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TRANSCRIPT
ANONYMOUS FREE SCHOOL
ANNUAL REPORT 2015/16
Neil Barber (Education Consultant)
Mobile 07722 578742
Email [email protected]
Website www.phoenixeducation.info
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MANAGEMENT SUMMARY
Purpose of this Report:
• To analyse the development of Anonymous Free School at the end of its fourth year of operation.
• To demonstrate to governors and Ofsted the effectiveness of provision.
Areas for Analysis
The report is an analysis of student progress, behaviour and attendance for the 2015/16 academic year. Sources used are teacher assessments, GCSE/BTEC grades, staff behaviour reports, Arbor attendance data and sub-group data.
Analysis in this report covers students in Years 9, 10 and 11.
Types of Analysis Used
1. ASPA analysis of teacher assessments against “expected progress” since admission.
2. Comparative analysis of GCSE results against expected grades. 3. Analysis of progress by sub-groups. 4. Analysis of Year 11 attainment. 5. Trend analysis for behaviour. 6. Overall attendance analysis.
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PHOENIX
©Phoenix Progress System
The Phoenix Progress System used for measuring student progress is protected under copyright law and is available for use under license.
Phoenix Judgements
The Phoenix Progress System makes judgements regarding student progress by comparing actual progress made against expected progress in accordance with national standards.
Phoenix judgements made regarding behaviour and attendance take into account records from previous schools, records in present school and the nature and purpose of the present school. A judgement is then made against what would reasonably be expected of behaviour and of attendance.
All Phoenix judgements are made against “expectation” as described above for progress and also for behaviour and attendance. Judgements are split into the four categories listed below.
Well above expected
Above expected
In line with expected
Below expected
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CONTENTS
Page 2 Management Summary Page 3 Phoenix Page 4 Contents Page 5 Introduction Page 6 STUDENT PROGRESS Page 6 National Standards for Expected Progress Page 7 Well above Expected Progress Page 8 ©The Phoenix Progress System Page 9 Definitions Page 11 Whole School Analysis of Core Academic Progress Page 17 Sub-group Analysis Page 20 Attainment Analysis Page 20 Attainment in Alternative Provision - Comparative Attainment Page 24 Year 11 Core Attainment Analysis Page 31 Comparison of GCSE Grades Achieved against Overall Targets Set Page 32 Comparison with 2014/15 Page 35 Non-core Subjects Page 36 BEHAVIOUR Page 36 Comparative Analysis of Positive and Negative Referrals. Page 38 Trend Analysis of Negative Referrals. Page 40 ATTENDANCE Page 40 Whole School Attendance. Page 40 Half Termly Attendance 2015/16 Page 42 CONCLUSIONS Page 45 Areas for Development
Page 47 APPENDICES Page 48 Appendix 1: Student Progress Spreadsheet Page 51 Appendix 2: Sub-group Analysis Spreadsheet Page 54 Appendix 3: Comparative Attainment Spreadsheet Page 55 Appendix 4: Pupil Premium Strategies
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INTRODUCTION
Anonymous Free School opened to students in September 2012. It aims to provide the highest quality alternative educational environment and experiences for young people aged 14 – 19. The main focus of the school is the support of young people who previously were not attending school or were at risk of exclusion. A range of accredited programmes are offered, with appropriately challenging English and maths at the centre, all tailored to the abilities and interests of the students. A very personalised curriculum is delivered, supported by local stakeholders from Further and Higher Education and Business. The school prides itself on a very inclusive approach with the highest expectations for all.
