Group report for teachers

Group report for teachers In case of enquiries please contact GL Assessment by emailing info@gl-assessment.co.uk. Copyright 2012 GL Assessment Limited. GL Assessment is part of the GL Education Group. Report generated on 22/08/2012

CAT4 Group report for teachers School: Check CAT Academy Group: ST Date of test: 10/08/2012 Level: D of students: 100 What is CAT4? The Cognitive Abilities Test (CAT) is a suite of tests that assesses a student's reasoning (thinking) abilities in key areas that support educational development and academic attainment. CAT4 is the fourth edition of the test and comprises the following sections or batteries which assess different aspects of ability: Verbal Reasoning Battery thinking with words Verbal Classification Three words are presented which are similar in some way or ways. From a selection of five possible answers, the student must identify a fourth word with similar properties. The answer is snow because rain, fog and sunshine are all types of weather and snow is also a type of weather. Verbal Analogies A pair of connected words is presented alongside a single word. From a selection of five possible answers, the student must select a word to complete the second pair in the same way. The answer is window, because a carpet goes on a floor and a curtain hangs at a window. Quantitative (or Numerical) Reasoning Battery thinking with numbers Number Analogies Two pairs of related numbers are presented. From a selection of five possible answers, the student must select a number to complete a third pair. The answer is 8. Here 1 add 1 makes 2, but that doesn t work for the second pair because 5 add 1 is 6, not 10. Instead, you have to multiply by 2 to get the second part of each pair, so 4 times 2 is 8. Number Series A sequence of numbers created by a transformation rule is presented. From a selection of five possible answers, the student must identify the rule and continue the sequence. The answer is 15. There are two number patterns in this series. The first, third and fifth numbers go down by 1 at a time 18, 17 then 16. The numbers in between them go up by two at a time 5, 7 then 9. This means the next number must be 16 minus 1, giving 15. Copyright 2012 GL Assessment Limited Page 2 of 30

Non-verbal Reasoning Battery thinking with shapes Figure Classification Three designs are presented which are similar in some way or ways. From a selection of five possible answers, the student must identify a fourth design with similar properties. The answer is E because it is the only answer choice that is a striped semi-circle, like the first three figures. Figure Matrices Designs are presented in a grid with one empty square and, from a selection of five possible answers, the student must identify the missing design. The answer is C because in the top pair one arrow up goes to two arrows up, so in the second pair one arrow down must go to two arrows down. Spatial Ability Battery thinking with shape and space Figure Analysis A series of diagrams shows a square being folded repeatedly, and then punched through with holes. From a selection of five possible answers, the student must identify how the paper will appear when unfolded. The answer is D. The hole is punched through both layers of paper, so as it is unfolded the holes will be a mirror image of each other, with the crease being the mirror line. Figure Recognition Several complex designs are presented along with a single target shape. From a selection of five possible answers, the student must identify the target shape within one of the complex designs. The answer is E. It isn t A because that shows the target flipped over. It isn t B or C because they have shapes that are the wrong size. Copyright 2012 GL Assessment Limited Page 3 of 30

Why use CAT4? CAT4 is a comprehensive and objective test of your students developed abilities those that, in part, determine attainment and can be built upon and developed to improve outcomes. For example, verbal reasoning can be developed by supporting students reading, comprehension and vocabulary. CAT4 has many uses, but the focus of this group report is to inform teachers about the abilities of a predetermined group of students whether a whole year cohort, teaching group or tutor group or a group of students who share particular characteristics, for example students with English as an additional language. CAT4 provides important information about your group of students because it is an objective measure of ability. Data from other sources such as the Fischer Family Trust, teacher assessment and key indicators such as attendance may be used alongside CAT4 data to ensure that information about students ability, attainment and any external factors affecting achievement that may impact on progress are part of the decision-making process at many levels. Furthermore, results from CAT4: provide indicators of attainment for KS2, KS3, GCSE and AS/A level which are a starting point for target setting for the group offer a comparison between performance of different groups of students in order to better identify needs and target resources identify groups of students who may be underachieving monitor trends and changes in the ability profile of the school s intake over time and, importantly, set a baseline against which to assess the value added by the school. Copyright 2012 GL Assessment Limited Page 4 of 30

Understanding CAT4 scores Battery In CAT4 battery is the title given to each of the four pairs of tests which assess different aspects of ability. Questions The number of questions can be important: a student may have worked very slowly but accurately and not finished the test and this will impact on his or her results. Raw Score (RS) The raw score (RS) is the total number of questions a student has answered correctly. Standard Age Score () The Standard Age Score () is the most important piece of information derived from CAT4. The is based on the student s raw score which has been adjusted for age and placed on a scale that makes a comparison with a nationally representative sample of students of the same age across the UK. The average score is 100. The is key to benchmarking and tracking progress and is the fairest way to compare the performance of different students within a year group or across year groups. Confidence band Performance on a test like CAT4 can be influenced by a number of factors and the confidence band is an indication of the range within which a student's score lies. The narrower the band the more reliable the score. This means that 90% confidence bands are a very high level estimate. National Percentile Rank (NPR) The National Percentile Rank (NPR) relates to the and indicates the percentage of students obtaining any particular score. NPR of 50 is average. NPR of 5 means that the student s score is within the lowest 5% of the national sample; NPR of 95 means that the student s score is within the highest 5% of the national sample. Stanine (ST) The Stanine (ST) places the student s score on a scale of 1 (low) to 9 (high) and offers a broad overview of his or her performance. Group Rank () The Group Rank () shows how each student has performed in comparison to those in the defined group. The symbol = represents joint ranking with one or more other students. Relationship between CAT4 scores Copyright 2012 GL Assessment Limited Page 5 of 30

