Key Stage 4 Performance Data- How well do students do?
Our ultimate objectives for our students are for them to
- make greater progress with their learning, emotional and social development than they would anywhere else, and for that progress to be indistinguishable from non-disadvantaged peers with similar starting points
- have full lives, making increasingly meaningful choices about their futures, and control of their support[1]
- be fully ready for the next stage of education, employment, or training, gaining qualifications that allow them to go on to destinations that meet their interests, aspirations, and the intention of their course of study[2].
Ambitious Flightpath Progress in English and Maths
In line with the above objectives, we aim for them to make ‘ambitious flightpath’ progress from their starting points in English and Maths so they can pass challenging accreditation that will allow them to progress successfully to destinations in line with their interests and ambitions.
Following changes to GCSE and Functional Skills exams, we again peer reviewed these flightpaths with another outstanding special school with similar students. It’s an ambitious flightpath, rather than expected flightpath i.e., students achieving this ambitious flightpath are learning at a faster rate and are exceeding national trends
- All students in English and a very large majority (91%) in Maths (91%) achieved or exceeded ambitious flightpaths from their starting points on arrival.
- This means that over time they continued to learn more rapidly than national trends
- A large proportion of students (Maths 45%, English 59%) made even more rapid progress than their ambitious flightpath. This means they have learnt more rapidly than they did in primary school, when learning is typically more rapid.
- Students were able to evidence this learning under exam conditions and not just in their classwork.
- In Maths 2 students (9%) achieved slightly less than our ambitious flightpath and made progress more in line with national trends.
Please download the documents below to see graphics explaining this more clearly
Summary evaluation: Progress against our 'ambitious flightpaths'
Our evaluation is that this continues to evidence that ‘the large majority of students achieve well from their starting points in Maths and English through to Key Stages 4 and 5 and make progress that consistently exceeds national expectations’ (Ofsted 2018)
When we compare this data with previous years it is clear that our students consistently achieve or exceed their flightpath targets in English and Maths, even when taking into account the impact of the pandemic on all three of these cohorts during their time in secondary school.
For further information, please download the documents below:
- 2023 Performance Data- How well do students do?
- Key Stage 4 Outcomes Across All Subjects 2023
- Key Stage 4 Outcomes Summary 2023
- Key Stage 4 Progression Summary 2023
Please see the Sixth Form section of our website for information on
- how well students do?
- Where do students go next?
- How well do they do after they leave us?
Statutory Website information
Our students pass accreditation in a very wide range of subjects, but only a few of these passes are at GCSE. In fact, the DFE ‘discounts’ the large majority of of our students’ success when it comes to its performance tables.
Even though we’re a special school, we need to provide a link to the secondary exam performance tables, which shows that no students achieved a grade 5 or above in English and maths, or entered the English Baccalaureate (EBacc APS=0)
|
% of pupils staying in education or going into employment after KS4 (2021) |
95% |
|
Progress 8 score (2023) |
-1.54 |
|
Attainment 8 score (2023) |
1.7 |
[1] Adapted from https://www.ndti.org.uk/resources/preparing-for-adulthood-all-tools-resources
[2] Adapted from ‘Impact’ in the Education Inspection Framework