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STUDENT PROGRESS
National Standards for Expected Progress National Standards of three grades of progress from the end of key stage 2 to the end of key stage 4 are used to calculate annual expected progress as shown below. *A “step” refers to what was previously described as a sub-level or sub-grade of progress. Expected progress over one academic year is 1.8 steps*. Calculation: Expected progress from KS2 to KS4 = 3 grades = 9 steps Expected progress for 1 academic year = 9 steps ÷ 5 years = 1.8 steps per year Expected progress over one term is 0.6 steps. Calculation: Expected progress per term = 1.8 steps per year ÷ 3 = 0.6 steps per term Expected progress over a half term is 0.3 steps. Calculation: Expected progress per half term = 0.6 steps per half term ÷ 2 = 0.3 steps for half term
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Well above Expected Progress Four grades of progress from the end of key stage 2 to the end of key stage 4 have been used in calculating the threshold for “well above expected progress” as shown below. Progress in excess of this threshold has been judged as “well above expected progress”. “Well above expected progress” over one academic year is 2.4 steps. Calculation: Progress from KS2 to KS4 = 4 grades = 12 steps Progress for 1 academic year = 12 steps ÷ 5 years = 2.4 steps “Well above expected progress” over one term is 0.8 steps. Calculation: Progress per term = 2.4 steps per year ÷ 3 = 0.8 steps “Well above expected progress” over a half term is 0.4 steps. Calculation: Progress per half term = 0.8 steps per term ÷ 2 = 0.4 steps
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©THE PHOENIX PROGRESS SYSTEM: COMPARATIVE ANALYSIS OF ACTUAL PROGRESS AGAINST EXPECTED PROGRESS FROM BASELINE
ASSESSMENT ON ADMISSION TO PRESENT
Analysis of Progress from Baseline Assessment on Admission Anonymous Free School takes in students at various times during the academic year. The students admitted have all, for a variety of reasons, become disengaged or disaffected with education and may have underachieved for months, or even years, prior to joining the school. Consequently, it would be unfair to judge Anonymous Free School’s impact on students’ progress until they are actually admitted to the school. It is important that two key factors are taken into account so that progress can be measured fairly and realistically. They are:
1. Baseline assessments on admission to the school. 2. Number of school weeks since admission to the school as a proportion of
the full academic year (38 weeks). For this reason, a comparison of “actual progress since admission” against “expected progress since admission“ has been used to analyse performance (see definitions on next page).
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DEFINITIONS Whole School: The term “whole school” in this report refers to students in Years 10 and
11. Expected Progress since Admission: National standards guidelines, as explained above, of 1.8 steps are used as
“expected progress” over one academic year. Number of school weeks since admission (out of the standard 38 weeks in an academic year) is used to calculate the proportion of the 1.8 steps to expect since their point of admission.
Calculation: Expected progress since admission = Number of school weeks since admission × 1.8 38 Well above Expected Progress: This uses the same criterion as that defined earlier i.e. in excess of 2.4
steps per year. This means that the 1.8 figure in the formula above is replaced by 2.4. Students above this threshold are categorised as “well above expected progress”.
Average Student Progress since Admission (ASPA) This is a key indicator of academic progress and measures progress across
all core subjects from admission to present. An average half termly core
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progress figure is calculated for each student. This can then be used to calculate an average ASPA figure for the whole school population.
“Average student progress since admission” (ASPA) can also be used to measure progress for sub-groups within the school in order to compare performance of that sub-group against the performance of the whole school population.
Calculation: Average half term length = 38 weeks = 6.3 weeks 6 Number of half terms since admission = Number of weeks since admission 6.3 ASPA = Average core progress since admission Number of half terms since admission
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WHOLE SCHOOL ANALYSIS OF CORE ACADEMIC PROGRESS
As explained above in “Definitions”, average student progress since admission (ASPA) is used to measure whole school progress.
The ASPA has been calculated for each student. The total for all students has then been calculated and divided by the number of students, giving the overall whole school ASPA.
Total of students ASPAs = 141.6 steps per half term
Number of students = 105
Whole school ASPA = 𝟏𝟏𝟏𝟏𝟏𝟏.𝟔𝟔𝟏𝟏𝟏𝟏𝟏𝟏
= 1.35 steps per half term
This is significantly above the 0.4 steps per half term threshold for well above expected progress.
This demonstrates well above expected core academic progress across the whole school.