School: Check CAT Academy Group: ST Date of test: 10/08/2012 Level: D of students: 100 Scores for the group (by overall mean ) Verbal Quantitative Non-verbal Spatial Overall Tutor group (/48) (/36) (/48) (/36) Jacob Gordon 2 48 141 =1 36 141 =1 48 141 =1 36 141 =1 141 =1 Neal Hull 2 48 141 =1 36 141 =1 48 141 =1 36 141 =1 141 =1 Paige Lamb 2 48 141 =1 36 141 =1 48 141 =1 36 141 =1 141 =1 Gretchen Gibson 2 48 141 =1 36 141 =1 48 141 =1 36 141 =1 141 =1 Tim Quinn 3 48 141 =1 36 141 =1 48 141 =1 36 141 =1 141 =1 Dean Lindsay 2 48 141 =1 36 137 =7 48 141 =1 36 139 8 140 6 Clarence Scarborough 3 48 141 =1 36 124 13 48 141 =1 36 141 =1 137 =7 Molly James 2 48 141 =1 36 137 =7 48 133 =28 36 135 =9 137 =7 Harriet Johnson 2 48 141 =1 36 137 =7 48 141 =1 36 129 16 137 =7 Wayne Harris 2 48 141 =1 36 115 =21 48 141 =1 36 141 =1 135 =10 Peter Robinson 3 48 141 =1 36 139 6 48 134 27 36 124 25 135 =10 Dorothy Ellis 1 48 141 =1 36 127 =10 48 136 23 36 126 22 133 =12 Elisabeth Weber 3 48 141 =1 36 114 23 48 141 =1 36 134 =11 133 =12 Paige Keller 2 48 141 =1 36 122 =14 48 135 =24 36 132 14 133 =12 Kent Hicks 2 48 141 =1 36 116 =19 48 141 =1 36 128 =17 132 =15 Jean Katz 2 48 141 =1 36 122 =14 48 141 =1 36 125 =23 132 =15 Cheryl Yates 3 48 141 =1 36 125 12 48 135 =24 36 128 =17 132 =15 Eddie Garrison 1 48 141 =1 36 119 16 48 133 =28 36 133 13 132 =15 Floyd Huffman 2 48 141 =1 36 112 =25 48 141 =1 36 128 =17 131 =19 Dianne Lyons 2 48 141 =1 36 127 =10 48 138 22 36 119 =28 131 =19 Jason McIntyre 3 48 141 =1 36 118 =17 48 141 =1 36 123 26 131 =19 Kelly Sims 3 48 141 =1 36 115 =21 48 131 =31 36 134 =11 130 =22 Jordan Baldwin 1 48 141 =1 36 118 =17 48 124 35 36 135 =9 130 =22 Holly Brantley 1 48 141 =1 36 111 29 48 141 =1 36 128 =17 130 =22 Nina Baldwin 1 48 141 =1 36 113 24 48 135 =24 36 127 21 129 =25 The Standard Age Score () is based on the student s raw score which has been adjusted for age and placed on a scale that makes a comparison with a nationally representative sample of students of the same age across the UK. The average score is 100. The Group Rank () shows how each student has performed in comparison to those in the defined group. The symbol = represents joint ranking with one or more other students. The number of questions can be important: a student may have worked very slowly but accurately and not finished the test and this will impact on his or her results. Copyright 2012 GL Assessment Limited Page 6 of 30

Verbal Quantitative Non-verbal Spatial Overall Tutor group (/48) (/36) (/48) (/36) Audrey Wrenn 3 48 141 =1 36 112 =25 48 131 =31 36 130 15 129 =25 Hannah Currie 1 48 141 =1 36 112 =25 48 141 =1 36 119 =28 128 =27 Elaine Henderson 2 48 141 =1 36 109 30 48 141 =1 36 121 27 128 =27 Jerry Coates 1 48 141 =1 36 116 =19 48 125 34 36 125 =23 127 =29 Theresa Jiang 2 48 141 =1 36 107 31 48 141 =1 36 118 =31 127 =29 Holly Crawford 1 48 141 =1 36 112 =25 48 132 30 36 118 =31 126 =31 Grace Ford 1 48 141 =1 36 105 =32 48 141 =1 36 115 33 126 =31 Benjamin Bolton 1 48 141 =1 36 105 =32 48 141 =1 36 113 35 125 =33 Emma Brock 1 48 141 =1 36 102 =38 48 141 =1 36 114 34 125 =33 Bill Abbott 1 48 141 =1 36 105 =32 48 129 33 36 119 =28 124 35 Carrie Duke 1 48 122 37 36 95 =50 48 101 38 36 88 =55 102 36 Ellen Smith 3 48 120 38 36 104 =35 48 98 42 36 80 =65 101 =37 Eileen McKee 3 48 117 40 36 101 =40 48 94 =48 36 93 =48 101 =37 Randall Waters 3 48 101 48 36 102 =38 48 99 =39 36 98 37 100 39 Veronica Gonzalez 2 48 124 36 36 97 =46 48 97 =43 36 77 =70 99 40 Betsy Hu 2 48 115 42 36 99 =43 48 105 36 36 74 72 98 =41 Sue Wang 3 48 99 =49 36 99 =43 48 97 =43 36 95 43 98 =41 George Webb 3 48 96 =56 36 97 =46 48 93 =50 36 101 36 97 =43 Harry Wall 3 48 102 47 36 90 =65 48 99 =39 36 96 =39 97 =43 Glen Kelley 2 48 116 41 36 100 42 48 99 =39 36 71 74 97 =43 Brenda Burgess 1 48 119 39 36 94 =54 48 91 =56 36 80 =65 96 =46 Ben Hood 2 48 99 =49 36 94 =54 48 93 =50 36 96 =39 96 =46 Andrew Waller 3 48 93 =62 36 95 =50 48 96 45 36 94 =44 95 48 Joshua Smith 3 48 93 =62 36 95 =50 48 93 =50 36 96 =39 94 =49 Kelly Gray 2 48 106 45 36 97 =46 48 104 37 36 69 75 94 =49 Arnold Watts 3 48 96 =56 36 87 =72 48 95 =46 36 97 38 94 =49 Betty McCall 3 48 99 =49 36 99 =43 48 83 =75 36 89 =51 93 =52 Jordan Blum 1 48 109 44 36 93 =57 48 89 =59 36 81 64 93 =52 Sandra Hutchinson 2 48 96 =56 36 91 =60 48 91 =56 36 94 =44 93 =52 Kristine Ritchie 3 48 97 =54 36 93 =57 48 92 =54 36 89 =51 93 =52 Rhonda Rao 3 48 91 =68 36 95 =50 48 93 =50 36 90 50 92 =56 Glenda Kenney 2 48 99 =49 36 91 =60 48 83 =75 36 94 =44 92 =56 Leon Wiggins 3 48 111 43 36 104 =35 48 89 =59 36 60 =77 91 =58 Norman Brantley 1 48 103 46 36 93 =57 48 94 =48 36 73 73 91 =58 Copyright 2012 GL Assessment Limited Page 7 of 30

