Premium

Ethnicity

EALFSM SEN LAC

Abohelaika Ahmed 9GS M Other Asian Y NAlexander Logan 9GS M Y White - English N Y SupportArmstrong Jake 9SR M White - English N NBarrass Courtney 9SR F White - English N NBruce Kirsty 9GS F White - English N N SupportClark Liam 14.3 M Y White - English N N Statement YCooper Robert 9GS M Y White - English N Y StatementDevlin Paige 9SR F Y White - English N YDodds Olivia 9SR F Y White - English N YFleming Daniel 10.3 M White - English N NFromson Connor 9GS M White - English N N SupportHebron Tia 9GS F Y White - English N NLawson Spencer 9SR M Y White - English N Y S/ActionLee Jamie 9SR M Y White - English N N SupportLee Zoe 9GS F mation Not Yet Ob N NLockyer Aaron 9GS M Y White - English N Y SupportMcCaffrey Troy 9SR M Y White - English N YMcCoy Ricky 9GS M Y White - English N YMills Sam 9SR M Y White - English N NMoore Harry 9SR M White - English N N SupportO'Brien Jack 9SR M Y White - English N YPowell Ryan 9GS M Y White - English N Y SupportRatcliffe Elliott 9GS M Y White - English N Y StatementRaun Caitlin 9SR F White - English N NRoberts Broderick 9SR M Y White - English N N SupportRobson-Dryden Jamie 9GS M White - English N NRoss Marc 9GS M Y White - English N YRutherford David 9GS M White - English N NSouthern Demi-Leigh 9SR F White - English N N SupportStone Jade 9SR F Y White - English N YStorey Damion 9GS M Y White - English N YTang Courtney 9GS F White - English Y NTelford Ellie 9SR F Y White - English N YThompson Dylan 9SR M White - English N NWaldie Lewis 9SR M Y White - English N YWhite Samuel 9SR M White - English N NWhite Thomas 9GS M White - English N NWilson Brooke 9SR F White - English N NWoodcock Adam 9GS M White - English N NAnderson Bobbie 10SM F Y White - English N NCarr Courtney 10SM F Y White - English N YChristian Vanessa 10HH F Y White - English N YCollins Tamara 10HH F Y White - English N YCooper Catrina 10HH F Y White - English N YCooper Lewis 10AM M Y White - English N N YCooper William 10AM M Y White - English N YDixon Jack 10HH M White - English N NGibson Kai 10SM M Y White - English N YHaq Daud 10AM M mation Not Yet Ob Y NHardy Courtney 10AM F Y White - English N NHedley Curtis 10AM M Y White - English N N SupportHenry James 10HH M White - English N NJackson Amy 10AM F White - English N NJennings Taylor 10HH F Y White - English N NJohnson Dion 10AM F Y White - English N NKernon Leah 10SM F Y White - English N NLiddle Courtney 10HH F Y White - English N YLynch Courtney 10AM F Y White - English N YMcCaffery Aaron 10SM M Y White - English N Y SupportMcCoy Victoria 10AM F Y White - English N YMcKenzie Charlee 10AM F Y White - English N YMcKenzie Courtnee 10AM F Y White - English N YMcNestrie Jade 10AM F Y White - English N N SupportMitchelson Dylan 10AM M White - English N N SupportNellis Max 10AM M White - English N NOliver Reece 10AM M Y White - English N YPardue Rebecca 10HH F White - English N NRatcliffe Naomi 10HH F Y White - English N NScott Mark 10AM M Y White - English N Y SupportSmall Victoria 10HH F White - English N NSowerby Craig 10SM M Y White - English N Y SupportStorey Arron 10SM M Y White - English N YWardle Robbie 10SM M Y White - English N Y SupportWilkinson James 10SM M White - English N N

Year 9 Female Pupil Premium White English EAL FSM Support LAC20.7/39 = 0.53 16.2/30 = 0.54 25.3/44 = 0.58 36.3/68 = 0.53 2 students 17.4/32 = 0.54 10.5/15 = 0.70 2 students

0.6 and 0.6 2.0 and 0.8Year 10 Male Other Asian School Action

19.5/31 = 0.63 22.8/40 = 0.57 1 student: 0.6 1 student: 0.4

No info yet Statement1 student: 2.1 3 students

2.6/3 = 0.87

Documents

ANNUAL PROGRESS REPORT 2014-15 Anonymised