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CORE SUBJECT ANALYSIS
This analysis shows the percentage of students with “actual progress” above, in line with or below “expected progress” for each core subject, from when they were admitted to the school until the end of the 2015/16 academic year. An average half termly progress figure for each core subject has also been calculated for the whole school population.
COMPARISON OF “ACTUAL” AGAINST “EXPECTED” PROGRESS SINCE ADMISSION
Subject “Actual” well above “Expected”
“Actual” above
“Expected”
“Actual” above or in line with “Expected”
“Actual” below
“Expected” English 67% 78% 88% 12% Maths 58% 67% 81% 19% Science 46% 55% 58% 41%
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ACTUAL PROGRESS COMPARED TO EXPECTED PROGRESS SINCE ADMISSION
Well Above "Expected" Progress
Above "Expected" Progress
In Line with "Expected" Progress
Below "Expected" Progress
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English
78% of students are above “expected progress” since admission in English. 67% of students are well above “expected progress”.
Half termly progress = 177.4100
= 1.77 steps per half term
This is significantly above the 0.4 steps per half term threshold for well above expected progress. This demonstrates well above expected progress by students in English from admission to present. Maths
67% of students are above “expected progress” since admission in maths. 58% of students are well above “expected progress”.
Half termly progress = 133.5104
= 1.28 steps per half term
This is significantly above the 0.4 steps per half term threshold for well above expected progress. This demonstrates well above expected progress by students in maths from admission to present.
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Science
55% of students are above “expected progress” since admission in science. 46% of students are well above “expected progress”.
Half termly progress = 70.895
= 0.75 steps per half term
This is significantly above the 0.4 steps per half term threshold for well above expected progress. This demonstrates well above expected progress by students in science from admission to present.
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YEAR GROUP ANALYSIS
The ASPAs for Years 10 and 11 were used to assess core academic progress. Year 11: Total of student ASPAs = 36.8 Number of students = 59
Overall Year 11 ASPA = 36.859
= 0.62 steps per half term The Year 11 ASPA is significantly above the 0.4 steps per half term threshold for well above expected progress. This demonstrates well above expected progress in Year 11. Year 10: Total of student ASPAs = 104.8 Number of students = 46
Overall Year 10 ASPA = 104.846
= 2.28 steps per half term The Year 10 ASPA is significantly above the 0.4 steps per half term threshold for well above expected progress. This demonstrates above well above expected progress in Year 10.
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The following chart shows how progress is distributed between Years 10 and 11.
The chart shows that the ASPA for the whole school is well above the threshold of 0.4 steps per half term for “well above expected progress”. This is also the case in both Year 10 and Year 11. However, the particularly high ASPA for Year 10 would seem to suggest an initial surge in progress when students join the school. The ASPA for Year 11 is still high, but perhaps at a level that is more sustainable over a longer period, particularly with the nature of the students taken in by Anonymous Free School.
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2.52.28
0.62
1.35
ASPA
PROGRESS DISTRIBUTION SHOWN BY ASPAs
Year 10 Year 11 Whole School
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SUB-GROUP ANALYSIS The ASPA for each sub-group was compared to the whole school ASPA to assess core academic progress for that sub-group. Full details and results of this analysis can be seen in Appendix 2 of this report.
Gender: The ASPA for boys is 1.37 steps per half term. This is in line with
the whole school ASPA of 1.35. The ASPA for girls is 1.31 steps per half term. This is in line with
the whole school population ASPA of 1.35. This demonstrates that there is no significant difference in
progress between boys and girls. Pupil Premium: The ASPA for Pupil Premium students is 1.60 steps per half term.
This is significantly above the whole school population ASPA of 1.35.
This demonstrates effective use of Pupil Premium funding. The school has used Pupil Premium funding to develop numerous
strategies to support students academically, emotionally and logistically. These include the “Stretch, Challenge and Enjoy” after school programme, one to one student tuition, behaviour and attendance interventions, “Aspirations Interventions” residential trips and travel assistance to school. A full list of strategies and costs are shown in Appendix 4.