Verbal Quantitative Non-verbal Spatial Overall Tutor group (/48) (/36) (/48) (/36) Tamara McConnell 3 48 97 =54 36 91 =60 48 84 =71 36 89 =51 90 =60 Nicholas Jenkins 2 48 92 =65 36 88 =68 48 85 =68 36 96 =39 90 =60 Joyce Rosenthal 3 48 90 =70 36 83 81 48 95 =46 36 93 =48 90 =60 Regina Gill 2 48 95 61 36 91 =60 48 83 =75 36 86 =57 89 63 Dawn Moore 3 48 87 =79 36 88 =68 48 84 =71 36 94 =44 88 64 Matthew Honeycutt 2 48 85 82 36 89 67 48 89 =59 36 83 62 87 =65 Tommy Hicks 2 48 89 =73 36 82 82 48 90 58 36 85 =59 87 =65 Toni Sawyer 3 48 92 =65 36 103 37 48 83 =75 36 64 76 86 =67 Alan Green 2 48 88 =77 36 88 =68 48 81 81 36 86 =57 86 =67 Thomas Manning 3 48 91 =68 36 101 =40 48 92 =54 36 60 =77 86 =67 Christina Curtis 1 48 82 =86 36 90 =65 48 84 =71 36 88 =55 86 =67 Alan Davidson 1 48 90 =70 36 85 =78 48 89 =59 36 80 =65 86 =67 Joanna Kemp 2 48 93 =62 36 74 88 48 85 =68 36 89 =51 85 =72 Marcus English 1 48 92 =65 36 79 =85 48 88 63 36 79 68 85 =72 Vicki Freedman 1 48 82 =86 36 86 =76 48 83 =75 36 85 =59 84 =74 Benjamin Hamrick 2 48 90 =70 36 84 80 48 83 =75 36 78 69 84 =74 Stephen Brennan 1 48 87 =79 36 87 =72 48 86 =66 36 77 =70 84 =74 Alvin Best 1 48 83 =84 36 85 =78 48 87 =64 36 82 63 84 =74 Jordan Blair 1 48 87 =79 36 80 =83 48 78 83 36 85 =59 83 78 Nancy Hayes 2 48 96 =56 36 97 =46 48 76 =85 36 60 =77 82 =79 Barry Craig 1 48 96 =56 36 91 =60 48 79 82 36 60 =77 82 =79 Jacob Beatty 1 48 99 =49 36 86 =76 48 84 =71 36 60 =77 82 =79 Audrey Drake 1 48 89 =73 36 87 =72 48 86 =66 36 60 =77 81 =82 Evelyn Dunlap 1 48 89 =73 36 88 =68 48 85 =68 36 60 =77 81 =82 Gene Carter 1 48 83 =84 36 94 =54 48 87 =64 36 60 =77 81 =82 Vincent Boyd 1 48 84 83 36 87 =72 48 77 84 36 60 =77 77 85 Alice McKenzie 3 48 88 =77 36 71 89 48 59 =90 36 60 =77 70 =86 Ronald Waller 3 48 67 =91 36 78 87 48 76 =85 36 60 =77 70 =86 Tracy Bowling 1 48 72 90 36 80 =83 48 59 =90 36 60 =77 68 88 Jerome Norman 3 48 89 =73 36 59 =91 48 59 =90 36 60 =77 67 =89 Christina Hawkins 2 48 63 93 36 79 =85 48 65 =87 36 60 =77 67 =89 Nelson Fletcher 1 48 76 89 36 59 =91 48 64 89 36 60 =77 65 91 Carlos McMillan 3 48 79 88 36 59 =91 48 59 =90 36 60 =77 64 92 Melanie Dickerson 1 48 59 =94 36 67 90 48 59 =90 36 60 =77 61 =93 Copyright 2012 GL Assessment Limited Page 8 of 30

Verbal Quantitative Non-verbal Spatial Overall Tutor group (/48) (/36) (/48) (/36) Joseph Walter 3 48 67 =91 36 59 =91 48 59 =90 36 60 =77 61 =93 Nicholas Hirsch 2 48 59 =94 36 59 =91 48 65 =87 36 60 =77 61 =93 Jessica Little 2 48 59 =94 36 59 =91 48 59 =90 36 60 =77 59 =96 Terry Swanson 3 48 59 =94 36 59 =91 48 59 =90 36 60 =77 59 =96 Jay Shaffer 3 48 59 =94 36 59 =91 48 59 =90 36 60 =77 59 =96 Guy Riley 3 48 59 =94 36 59 =91 48 59 =90 36 60 =77 59 =96 Leo Bray 1 48 59 =94 36 59 =91 48 59 =90 36 60 =77 59 =96 Copyright 2012 GL Assessment Limited Page 9 of 30

School: Check CAT Academy Group: ST Date of test: 10/08/2012 Level: D of students: 100 Analysis of group scores (by battery) The table below shows mean (average) scores for your group compared with those for the national sample. Verbal mean Quantitative mean Non-verbal mean Spatial mean Overall mean National average 100.0 100.0 100.0 100.0 100.0 Group 108.0 97.9 102.0 94.8 100.8 The table below shows the distribution of scores for your group compared with those for the national sample. In addition, the bar chart presents this information. Description Very low Below average Average Above average Very high bands National average Verbal Quantitative Non-verbal Spatial <74 74 81 82 88 89 96 97 103 104 111 112 118 119 126 4% 7% 12% 17% 20% 17% 12% 7% 4% >126 11% 2% 11% 21% 10% 3% 3% 4% 35% 12% 6% 15% 18% 13% 8% 12% 5% 11% 14% 6% 18% 18% 2% 0% 28% 9% 9% 16% 3% 0% 5% 9% 7% 2% 33% 21% Copyright 2012 GL Assessment Limited Page 10 of 30

School: Check CAT Academy Group: ST Date of test: 10/08/2012 Student profiles The analysis of CAT4 scores allows all students to be assigned a profile; that is they are assigned to one of seven broad descriptions of their preferences for learning. The Verbal Reasoning and Spatial Ability Batteries form the basis of this analysis and the profiles are expressed as a mild, moderate or extreme bias for verbal or spatial learning or, where no bias is discernable (that is, when scores on both batteries are similar), as an even profile. The diagram shows the distribution of students across the seven profiles which are indicated by the coloured bands. Level: D of students: 100 Extreme verbal bias Moderate verbal bias Mild verbal bias No bias Mild spatial bias Moderate spatial bias Extreme spatial bias Males Females Copyright 2012 GL Assessment Limited Page 11 of 30

General characteristics of each student profile It may be helpful to consider which students fall into which broad profile, but this information must be treated with caution as the descriptors are general and not individualised: students preferences for learning will be influenced by other factors. The CAT4 Individual report for teachers offers more fine detail. National Group % % of students Extreme verbal bias 2% 11% 11 Moderate verbal bias 4% 8% 8 Mild verbal bias 11% 11% 11 No bias or even profile 66% 70% 70 Mild spatial bias 11% 0% 0 Moderate spatial bias 4% 0% 0 Extreme spatial bias 2% 0% 0 Extreme verbal bias These students should excel in written work and should enjoy discussion and debate. They should prefer to learn through reading, writing and may be very competent independent learners. Students: They are likely to be high achievers in subjects that require good verbal skills such as English, modern foreign languages and humanities. They may prefer to learn step-by-step, building on prior knowledge, as their spatial skills are relatively weaker, being in the low average or below average range. Jacob Beatty Jordan Blum Norman Brantley Brenda Burgess Carrie Duke Veronica Gonzalez Kelly Gray Betsy Hu Glen Kelley Ellen Smith Leon Wiggins Moderate verbal bias Students in this group will have average to high scores for Verbal Reasoning and relatively weaker Spatial Ability with scores in the average range. These students are likely to prefer to learn through reading, writing and discussion. Step-by-step learning, which builds on prior knowledge incrementally, is likely to suit these students. Students : Barry Craig Audrey Drake Evelyn Dunlap Nancy Hayes Thomas Manning Eileen McKee Jerome Norman Toni Sawyer Mild verbal bias Some students with this profile will have low average or below average scores for Verbal Reasoning and relatively weaker Spatial Ability, but the gap between scores will be narrow. A slight bias for learning through reading, writing and discussion may be discerned in the students in this group. Students : Benjamin Bolton Vincent Boyd Emma Brock Gene Carter Holly Crawford Alan Davidson Copyright 2012 GL Assessment Limited Page 12 of 30

