Parent CouncilKemnay Academy

Standard Tables and Charts(STACs)

7 October 2010

Background Factors

Opened 1982

Growth in roll

Upgrade to facilities

Changing nature of roll

Growth in additional support for pupils

Faculties

Pattern of high attainment

Discontinuity of staffing

The STACs Measures

Raw Data

National Comparison Deciles (NCDs)

Relative Ratings (RVs)

Progression Values (PVs)

Comparator Schools

Overall Academy Roll

• S5 Stay-on Rates

• S5 Attainment vs Stay-on Rate

• S5 Whole School Trends

• Stay-on Progression

Comparators

Kemnay Academy - PCA Comparator Schools

-3

-2

-1

0

1

2

3

-4-2024

PCA1

PC

A2

School DistanceKemnay Academy (Abs) 0.00Webster's High (Ang) 0.02Breadalbane Academy (P&K) 0.04Mearns Academy (Abs) 0.05Selkirk High (ScB) 0.05Queensferry High (Edi) 0.07Sgoil Lionacleit (EiS) 0.07Crieff High (P&K) 0.07Castle Douglas High (D&G) 0.09Anderson High (She) 0.11Plockton High (Hig) 0.12Portlethen Academy (Abs) 0.12Stewarton Academy (EA) 0.12Grantown Grammar (Hig) 0.13Stromness Academy (Ork) 0.13Comm School Auchterarder (P&K)0.13Gordon Schools,The (Abs) 0.13Kelso High (ScB) 0.13Biggar High School (SL) 0.13Kirkcudbright Academy (D&G)0.14Kirkwall Grammar (Ork) 0.15

In the chart the horizontal axis shows component PCA1. The attributes that are most influential in this component are those relating to deprivation and advantage. Positive values (towards the left of the chart) indicate high levels of deprivation or low levels of advantage. The vertical axis shows component PCA2. The attribute that is most influential in this component is that relating to the Urban/Rural classification of the school. Positive values (towards the bottom of the chart) refer to schools in more urban locations.

QI 1.1 Improvements in PerformanceStandards of Attainment S4

Impact of Banff Buchan College students

NCD Percentage

2003 2004 2005 2006 2007 2008 2009 2010 2003 2004 2005 2006 2007 2008 2009 2010

Eng Lev 3 5 100 100 6 5 2 2 100 95 100 100 95 96 99 99 100

Maths Lev 3 2 2 100 4 6 100 2 2 98 99 101 96 94 101 99 99

Eng & Maths 4 1 100 4 5 1 1 1 95 99 100 95 94 99 99 99

5+ Level 3 3 1 1 4 5 1 2 2 96 99 99 94 93 99 98 98

5+ Level 4 2 1 1 5 2 2 2 2 88 92 92 81 90 90 92 91

5+ Level 5 2 3 2 3 2 3 3 3 47 43 49 46 47 45 42 43

1+ Level 6 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0Kemnay Academy 5+ Level 5 by the end of S4

0

20

40

60

80

100

120

2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

All Candidates Male Candidates Female Candidates

QI 1.1 Improvements in PerformanceStandards of Attainment S5

NCD Percentage

2003 2004 2005 2006 2007 2008 2009 2010 2003 2004 2005 2006 2007 2008 2009 2010

Eng & Maths 2 3 2 100 3 5 1 2 98 96 99 101 96 94 99 99

5+ Level 3 3 2 100 100 4 4 1 2 97 98 100 100 95 94 99 98

5+ Level 4 2 2 2 1 4 2 2 2 93 90 93 93 84 91 90 92

5+ Level 5 3 2 2 2 3 2 3 4 56 61 63 63 57 63 58 56

1+ Level 6 3 3 2 2 3 2 4 4 49 50 53 55 47 54 44 48

3+ Level 6 3 2 2 2 2 2 3 3 29 35 33 35 33 36 28 31

5+ Level 6 2 2 2 3 2 2 7 3 15 16 17 14 17 15 6 13

1+ Level 7 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0 0

Kemnay Academy 5+ Level 6 by the end of S5

0

10

20

30

40

50

60

70

80

2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

All Candidates Male Candidates Female Candidates

Impact of stay-on rates

QI 1.1 Improvements in PerformanceStandards of Attainment S5/6

NCD Percentage

2003 2004 2005 2006 2007 2008 2009 201020

03

2004 2005 2006 2007 2008 2009 2010

Eng & Maths 6 2 3 100 100 4 5 2 94 98 97 100 101 96 94 99

5+ Level 3 9 3 2 100 100 4 5 1 86 97 99 101 100 95 94 99

5+ Level 4 6 2 2 1 1 4 2 2 81 93 91 95 93 84 91 90

5+ Level 5 4 3 2 2 2 3 2 3 53 57 63 66 67 58 64 58

1+ Level 6 6 4 3 2 2 3 3 6 42 50 52 57 60 53 54 46

3+ Level 6 4 3 2 2 2 2 2 6 34 38 43 42 46 40 46 31

5+ Level 6 2 3 2 2 2 2 2 5 28 27 27 30 29 31 35 23

1+ Level 7 2 2 3 1 2 1 1 6 18 22 15 24 22 23 25 12

Kemnay Academy 5+ Level 6 by the end of S6

0

10

20

30

40

50

60

70

80

90

100

2006 2007 2008 2009 2010 2006 2007 2008 2009 2010 2006 2007 2008 2009 2010

All Candidates Male Candidates Female Candidates

QI 1.1 Improvements in PerformanceStandards of Attainment S4 Subjects

Relative Value

Pattern Positive Negative

5 Year SG Art & Design SG Mathematics

3 or 4 Year

Int2 Information SystemsSG English, SG Physical Education

Current Year

SG Science, SG History, SG Modern Studies, Int2 Business Management, SG Craft & Design

SG Italian

Change

QI 1.1 Improvements in PerformanceStandards of Attainment S5 Subjects

Progression Value

Pattern Positive Negative

5 Year H Art & Design

3 or 4 Year

Int2 Physics

Current Year

H Chemistry, Int2 Information Systems, Int2 Product Design

Int1 English, Int2 Mathematics, H Product Design

Change H GeographyH French, H Mathematics, H Business Management, H Physical Education

QI 1.1 Improvements in PerformanceStandards of Attainment S5/6 Subjects

Progression Value

Pattern Positive Negative

5 Year H Art & Design

3 or 4 Year

Int2 Physics H Mathematics

Current Year

H Chemistry, H Modern Studies, Int2 Information Systems, H HE - Hlth & Food Tech

Int1 English, Int2 Mathematics, H Product Design, H Physical Education

Change H GeographyH French, H Business Management

QI 1.1 Improvements in PerformanceStandards of Attainment 5-14

Decile Percentage

2003 2004 2005 2006 2007 2008 2009 2010200

32004 2005 2006 2007 2008 2009 2010

Reading 3 5 7 7 8 8 8 54 47 39 38 36 37 40

Level E by S1 Writing 3 6 6 9 9 8 7 34 18 19 10 14 17 23

Maths 1 1 4 9 6 6 2 68 53 39 11 33 33 53

Reading 3 3 5 7 6 8 6 73 72 68 63 67 63 71

Level E by S2 Writing 3 4 5 5 8 7 5 64 60 57 57 47 53 59

Maths 1 1 1 2 4 1 1 79 81 77 74 71 94 86

Reading 4 4 7 4 7 6 7 25 27 21 31 24 28 27

Level F by S2 Writing 3 4 4 4 6 7 5 19 14 15 17 11 9 14

Maths 1 1 1 1 4 3 3 47 52 37 42 26 37 34