Ethnicity: The ASPA for “White British” students is 1.42 steps per half term.
This is slightly above the whole school ASPA of 1.35. There are 11 other ethnicities represented in the school. Each of
these ethnicities applies to only either 1 or 2 students.
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There is insufficient data for analysis to have any statistical significance for each of these ethnicities. Details of progress for each of these students is shown in Appendix 2.
This demonstrates that progress of “White British” students is
in line with the whole school population. LAC: Only one student is a looked after child. This is insufficient data
for analysis to have any statistical significance. Details of progress for this student are shown in Appendix 2. SEN: The ASPA for “Support” students is 0.93 steps per half term. This
is below the whole school ASPA of 1.35. There is an unequal split of “Support” students between Years 10 and 11, 75% being in Year 11. As it has already been seen that there is a significant difference in progress between Years 10 and 11 (see pages 14 and 15), then the data should be split into these separate year groups in order for analysis to have relevance.
Year 11 - “Support” students ASPA = 0.68
Year 11 - All students ASPA = 0.62
This demonstrates that progress of Year 11 “Support” students is above that for all Year 11 students.
Year 10 - “Support” students ASPA = 1.68 Year 10 - All students ASPA = 2.28 Progress of Year 10 “Support” students is below that for all Year 10 students. However, there are only four Year 10 “Support” students and so analysis of this data has low statistical significance.
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One student has an SEN statement. This is insufficient data for
analysis to have statistical significance. Details of progress for this student are shown in Appendix 2.
One student has an Education, Health and Care Plan. This is insufficient data for analysis to have statistical significance.
Details of progress for this student are shown in Appendix 2. EAL: The ASPA for EAL students is 0.84 steps per half term. This is
below the whole school ASPA of 1.35. However, there are only four students on role who speak English as an additional language. This means that analysis of this data has low statistical significance.
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ATTAINMENT ANALYSIS
ATTAINMENT IN ALTERNATIVE PROVISION
When analysing attainment for Anonymous Free School it is essential to remember the context in which alternative provision schools work. This then allows aspirational targets to be set, while understanding what can realistically be achieved. This section compares Anonymous Free School’s attainment with that for alternative provision establishments across geographical areas. The data used for this comparison is:
5 or more A* - G GCSE grades A* - G in English and maths 5 or more A* - C GCSE grades A* - C in English and maths A pass in any qualification (1 or more A* - G or equivalent) Average GCSE points score.
This data can be seen in full in Appendix 3.
The table below and the charts on the next page show comparative data for Liverpool, Wirral, Halton and England.
5 or More A* - G GCSE
Grades
A* - G in
English +
Maths
5 or More A* - C GCSE
Grades
A* - C in
English +
Maths
A Pass in any Qualification
Average GCSE
Points Score (APS)
Anonymous F.S.
24.1% 46.6% 0.0% 3.4% 94.8% 147.8
Liverpool 0.0% 0.0% 0.0% 0.0% 32.7% 17.5 Halton 0.0% 0.0% 0.0% 0.0% 55.6% 30.7 Wirral 12.1% 25.9% 0.0% 0.0% 67.2% 46.8 England 12.3% 18.9% 1.5% 2.2% 57.7% 52.0
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A* - G GRADES
Everton Free School Liverpool Halton Wirral England
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COMPARATIVE ATTAINMENT WITH OTHER AREASA* - C GRADES
Everton Free School Liverpool Halton Wirral England
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sA PASS IN ANY QUALIFICATION
(1 OR MORE A* - G OR EQUIVALENT)
Everton Free School Liverpool Halton Wirral England
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Average GCSE points scoreAver
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COMPARATIVE ATTAINMENT WITH OTHER AREASAVERAGE GCSE POINTS SCORE (APS)
Everton Free School Liverpool Halton Wirral England
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It can be seen from these charts that Anonymous Free School’s attainment compares very favourably to these geographical areas. The percentage of 5 or more A* - G grades is well above that for Liverpool and England as well as the two other local authorities shown. Similarly, the percentage of students achieving grades A* - G in English and maths is well ahead of that for the other areas.