Mild verbal bias Marcus English Grace Ford Benjamin Hamrick Theresa Jiang Alice McKenzie No bias or even profile Scores for students with this profile will be very similar for both Verbal Reasoning and Spatial Ability but will be across the range from low to high. Students with high even scores will excel across the curriculum and will learn through the range of media and methods. Students with low even scores, conversely, may require significant levels of support to access the curriculum but will be open to a range of teaching and learning methods. Students : Bill Abbott Jordan Baldwin Nina Baldwin Alvin Best Jordan Blair Tracy Bowling Holly Brantley Leo Bray Stephen Brennan Jerry Coates Hannah Currie Christina Curtis Melanie Dickerson Dorothy Ellis Nelson Fletcher Vicki Freedman Eddie Garrison Gretchen Gibson Regina Gill Jacob Gordon Alan Green Wayne Harris Christina Hawkins Elaine Henderson Kent Hicks Tommy Hicks Nicholas Hirsch Matthew Honeycutt Ben Hood Floyd Huffman Neal Hull Sandra Hutchinson Molly James Nicholas Jenkins Harriet Johnson Jean Katz Paige Keller Joanna Kemp Glenda Kenney Paige Lamb Dean Lindsay Jessica Little Dianne Lyons Betty McCall Tamara McConnell Jason McIntyre Carlos McMillan Dawn Moore Tim Quinn Rhonda Rao Guy Riley Kristine Ritchie Peter Robinson Joyce Rosenthal Clarence Scarborough Jay Shaffer Kelly Sims Joshua Smith Terry Swanson Harry Wall Andrew Waller Ronald Waller Joseph Walter Sue Wang Randall Waters Arnold Watts George Webb Elisabeth Weber Audrey Wrenn Cheryl Yates Mild spatial bias Some students with this profile will have low average or below average scores for Spatial Ability and relatively weaker Verbal Reasoning skills, but the gap between scores will be narrow. A slight bias for learning through visual media may be discerned in the students in this group. Students : None Copyright 2012 GL Assessment Limited Page 13 of 30

Moderate spatial bias Students in this group will have average to high scores for Spatial Ability and relatively weaker Verbal Reasoning with scores in the average range. These students are likely to prefer to learn through visual and kinaesthetic media and will need to use diagrams, pictures, videos and objects to learn best. Students with above average or high Spatial Ability are often characterised as intuitive or big picture learners: attention to detail may be a weakness. Owing to a relative weakness in verbal skills, attainment may be uneven and they are likely to need support in subjects where the emphasis is on the written word. Students : None Extreme spatial bias These students should excel in problem solving and will grasp concepts quickly and intuitively. They will not enjoy rote learning and may arrive at a correct solution to a task without demonstrating the steps along the way. They are likely to be high achievers in subjects that require good visual-spatial skills such as maths, physics and technology. Owing to a relative weakness in verbal skills, attainment may be uneven and they may need support in subjects where the emphasis is on the written word. Students : None Copyright 2012 GL Assessment Limited Page 14 of 30

School: Check CAT Academy Group: ST Date of test: 10/08/2012 Level: D of students: 100 Retrospective KS2 indicators There has always been a significant and positive correlation (that is, a link which is supported by statistical data) between a student s scores on reasoning tests such as CAT4 and his or her performance in national tests and examinations. CAT4 Level D scores and KS2 results from the previous year are collected from a large sample of schools and students. The retrospective KS2 indicators are derived from the statistical relationship between CAT4 scores and the KS2 results. An adjustment is made for gender as, for example, girls achieve higher English levels than boys even when they achieve the same CAT4 scores. CAT4 indicators may be used to triangulate with results from the national KS2 tests, teacher assessment or with other data sets, for example, that provided by the Fischer Family Trust (which combines both KS2 results and TA). Large differences between the three measures can prompt particular diagnostic questions about the student s performance. You may be able to identify underperforming students e.g. those students with National Curriculum test results that are much lower than the indicated levels from CAT4. The indicators in this report are shown as National Curriculum levels. Retrospective indicative end of KS2 level Tutor group English Maths Science Gretchen Gibson 2 141 5a 5a 5a Tim Quinn 3 141 5a 5a 5a Jacob Gordon 2 141 5a 5a 5a Neal Hull 2 141 5a 5a 5a Paige Lamb 2 141 5a 5a 5a Dean Lindsay 2 140 5a 5a 5a Molly James 2 137 5a 5a 5a Harriet Johnson 2 137 5a 5a 5a Clarence Scarborough 3 137 5a 5a 5a Peter Robinson 3 135 5a 5a 5a Wayne Harris 2 135 5a 5a 5b Paige Keller 2 133 5a 5a 5b Dorothy Ellis 1 133 5a 5a 5a Elisabeth Weber 3 133 5a 5a 5b Eddie Garrison 1 132 5a 5a 5b Cheryl Yates 3 132 5a 5a 5a Kent Hicks 2 132 5a 5a 5b Jean Katz 2 132 5a 5a 5b Floyd Huffman 2 131 5a 5a 5b Dianne Lyons 2 131 5a 5a 5b Jason McIntyre 3 131 5a 5a 5b Holly Brantley 1 130 5a 5a 5b Kelly Sims 3 130 5a 5a 5b Copyright 2012 GL Assessment Limited Page 15 of 30

Retrospective indicative end of KS2 level Tutor group English Maths Science Jordan Baldwin 1 130 5a 5a 5b Audrey Wrenn 3 129 5a 5b 5b Nina Baldwin 1 129 5a 5b 5b Hannah Currie 1 128 5a 5b 5b Elaine Henderson 2 128 5a 5b 5b Jerry Coates 1 127 5a 5b 5b Theresa Jiang 2 127 5a 5b 5b Grace Ford 1 126 5a 5b 5b Holly Crawford 1 126 5a 5b 5b Benjamin Bolton 1 125 5a 5b 5b Emma Brock 1 125 5a 5b 5b Bill Abbott 1 124 5a 5b 5b Carrie Duke 1 102 5c 4a 4a Eileen McKee 3 101 5c 4a 4a Ellen Smith 3 101 5c 4a 4a Randall Waters 3 100 4b 4a 4a Veronica Gonzalez 2 99 5c 4a 4a Sue Wang 3 98 4b 4b 4a Betsy Hu 2 98 5c 4a 4a Harry Wall 3 97 4a 4b 4a Glen Kelley 2 97 5c 4b 4a George Webb 3 97 4b 4b 4a Ben Hood 2 96 4b 4b 4b Brenda Burgess 1 96 5c 4b 4a Andrew Waller 3 95 4b 4b 4b Kelly Gray 2 94 4a 4b 4a Arnold Watts 3 94 4b 4b 4b Joshua Smith 3 94 4b 4b 4b Jordan Blum 1 93 4a 4b 4b Sandra Hutchinson 2 93 4b 4b 4b Kristine Ritchie 3 93 4b 4b 4b Betty McCall 3 93 4b 4b 4b Rhonda Rao 3 92 4c 4b 4b Glenda Kenney 2 92 4b 4b 4b Norman Brantley 1 91 4a 4b 4b Leon Wiggins 3 91 4a 4b 4a Joyce Rosenthal 3 90 4c 4c 4b Nicholas Jenkins 2 90 4b 4c 4b Tamara McConnell 3 90 4b 4c 4b Regina Gill 2 89 4b 4c 4b Dawn Moore 3 88 4c 4c 4b Copyright 2012 GL Assessment Limited Page 16 of 30

