Strengths and weaknesses in the 2014 and 2015 Inspection dashboards
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- Abel Fleming
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1 For each section in the table below, a maximum of one strength statement per key stage is shown in a school s Inspection dashboard. The statement shown is the highest one in the list that matches the school s data. The only exception is for threshold strengths, where all statements that apply are shown in the school s Inspection dashboard. Overall Value Added for Key Stage 4 Subject Value Added for Key Stage 2 and Key Stage 4 Group Value Added (overall at Key Stage 4, for subjects at Key Stage 2) Overall KS4 value added was significantly above average. KS4 value added was significantly above average in all subject areas. KS4 value added was significantly above average in nearly all (4 out of 5) subject areas. KS4 value added was broadly average or above in all subject areas. KS4 value added was broadly average or above in nearly all (4 out of 5) subject areas. KS4 value added was broadly average or above in most (3 out of 5) subject areas. KS2 value added was significantly above average in all subjects. KS2 value added was broadly average or above in all subjects. Overall KS4 value added was significantly above average for disadvantaged pupils and those who have special educational needs. Overall KS4 value added was broadly average or above for disadvantaged pupils and those who have special educational needs. KS2 value added was significantly above average in all subjects for disadvantaged pupils and those who have special educational needs. KS2 value added in all subjects was broadly average or above for disadvantaged pupils and those who have special educational needs. Overall KS4 value added was in the lowest 10%. KS4 value added was in the lowest 10% in English/ mathematics/science/humanities /languages. KS2 value added was in the lowest 10% in reading/ writing/mathematics. Overall KS4 value added was in the lowest 10% for the group(s): disadvantaged /other (non-disadvantaged)/boys /girls /SEN with statement /SEN without statement /no SEN. KS2 value added was in the lowest 10% in reading/in writing/in mathematics for the group(s): disadvantaged /other (non-disadvantaged) /boys /girls /SEN with statement /SEN without statement /no SEN. Page 1 of 7
2 All pupils Expected progress / more than expected progress Disadvantaged Expected progress / more than expected progress From each starting point, the proportions of KS4 pupils making and exceeding expected progress in English and in mathematics were above national figures. proportions of KS4 pupils making and exceeding expected progress in English and in mathematics were close to or above national figures. From each starting point, the proportions of KS2 pupils making and exceeding expected progress in reading, in writing and in mathematics were above national figures. proportions of KS2 pupils making and exceeding expected progress in reading, in writing and in mathematics were close to or above national figures. From each starting point, the proportion of disadvantaged KS4 pupils making and exceeding expected progress in English and in mathematics at least matched that of other pupils nationally. proportion of disadvantaged KS4 pupils making and exceeding expected progress in English and in mathematics was similar to that of other pupils nationally. From each starting point, the proportion of disadvantaged KS2 pupils making and exceeding expected progress in reading, in writing and in mathematics at least matched that of other pupils nationally. proportion of disadvantaged KS2 pupils making and exceeding expected progress in reading, in writing and in mathematics was similar to that of other pupils nationally. At least twice, KS4 expected or more than expected progress from starting points was in the lowest 10% (in English/in At least twice, KS2 expected or more than expected progress from starting points was in the lowest 10% (in reading/in writing/in At least twice, KS4 expected progress (or more than expected progress) from starting points for disadvantaged pupils was well below* other pupils nationally (in English/in mathematics) *by an amount equivalent to three or more pupils At least twice, KS2 expected progress (or more than expected progress) from starting points for disadvantaged pupils was well below* other pupils nationally (in reading/in writing/in *by an amount equivalent to one or more pupils Page 2 of 7
3 Average point score Disadvantaged KS4 pupils had an average point score equal to or above the national score for other pupils (overall/in English/in Disadvantaged KS2 pupils had an average point score equal to or above the national score for other pupils (in reading/in writing/in Disadvantaged KS1 pupils had an average point score equal to or above the national score for other pupils (in reading/in writing/in The average point score for KS4 pupils was significantly below average and in the lowest 10% (overall/in English/in The average point score for KS2 pupils was significantly below average and in the lowest 10% (in reading/in writing/in The average point score for KS1 pupils was significantly below average and in the lowest 10% (in reading/in writing/in Page 3 of 7
4 Thresholds The proportion of disadvantaged KS4 pupils that attained 5ACEM was equal to or above the national figure for other pupils. The proportion of disadvantaged KS4 pupils that attained the EBacc was equal to or above the national figure for other pupils. The proportion of disadvantaged KS2 pupils that attained at least Level 4/5 was equal to or above the national figure for other pupils (in reading/in writing/in (A maximum of two statements, one for Level 4 and one for Level 5.) The proportion of disadvantaged KS1 pupils that attained at least Level 2B/3 was equal to or above the national figure for other pupils (in reading/in writing/in (A maximum of two statements, one for Level 2B and one for Level 3.) Page 4 of 7
5 Phonics Early Years Foundation Stage Profile The proportion of Year 1 pupils that met the expected standard in phonics was above the national figure. All children achieved a good level of development in the Early Years Foundation Stage Profile. The proportion of children that achieved a good level of development in the Early Years Foundation Stage Profile was above the national figure. Fewer than half of the children achieved a good level of development in the Early Years Foundation Stage Profile. Page 5 of 7
6 Attendance overall Persistent absence Attendance groups Attendance was high (in the highest 10% of all mainstream/special schools nationally). Attendance was above average. Persistent absence was below average. No group had low attendance (in the lowest 10% of all mainstream/special schools nationally). Attendance was low (in the lowest 10% of all mainstream /special schools nationally). Attendance was low for the group(s): FSM /non-fsm /boys /girls /SEN with statement /SEN without statement /no SEN (in the lowest 10% of all mainstream /special schools nationally). Page 6 of 7
7 Additional 2015 strengths and weaknesses for the Progress 8 opt-in schools Overall Progress 8 for Key Stage 4 Element Progress 8 for Key Stage 4 Group Progress 8 Overall KS4 Progress 8 was significantly above average. in all elements. in nearly all (3 out of 4) elements. KS4 Progress 8 was broadly average or above in all elements. KS4 Progress 8 was broadly average or above in nearly all (3 out of 4) elements. for disadvantaged pupils and those who have special educational needs overall and in all elements. for disadvantaged pupils and those who have special educational needs overall and in nearly all (3 out of 4) elements. Overall KS4 Progress 8 was significantly above average or above for disadvantaged pupils and those who have special educational needs. Overall KS4 Progress 8 was broadly average or above for disadvantaged pupils and those who have special educational needs. Overall KS4 Progress 8 was significantly below average. KS4 Progress 8 was significantly below average in element(s): English/ mathematics/ebacc/open. Overall KS4 Progress 8 was significantly below average for the group(s): disadvantaged /other (non-disadvantaged)/boys /girls /SEN with EHC/statement /SEN without EHC/statement /no SEN. Page 7 of 7
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