The zero percentage for 5 or more A* - C GCSE grades is the same as that for Liverpool and the other areas shown. The very low figure of 1.5% for the whole of England shows that the zero percentage for this category is very typical in the A.P. sector. However, the percentage of students achieving A* - C in English and maths is well above that for England and each other area shown. This demonstrates that Anonymous Free School is providing appropriate and challenging English and maths that the students can aspire to and achieve.
94.8% of Year 11 students at Anonymous Free School achieved at least one pass in a qualification at GCSE grade A* - G or equivalent. This is 64% more than the figure for England and almost three times the figure for Liverpool. This shows that almost all students leave Anonymous Free School having achieved some level of success. This is not the case in most A.P. schools.
The average GCSE points score per student (APS) is almost three times that for England and more than eight times that for Liverpool. This outstanding attainment is achieved through a curriculum that has a very strong focus on the core subjects, while providing varied and relevant optional subjects that interest the students.
This demonstrates well above expected attainment for an alternative provision school.
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YEAR 11 CORE ATTAINMENT
The spreadsheet on the next page shows a breakdown of progress towards GCSE grades achieved in English, maths and science for Year 11 students. The table includes baseline assessment grades, final teacher assessment grades and target grades for each Year 11 student. In addition to this, the blue subject grade columns also indicate whether each core GCSE grade achieved is above (↑), in line with (=) or below (↓) the target grade. (NM is disregarded from this analysis.)
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EFS PROGRESS HT6 2015/16
WHOLE SCHOOL
Maths B/L
Maths Final T/A
Maths GCSE Grade (v. Target)
Maths Target (BL+Total W
eeks/38x1.8)
English B/L
English Final T/A
English GCSE Grade (v. Target)
English Target (B
L+Total Weeks/3
8x1.8)
Science B/L
Science Final T/A
Science GCSE Grade / Entry
Level (v. Target)
Science Target (BL+Total W
eeks/38x1.8)
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A* - C (All Year 11) Target A* - C (All Year 11) Target A* - C Target8/58 = 14% 3/58 = 5% 3/58 = 5% 3/58 = 5% 1/50 = 2% 3/50 = 6%
A* - G (All Year 11) Target A* - G (All Year 11) Target A* - G29/58 = 50% 49/58 = 84% 48/58 = 83% 58/58 = 100% 35/50 = 70% 50/50 = 100%
GCSE v. Target (All Year 11) GCSE v. Target (All Year 11) GCSE v. Target↑ 10/54 = 19% ↑ 8/48 = 17% ↑ 2/49 = 4% = 18/54 = 33% = 13/48 = 27% = 11/49 = 22%↓ 26/54 = 48% ↓ 27/48 = 56% ↓ 36/49 = 73%
Maths Qualification English QualificationAchieved (GCSE or F/S) Achieved (GCSE or F/S)
42/58 = 72% 53/58 = 91%
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CORE SUBJECT ANALYSIS
English: GCSE A* - C 358
= 5%
GCSE A* - G 4858
= 83%
GCSE or F/S qualification achieved 5358
= 91%
Comparison of GCSE Grade Achieved against Target Grade.
17% of students who completed their GCSE achieved above their target grade in English.
44% of students who completed their GCSE achieved above or in line with their target grade in English.
This demonstrates above or in line with expected attainment in English by a significant number of students.
GCSE above Expected Progress
GCSE above or in line with Expected Progress
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COMPARISON OF GCSE GRADE AGAINST TARGET GRADE IN ENGLISH
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Maths: A* - C 858
= 14%
A* - G 2958
= 50%
GCSE or F/S qualification achieved 4258
= 72%
Comparison of GCSE Grade Achieved against Target Grade.
17% of students who completed their GCSE achieved above their target grade in maths.
50% of students who completed their GCSE achieved above or in line with their target grade in maths.
This demonstrates above or in line with expected attainment in maths by a significant number of students.