Retrospective indicative end of KS2 level Tutor group English Maths Science Tommy Hicks 2 87 4c 3a 4b Matthew Honeycutt 2 87 3a 3a 4b Alan Green 2 86 4c 3a 4b Thomas Manning 3 86 4c 4c 4b Christina Curtis 1 86 3a 3a 4b Toni Sawyer 3 86 4b 4c 4b Alan Davidson 1 86 4c 3a 4b Joanna Kemp 2 85 4b 3a 4c Marcus English 1 85 4b 3a 4c Alvin Best 1 84 3a 3a 4c Stephen Brennan 1 84 4c 3a 4c Benjamin Hamrick 2 84 4c 3a 4c Vicki Freedman 1 84 3a 3a 4c Jordan Blair 1 83 4c 3a 4c Jacob Beatty 1 82 4b 3a 4b Nancy Hayes 2 82 4b 3a 4b Barry Craig 1 82 4b 3a 4b Gene Carter 1 81 3a 3a 4c Audrey Drake 1 81 4c 3a 4c Evelyn Dunlap 1 81 4c 3a 4c Vincent Boyd 1 77 3a 3b 4c Alice McKenzie 3 70 4c 3c 3a Ronald Waller 3 70 2 2 3b Tracy Bowling 1 68 3c 2 3b Christina Hawkins 2 67 2 2 3b Jerome Norman 3 67 4c 2 3b Nelson Fletcher 1 65 3b 2 3c Carlos McMillan 3 64 3b 2 3c Melanie Dickerson 1 61 2 2 2 Nicholas Hirsch 2 61 2 2 2 Joseph Walter 3 61 2 2 2 Jay Shaffer 3 59 2 2 2 Jessica Little 2 59 2 2 2 Terry Swanson 3 59 2 2 2 Guy Riley 3 59 2 2 2 Leo Bray 1 59 2 2 2 Copyright 2012 GL Assessment Limited Page 17 of 30

School: Check CAT Academy Group: Unknown Date of test: 10/08/2012 KS3 indicators Level: D of students: 100 There has always been a significant and positive correlation (that is, a link which is supported by statistical data) between a student s scores on reasoning tests such as CAT4 and his or her performance in national tests and examinations. CAT4 provides a range of indicators of future attainment which can form the basis of discussion with an individual about targets for learning or help set realistic but challenging targets for national tests and examinations. External factors will affect a student s eventual attainment not least effort and motivation but CAT4 results demonstrate what can be achieved because the test is established as a good predictor of subsequent attainment. CAT4 scores and subsequent KS3 results (or teacher assessments) are collected from a large sample of schools and students. The KS3 indicators are derived from the statistical relationship between CAT4 scores and the end of KS3 results. The indicators are updated regularly to reflect changes in national KS3 attainment. Indicators for maths and science are calculated from the mean CAT4 Standard Age Score (). The for Verbal Reasoning has been found to give more accurate results for English so, when available, this is used as the basis for the indicators for English. Should scores for one of more batteries be missing, indicators will be based on scores for those batteries administered to the student. The indicators in this report are shown as National Curriculum levels. Indicated KS3 level (most likely level followed by 'if challenged' level in bold) Tutor group English Maths Science Art D&T Geography History ICT MFL Music PE Gretchen Gibson 2 141 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6a Tim Quinn 3 141 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6a Jacob Gordon 2 141 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6a Neal Hull 2 141 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6a Paige Lamb 2 141 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6b 6a Dean Lindsay 2 140 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Molly James 2 137 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Harriet Johnson 2 137 7b 7a 8 8 7a 7a 7c 7b 7b 7a 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Clarence Scarborough 3 137 7b 7a 8 8 7b 7a 7c 7b 7c 7b 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Peter Robinson 3 135 7b 7a 8 8 7b 7a 7c 7b 7c 7b 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Copyright 2012 GL Assessment Limited Page 18 of 30

Indicated KS3 level (most likely level followed by 'if challenged' level in bold) Tutor group English Maths Science Art D&T Geography History ICT MFL Music PE Wayne Harris 2 135 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a Paige Keller 2 133 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a Dorothy Ellis 1 133 7b 7a 8 8 7b 7a 7c 7b 7c 7b 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Elisabeth Weber 3 133 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Eddie Garrison 1 132 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Cheryl Yates 3 132 7b 7a 8 8 7b 7a 7c 7b 7c 7b 7b 7a 7b 7a 7b 7a 7c 7b 6a 7c 6b 6a Kent Hicks 2 132 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Jean Katz 2 132 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a Floyd Huffman 2 131 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Dianne Lyons 2 131 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a Jason McIntyre 3 131 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Holly Brantley 1 130 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Kelly Sims 3 130 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Jordan Baldwin 1 130 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Audrey Wrenn 3 129 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Nina Baldwin 1 129 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Hannah Currie 1 128 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7b 7a 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Elaine Henderson 2 128 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Jerry Coates 1 127 7b 7a 8 8 7b 7a 6a 7c 7c 7b 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Theresa Jiang 2 127 7b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Grace Ford 1 126 7b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6c 6b Holly Crawford 1 126 7b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a Benjamin Bolton 1 125 7b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a 6c 6b Emma Brock 1 125 7b 7a 8 8 7b 7a 6a 7c 6a 7c 7c 7b 7c 7b 6a 7c 6b 6a 6b 6a 6c 6b Bill Abbott 1 124 7b 7a 8 8 7c 7b 6b 6a 6a 7c 7c 7b 6a 7c 6a 7c 6b 6a 6b 6a 6c 6b Carrie Duke 1 102 6a 7c 6a 7c 6c 6b 5a 6c 6c 6b 6c 6b 5a 6c 5a 6c 5b 5a 5a 6c 5a 6c Eileen McKee 3 101 6b 6a 6a 7c 6c 6b 5a 6c 6c 6b 6c 6b 5a 6c 5a 6c 5b 5a 5a 6c 5a 6c Ellen Smith 3 101 6a 7c 6a 7c 6c 6b 5a 6c 6c 6b 6c 6b 5a 6c 5a 6c 5b 5a 5a 6c 5a 6c Randall Waters 3 100 5a 6c 6b 6a 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5a 6c Veronica Gonzalez 2 99 6a 7c 6a 7c 6c 6b 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5a 6c 5a 6c Sue Wang 3 98 5b 5a 6c 6b 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6c Betsy Hu 2 98 6b 6a 6b 6a 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5a 6c Harry Wall 3 97 5a 6c 6c 6b 5b 5a 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6c Glen Kelley 2 97 6b 6a 6b 6a 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5a 6c Copyright 2012 GL Assessment Limited Page 19 of 30

