End of Key Stage 4 Pupil Achievement and Progress 2012 to 2014 and outcomes

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1 205 End of Key Stage 4 Pupil Achievement and Progress 202 to 204 and outcomes Information for Governors 5/07/205 Lisa Candy Meadowfield School 7/6/205

2 End of Key Stage 4 Pupil Achievement and Progress 202 to 204 and outcomes Meadowfield School uses National Progression Guidance (PG) materials to assess pupil progress from KS to the end of KS4 in line with the most recent guidance. Where Progression 200 is used to contribute to the school s analysis then the starting point for evaluation is that expected progress is the median level for pupils age and starting point. Ofsted Handbook January 205 Where pupils have achieved P8 or National Curriculum level at the end of key stage 2 Progression Guidance only gives a GCSE grade as the end of Key stage 4 target, point scores have been used to convert GCSE grades into levels although this is not an exact conversion. Meadowfield, working as part of the KASS consortium, have developed a bespoke assessment tracking and target setting programme working with Pupil Asset. This programme continues to use P Levels as these are being retained. The KASS group has also developed bespoke expected progress rates from start points (effectively our own Progression Guidance) based on real data from our schools, this will reviewed annually as more data enters the system to ensure challenge and high aspirations for all our pupils. The KASS Deputies will be developing a bespoke system to track progress against accreditation criteria, such as Entry levels and B Tec rather than just to GCSE grades as the current Progression Guidance provides. The data is indicating: The data is indicating that although the target was to increase the number of pupils achieving Upper in English and the percentage in Upper has remained the same there has been a decrease of 7% in Lower quartile in overall English. In reading and writing there has been a significant increase the number of pupils achieving Upper as a result of aspirational target setting, rigorous pupil progress meetings and moderation and the embedding of phonic, reading and writing interventions and good leadership. There is an increase of 8% achieving Upper in maths. There has been a significant improvement in boys English outcomes demonstrating the impact of introducing technology into reading (Kindles & ipads) Pupils entitled to pupil premium funding are achieving better than their non-pupil premium peers in English but the gap is closing; they are achieving less well in Maths so this will be a focused group for next year. There has been an increase of pupils in care achieving at Upper improving on the mid-year prediction, this is also evident in predicted accreditation outcomes demonstrating the impact of targeted interventions including the use of technology. Pupils of all need type are showing an improving trend in achieving Upper in both English and Maths but this is particularly evident for pupils with SLD and ASD. A trial of Pupil Asset expected outcomes for Maths OCR Entry Level outcomes is showing all pupils achieving expected progress and above as illustrated below. End KS4 outcomes In Maths against Progression Guidance 27% 9% 50% 4% LQ M UQ UQ+ End KS 4 Maths Entry Level outcomes Pupil Asset expecations 7% 53% 40% Expected Above Expected Above Expected +

3 English Upper Lower 202/ % 46% 5% 39% 6 75% 37% 38% 25% 204/ % 37% 45% 8% Gender Upper Lower 202/203 Boys 6 50% 50% 50% Girls 7 7% 43% 28% 28% Boys 8 50% 25% 25% 50% Girls 8 00% 50% 50% 204/205 Boys 7 82% 47% 35% 8% Girls 5 00% 40% 40% 20% Pupil premium funding (Including FSM & CiC, there are no service families) Upper Lower 202/203 PP 5 80% 80% 20% Non PP 8 50% 25% 25% 50% PP 0 80% 30% 50% 20% Non PP 6 66% 50% 6% 34% 204/205 PP 82% 45% 37% 8% Non PP 82% 28% 54% 8% Children in Care 202/203 CiC Non CIC 2 CiC 5 204/205 CiC % 00% Upper Lower 58% 42% 6% 42% 00% 80% 40% 40% 20% 75% 75% 25% 84% 28% 56% 6%

4 Primary need Upper Lower 202/203 MLD = 0 SLD = 6 32% 6% 6% 66% PMLD = 0 ASD = 6 82% 66% 6% 6% SLCN = 00% 00% MLD = 4 00% 00% SLD = 7 72% 72% 28% PMLD = 00% 00% ASD = 2 50% 50% 50% SLCN = 2 50% 50% 50% 204/205 MLD = 0 SLD = 5 80% 40% 40% 20% PMLD = 2 00% 00% ASD = 2 82% 42% 42% 6% SLCN = 00% 00% PD = 2 00% 00% Ethnicity Academic Year 202/203 White Other White background White Cohort Size Total achieving Upper Lower 6 55% 36% 9% 45% 00% 00% 6 75% 37% 38% 25% 204/205 White 20 85% 50% 35% 5% Mixed other 00% 00% Chinese 0% 00% English as an Additional Language There is one pupil with EAL, whilst this pupil ended the key stage in Lower over this year he made median progress.

5 Maths Upper Lower 202/ % 46% 0 54% 6 94% 69% 25% 6% 204/ % 77% 4% 9% Gender Upper Lower 202/203 Boys 6 50% 50% 50% Girls 7 43% 43% 57% Boys 8 88% 38% 50% 2% Girls 8 00% 00% 204/205 Boys 7 82% 70% 2% 8% Girls 5 80% 80% 20% Pupil premium funding (Including FSM & CiC, there are no service families) Upper Lower 202/203 PP 5 80% 80% 20% Non PP 8 25% 25% 75% PP 0 90% 70% 20% 0% Non PP 6 00% 50% 50% 204/205 PP 73% 55% 8% 27% Non PP 9% 82% 9% 9% Children in Care 202/203 CiC Non CIC 2 CiC 5 204/205 CiC % 00% Upper Lower 58% 42% 58% 00% 00% 93% 73% 20% 7% 75% 75% 25% 84% 28% 56% 6%

6 Primary need Upper Lower 202/203 MLD = 0 SLD = 6 2% 2% 84% PMLD = 0 ASD = 6 66% 66% 33% SLCN = 00% 00% MLD = 4 00% 00% SLD = 7 86% 72% 4% 4% PMLD = 00% 00% ASD = 2 00% 00% SLCN = 2 00% 50% 50% 204/205 MLD = 0 SLD = 5 80% 60% 20% 20% PMLD = 2 00% 00% ASD = 2 84% 76% 8% 6% SLCN = 00% 00% PD = 2 50% 50% 50% Ethnicity Academic Year 202/203 White Other White background Cohort Size Total achieving Upper Lower 6 55% 36% 9% 45% 50% 50% 50% White 6 94% 69% 25% 6% 204/205 White 20 95% 65% 20% 5% Mixed other 00% 00% Chinese 00% 00% English as an Additional Language There is one pupil with EAL who achieved Upper