Indicated KS3 level (most likely level followed by 'if challenged' level in bold) Tutor group English Maths Science Art D&T Geography History ICT MFL Music PE George Webb 3 97 5b 5a 6c 6b 5b 5a 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6c Ben Hood 2 96 5b 5a 6c 6b 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5b 5a Brenda Burgess 1 96 6b 6a 6b 6a 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5a 6c 5b 5a 5b 5a 5a 6c Andrew Waller 3 95 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Kelly Gray 2 94 6c 6b 6c 6b 5b 5a 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6c Arnold Watts 3 94 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Joshua Smith 3 94 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Jordan Blum 1 93 6c 6b 6c 6b 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5b 5a Sandra Hutchinson 2 93 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Kristine Ritchie 3 93 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Betty McCall 3 93 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5b 5a Rhonda Rao 3 92 5c 5b 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Glenda Kenney 2 92 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Norman Brantley 1 91 5a 6c 5a 6c 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 4a 5c 5b 5a 5b 5a Leon Wiggins 3 91 6c 6b 6c 6b 5b 5a 5b 5a 5a 6c 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 5a 6c Joyce Rosenthal 3 90 5c 5b 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Nicholas Jenkins 2 90 5c 5b 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4a 5c 5c 5b 5b 5a Tamara McConnell 3 90 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5b 5a 5c 5b 5b 5a 4a 5c 5b 5a 5b 5a Regina Gill 2 89 5b 5a 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4a 5c 5c 5b 5b 5a Dawn Moore 3 88 4a 5c 5c 5b 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Tommy Hicks 2 87 5c 5b 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Matthew Honeycutt 2 87 4a 5c 5c 5b 4a 5c 5b 5a 5c 5b 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Alan Green 2 86 5c 5b 5c 5b 4a 5c 5b 5a 5c 5b 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Thomas Manning 3 86 5c 5b 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Christina Curtis 1 86 4b 4a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Toni Sawyer 3 86 5c 5b 5b 5a 5c 5b 5b 5a 5b 5a 5c 5b 5c 5b 5c 5b 4a 5c 5c 5b 5b 5a Alan Davidson 1 86 5c 5b 5c 5b 4a 5c 5b 5a 5c 5b 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Joanna Kemp 2 85 5b 5a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Marcus English 1 85 5c 5b 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Alvin Best 1 84 4b 4a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Stephen Brennan 1 84 4a 5c 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Benjamin Hamrick 2 84 5c 5b 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Vicki Freedman 1 84 4b 4a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Jordan Blair 1 83 4a 5c 4b 4a 4b 4a 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Copyright 2012 GL Assessment Limited Page 20 of 30

Indicated KS3 level (most likely level followed by 'if challenged' level in bold) Tutor group English Maths Science Art D&T Geography History ICT MFL Music PE Jacob Beatty 1 82 5b 5a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Nancy Hayes 2 82 5b 5a 5c 5b 4a 5c 5b 5a 5c 5b 5c 5b 5c 5b 5c 5b 4b 4a 5c 5b 5b 5a Barry Craig 1 82 5b 5a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Gene Carter 1 81 4b 4a 4a 5c 4a 5c 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Audrey Drake 1 81 5c 5b 4b 4a 4b 4a 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Evelyn Dunlap 1 81 5c 5b 4b 4a 4b 4a 5c 5b 5c 5b 4a 5c 4a 5c 4a 5c 4b 4a 5c 5b 5b 5a Vincent Boyd 1 77 4a 5c 4b 4a 4b 4a 5c 5b 4a 5c 4b 4a 4b 4a 4b 4a 4c 4b 4a 5c 5b 5a Alice McKenzie 3 70 5c 5b 3 4c 3 4c 4a 5c 4b 4a 4c 4b 4c 4b 4b 4a 3 4c 4a 5c 5c 5b Ronald Waller 3 70 3 4c 3 3 3 4c 4a 5c 4b 4a 4c 4b 4c 4b 4c 4b 3 4c 4b 4a 5c 5b Tracy Bowling 1 68 3 4c 3 3 3 4c 4a 5c 4b 4a 4c 4b 4c 4b 4c 4b 3 4c 4b 4a 5c 5b Christina Hawkins 2 67 3 3 3 3 3 4c 4b 4a 4b 4a 4c 4b 4c 4b 4c 4b 3 4c 4b 4a 5c 5b Jerome Norman 3 67 5c 5b 3 3 3 4c 4b 4a 4b 4a 4c 4b 4c 4b 4c 4b 3 4c 4b 4a 5c 5b Nelson Fletcher 1 65 4c 4b 3 3 3 4c 4b 4a 4b 4a 3 4c 3 4c 4c 4b 3 4c 4b 4a 5c 5b Carlos McMillan 3 64 4b 4a 3 3 3 4c 4b 4a 4b 4a 3 4c 3 4c 4c 4b 3 4c 4b 4a 5c 5b Melanie Dickerson 1 61 3 3 3 3 3 3 4b 4a 4c 4b 3 4c 3 4c 3 4c 3 3 4b 4a 5c 5b Nicholas Hirsch 2 61 3 3 3 3 3 3 4b 4a 4c 4b 3 4c 3 4c 3 4c 3 3 4b 4a 4a 5c Joseph Walter 3 61 3 4c 3 3 3 3 4b 4a 4c 4b 3 4c 3 4c 3 4c 3 3 4b 4a 5c 5b Jay Shaffer 3 59 3 3 3 3 3 3 4c 4b 4c 4b 3 3 3 3 3 3 3 3 4c 4b 4a 5c Jessica Little 2 59 3 3 3 3 3 3 4c 4b 4c 4b 3 3 3 3 3 3 3 3 4c 4b 4a 5c Terry Swanson 3 59 3 3 3 3 3 3 4c 4b 4c 4b 3 3 3 3 3 3 3 3 4c 4b 4a 5c Guy Riley 3 59 3 3 3 3 3 3 4c 4b 4c 4b 3 3 3 3 3 3 3 3 4c 4b 4a 5c Leo Bray 1 59 3 3 3 3 3 3 4c 4b 4c 4b 3 3 3 3 3 3 3 3 4c 4b 4a 5c Copyright 2012 GL Assessment Limited Page 21 of 30

School: Check CAT Academy Group: ST Date of test: 10/08/2012 GCSE indicators Level: D of students: 100 There has always been a significant and positive correlation (that is, a link which is supported by statistical data) between a student s scores on reasoning tests such as CAT4 and his or her performance in national tests and examinations. CAT4 provides a range of indicators of future attainment which can form the basis of discussion with an individual about targets for learning or help set realistic but challenging targets for national tests and examinations. External factors will affect a student s eventual attainment not least effort and motivation but CAT4 results demonstrate what can be achieved because the test is established as a good predictor of subsequent attainment. CAT4 scores and subsequent GCSE results are collected from a large sample of schools and students. The GCSE indicators are derived from the statistical relationship between CAT4 scores and GCSE results. The indicators are updated regularly to reflect changes in national GCSE attainment. The indicated subject grades are given either as whole grades or where CAT4 scores indicate performance may be at the boundary between grades, as split grades (A/B, B/C, etc). The summary indicators include the overall probability of attaining 5 A* C including English and Maths; GCSE points scores; and the Best 8 GCSE points score. Indicators are calculated from the mean CAT4 Standard Age Score () apart from those for English and English Literature where the for Verbal Reasoning is found to give more accurate results, so this is used when available. Copyright 2012 GL Assessment Limited Page 22 of 30

Indicated GCSE grades, subjects A H (most likely grade followed by if challenged grade in bold) Tutor group Art & Design Business Studies Electronics Food Graphics Gretchen Gibson 2 141 A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Tim Quinn 3 141 A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Jacob Gordon 2 141 A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Neal Hull 2 141 A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Paige Lamb 2 141 A A* A A* A*/A A* A A* A A* A A* A*/A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Dean Lindsay 2 140 A A* A A* A*/A A* A A* A A* A A* A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Molly James 2 137 A A* A A* A A* A A* A A* A A* A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A*/A A* A A* Harriet Johnson 2 137 A A* A A* A*/A A* A A* A A* A A* A A* A*/A A* A/B A A* A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* Clarence Scarborough 3 137 A A* A A* A A* A A* A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A*/A A* A A* Peter Robinson 3 135 A A* A A* A A* A A* A A* A A* A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A*/A A* A A* Wayne Harris 2 135 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Paige Keller 2 133 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Dorothy Ellis 1 133 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A A* A A* Elisabeth Weber 3 133 A A* A A* A A* A/B A A/B A A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Eddie Garrison 1 132 A A* A A* A A* A/B A A/B A A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Cheryl Yates 3 132 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A*/A A* A A* A A* A A* Kent Hicks 2 132 A A* A A* A A* A/B A A/B A A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Jean Katz 2 132 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Floyd Huffman 2 131 A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Dianne Lyons 2 131 A A* A A* A A* A/B A A A* A/B A A A* A*/A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Jason McIntyre 3 131 A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Holly Brantley 1 130 A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Kelly Sims 3 130 A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Jordan Baldwin 1 130 A A* A A* A A* A/B A A/B A A/B A A A* A A* A/B A A* A* A*/A A* A A* A A* A/B A A A* A A* Audrey Wrenn 3 129 A A* A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Nina Baldwin 1 129 A A* A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Hannah Currie 1 128 A A* A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Elaine Henderson 2 128 A/B A A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Jerry Coates 1 127 A/B A A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Resistant materials Systems control Textiles Drama English English Literature French Geography German History Home Economics Copyright 2012 GL Assessment Limited Page 23 of 30

Tutor group Information Technology Maths Indicated GCSE grades, subjects I Z (most likely grades followed by if challenged grade in bold) Media Studies Music Physical Education Gretchen Gibson 2 141 A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 711 459 Tim Quinn 3 141 A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 711 459 Jacob Gordon 2 141 A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 711 459 Neal Hull 2 141 A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 711 459 Paige Lamb 2 141 A*/A A* A* A* A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 711 459 Dean Lindsay 2 140 A*/A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A*/A A* A*/A A* 100 688 455 Molly James 2 137 A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A*/A A* 100 680 451 Harriet Johnson 2 137 A*/A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A*/A A* 100 684 453 Clarence Scarborough 3 137 A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A A* 100 671 447 Peter Robinson 3 135 A A* A* A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A*/A A* 100 676 449 Wayne Harris 2 135 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 658 441 Paige Keller 2 133 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 658 441 Dorothy Ellis 1 133 A A* A*/A A* A A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A A* 100 663 443 Elisabeth Weber 3 133 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 654 439 Eddie Garrison 1 132 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 654 439 Cheryl Yates 3 132 A A* A*/A A* A A* A A* A A* A A* A A* A*/A A* A*/A A* A*/A A* A*/A A* A A* A A* A A* 100 663 443 Kent Hicks 2 132 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 654 439 Jean Katz 2 132 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 658 441 Floyd Huffman 2 131 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 645 435 Dianne Lyons 2 131 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 658 441 Jason McIntyre 3 131 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 649 437 Holly Brantley 1 130 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 645 435 Kelly Sims 3 130 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 649 437 Jordan Baldwin 1 130 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A A* A A* 100 649 437 Audrey Wrenn 3 129 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A/B A A A* 100 640 432 Nina Baldwin 1 129 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A/B A A A* 100 640 432 Hannah Currie 1 128 A A* A*/A A* A/B A A A* A A* A A* A A* A*/A A* A*/A A* A A* A*/A A* A A* A/B A A A* 100 640 432 Elaine Henderson 2 128 A A* A*/A A* A/B A A A* A/B A A A* A A* A A* A A* A A* A A* A A* A/B A A A* 100 635 430 Jerry Coates 1 127 A A* A*/A A* A/B A A A* A/B A A A* A A* A A* A A* A A* A A* A A* A/B A A A* 100 635 430 Religious Education Additional Biology Chemistry Core Physics Sociology Spanish Statistiics % probability of 5+ A* C (inc. English and maths) GCSE Total points score 'Best 8' GCSE points score Copyright 2012 GL Assessment Limited Page 24 of 30

Indicated GCSE grades, subjects A H (most likely grade followed by if challenged grade in bold) Tutor group Art & Design Business Studies Electronics Food Graphics Theresa Jiang 2 127 A/B A A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Grace Ford 1 126 A/B A A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Holly Crawford 1 126 A/B A A/B A A/B A A/B A A/B A A/B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Benjamin Bolton 1 125 A/B A A/B A A/B A A/B A A/B A B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Emma Brock 1 125 A/B A A/B A A/B A A/B A A/B A B A A/B A A A* A/B A A* A* A*/A A* A/B A A A* A/B A A A* A/B A Bill Abbott 1 124 A/B A A/B A A/B A A/B A A/B A B A A/B A A A* B A A* A* A*/A A* A/B A A A* A/B A A/B A A/B A Carrie Duke 1 102 B/C B C B C B B/C B C B C B C B B A B/C B A A* A/B A C B B/C B C B B/C B C B Eileen McKee 3 101 B/C B C B C B B/C B C B C B C B B A B/C B A/B A A/B A C B B/C B C B B/C B C B Ellen Smith 3 101 B/C B C B C B B/C B C B C B C B B A B/C B A/B A A/B A C B B/C B C B B/C B C B Randall Waters 3 100 B/C B C B C/D C B/C B C B C B C B B/C B B/C B C B B/C B C B C B C B C B C/D C Veronica Gonzalez 2 99 B/C B C B C B B/C B C B C B C B B A B/C B A A* A/B A C B C B C B C B C B Sue Wang 3 98 B/C B C/D C C/D C C B C B C/D C C/D C B/C B B/C B C B B/C B C/D C C/D C C/D C C/D C C/D C Betsy Hu 2 98 B/C B C B C/D C B/C B C B C B C B B/C B B/C B A/B A B A C B C B C B C B C/D C Harry Wall 3 97 C B C/D C D C C B C/D C C/D C C/D C B/C B C B B/C B B/C B C/D C C/D C C/D C C/D C C/D C Glen Kelley 2 97 B/C B C B C/D C C B C B C B C B B/C B B/C B A/B A A/B A C/D C C B C/D C C B C/D C George Webb 3 97 C B C/D C D C C B C/D C C/D C C/D C B/C B C B C B C B C/D C C/D C C/D C C/D C C/D C Ben Hood 2 96 C B C/D C D C C B C/D C C/D C C/D C C B C B C B B/C B C/D C C/D C C/D C C/D C C/D C Brenda Burgess 1 96 B/C B C B C/D C C B C B C B C B B/C B B/C B A/B A A/B A C/D C C B C/D C C B C/D C Andrew Waller 3 95 C B C/D C D C C B C/D C C/D C C/D C C B C B C/D C C B D C C/D C D C D C D C Kelly Gray 2 94 C B C/D C D C C B C/D C C/D C C/D C B/C B C B B/C B B/C B C/D C C/D C C/D C C/D C C/D C Arnold Watts 3 94 C B D C D C C/D C C/D C C/D C D C C B C B C B C B D C D C D C D C D C Joshua Smith 3 94 C B C/D C D C C B C/D C C/D C C/D C C B C B C/D C C B D C C/D C D C D C D C Jordan Blum 1 93 C B C/D C D C C B C/D C C/D C C/D C C B C B B A B A C/D C C/D C C/D C C/D C C/D C Sandra Hutchinson 2 93 C B D C D C C/D C C/D C C/D C D C C B C B C B C B D C D C D C D C D C Kristine Ritchie 3 93 C B C/D C D C C B C/D C C/D C C/D C C B C B C B C B D C C/D C D C D C D C Betty McCall 3 93 C B C/D C D C C B C/D C C/D C C/D C C B C B C B B/C B C/D C C/D C C/D C C/D C D C Rhonda Rao 3 92 C B D C D C C/D C C/D C C/D C D C C B C B C/D C C/D C D C D C D C D C D C Glenda Kenney 2 92 C B D C D C C/D C C/D C C/D C D C C B C B C B B/C B D C D C D C D C D C Norman Brantley 1 91 C B D C D C C/D C C/D C C/D C D C C B C B B/C B B/C B D C D C D C D C D C Resistant materials Systems control Textiles Drama English English Literature French Geography German History Home Economics Copyright 2012 GL Assessment Limited Page 25 of 30

Tutor group Information Technology Maths Indicated GCSE grades, subjects I Z (most likely grades followed by if challenged grade in bold) Media Studies Music Physical Education Theresa Jiang 2 127 A A* A*/A A* A/B A A/B A A/B A A A* A A* A A* A A* A A* A A* A/B A A/B A A A* 100 630 428 Grace Ford 1 126 A A* A*/A A* A/B A A/B A A/B A A A* A/B A A A* A A* A A* A A* A/B A A/B A A/B A 100 625 425 Holly Crawford 1 126 A A* A*/A A* A/B A A/B A A/B A A A* A A* A A* A A* A A* A A* A/B A A/B A A A* 100 630 428 Benjamin Bolton 1 125 A/B A A A* A/B A A/B A A/B A A/B A A/B A A A* A A* A/B A A A* A/B A A/B A A/B A 99 621 423 Emma Brock 1 125 A/B A A A* A/B A A/B A A/B A A/B A A/B A A A* A A* A/B A A A* A/B A A/B A A/B A 99 621 423 Bill Abbott 1 124 A/B A A A* A/B A A/B A A/B A A/B A A/B A A A* A A* A/B A A A* A/B A A/B A A/B A 99 615 420 Carrie Duke 1 102 B/C B B/C B B/C B B/C B B/C B B/C B C B B A B A C B B/C B B/C B C B C B 83 509 364 Eileen McKee 3 101 B/C B B/C B B/C B B/C B B/C B B/C B C B B A B A C B B/C B B/C B C B C B 83 509 364 Ellen Smith 3 101 B/C B B/C B B/C B B/C B B/C B B/C B C B B A B A C B B/C B B/C B C B C B 83 509 364 Randall Waters 3 100 B/C B C B C B C B B/C B B/C B C B B/C B B/C B C B B/C B C B C B C B 74 490 354 Veronica Gonzalez 2 99 B/C B B/C B B/C B B/C B B/C B B/C B C B B/C B B/C B C B B/C B B/C B C B C B 80 502 361 Sue Wang 3 98 C B C B C B C B C B C B C/D C B/C B B/C B C/D C B/C B C B C/D C C/D C 62 470 343 Betsy Hu 2 98 B/C B C B C B C B B/C B B/C B C B B/C B B/C B C B B/C B C B C B C B 74 490 354 Harry Wall 3 97 C B C B C B C B C B C B C/D C C B C B C/D C C B C B C/D C C/D C 57 463 340 Glen Kelley 2 97 B/C B C B C B C B C B C B C B B/C B B/C B C B B/C B C B C B C B 70 483 350 George Webb 3 97 C B C B C B C B C B C B C/D C C B C B C/D C C B C B C/D C C/D C 57 463 340 Ben Hood 2 96 C B C/D C C B C B C B C B C/D C C B C B C/D C C B C B C/D C C/D C 53 457 336 Brenda Burgess 1 96 B/C B C B C B C B C B C B C B B/C B B/C B C B B/C B C B C B C B 70 483 350 Andrew Waller 3 95 C B C/D C C B C/D C C B C/D C C/D C C B C B C/D C C B C/D C C/D C C/D C 44 443 328 Kelly Gray 2 94 C B C B C B C B C B C B C/D C C B C B C/D C C B C B C/D C C/D C 57 463 340 Arnold Watts 3 94 C/D C C/D C C/D C C/D C C/D C C/D C C/D C C B C B C/D C C B C/D C D C D C 40 436 324 Joshua Smith 3 94 C B C/D C C B C/D C C B C/D C C/D C C B C B C/D C C B C/D C C/D C C/D C 44 443 328 Jordan Blum 1 93 C B C/D C C B C B C B C B C/D C C B C B C/D C C B C B C/D C C/D C 53 457 336 Sandra Hutchinson 2 93 C/D C C/D C C/D C C/D C C/D C C/D C C/D C C B C B C/D C C B C/D C D C D C 40 436 324 Kristine Ritchie 3 93 C B C/D C C B C/D C C B C/D C C/D C C B C B C/D C C B C/D C C/D C C/D C 44 443 328 Betty McCall 3 93 C B C/D C C B C B C B C B C/D C C B C B C/D C C B C/D C C/D C C/D C 48 450 332 Rhonda Rao 3 92 C/D C C/D C C/D C C/D C C/D C C/D C C/D C C B C B C/D C C B C/D C D C D C 40 436 324 Glenda Kenney 2 92 C/D C C/D C C/D C C/D C C/D C C/D C C/D C C B C B C/D C C B C/D C D C D C 40 436 324 Norman Brantley 1 91 C/D C C/D C C/D C C/D C C/D C C/D C C/D C C B C B C/D C C B C/D C D C D C 40 436 324 Religious Education Additional Biology Chemistry Core Physics Sociology Spanish Statistiics % probability of 5+ A* C (inc. English and maths) GCSE Total points score 'Best 8' GCSE points score Copyright 2012 GL Assessment Limited Page 26 of 30