GCSE above target
GCSE above or in line with target
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COMPARISON OF GCSE GRADE AGAINST TARGET GRADE IN MATHS
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Science: A* - C 150
= 2%
A* - G 3550
= 70%
Comparison of GCSE Grade Achieved against Target Grade.
4% of students who completed their GCSE achieved above their target grade in science.
26% of students who completed their GCSE achieved above or in line with their target grade in science.
The number of students below target in science is a cause for concern.
GCSE above target
GCSE above or in line with target
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COMPARISON OF GCSE GRADE AGAINST TARGET GRADE IN SCIENCE
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The following two charts show GCSE attainment in the core subjects.
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PERCENTAGE OF A* - Cs IN CORE SUBJECTS
English Maths Science
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PERCENTAGE OF A* - Gs IN CORE SUBJECTS
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OVERALL CORE ATTAINMENT ANALYSIS
3% of students achieved grades A* - C in English and maths.
47% of students achieved grades A* - G in English and maths.
0% of students achieved grades A* - C in English, maths and science.
34% of students achieved grades A* - G in English, maths and science.
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COMPARISON OF GCSE GRADES ACHIEVED AGAINST OVERALL TARGETS SET Targets for English, maths and science were based on expected progress using national guidelines from baseline assessments on students’ admission to the school. The following table and chart show a comparison of GCSE grades achieved against overall GCSE target percentages.
Category Target Percentage Percentage Achieved English A* - C 5% 5% Maths A* - C 5% 14% Science A* - C 6% 2% Maths + English A* - C 3% 3%
It can be seen from the chart that in English and maths individually, and also English plus maths, the target percentage of A* - C grades was achieved. In maths the percentage achieved was almost three times the target percentage. However, science fell short of its target for percentage of students achieving A* – C grades.
This demonstrates well above expected attainment in maths.
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English A*-C Maths A*-C Science A*-C English + Maths A*-C
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COMPARISON OF GCSE GRADES ACHIEVED AGAINST TARGETS SET
Target Percentage Percentage Achieved
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In English, the percentage of A* - C grades achieved met the target percentage exactly.
This demonstrates in line with expected attainment in English.
COMPARISON WITH 2014/15
The table and chart below show core attainment compared to the previous academic year.
CATEGORY 2014/15 2015/16 English A* – C 17% 5% Maths A* – C 9% 14% Science A* - C 0% 2%
English and Maths A* – C 3% 3%
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14
16
18
English A* - C Maths A* - C Science A* - C English + Maths A* - C
Perc
enta
ge
CORE ATTAINMENT FOR 2014/5 AND 2015/16
2014/15 2015/16
33
The school puts English and maths at the heart of the curriculum for all students. A key priority for Anonymous Free School is for all students to receive appropriate and challenging teaching in English and maths.
The chart shows that the percentage of students achieving A* - C grades in maths and science increased in 2015/16 compared to the previous year. In maths there was a 56% increase.
This demonstrates improved attainment in maths in 2015/16.
In science there was an increase in students achieving A* - C in excess of 200%.
This demonstrates improved attainment in science in 2015/16.
The percentage of students achieving A* - C grades in English fell in 2015/16. However, the figure of 5% achieved was in line with the target for this cohort.
The percentage of students achieving A* - C grades in both English and maths was maintained at the same level in 2015/16 compared to the previous year.
Attainment in maths can be seen to have improved significantly in 2015/16 compared to the previous year. It has also exceeded its target percentage for A* - C grades by 180%.
Ungraded GCSE English and Maths Students
A particularly high number of Year 11 students had a maths admission baseline of grade U. Students at risk of being ungraded at GCSE level are also entered for Functional Skills in maths and English. This enables them to still have the opportunity to achieve qualifications in maths and English that demonstrate their numeracy and literacy skills.
34
21 Year 11 students had a maths admission baseline of grade U. This was the main reason why only 50% of Year 11 students achieved a grade A* - G in maths. 22 students were graded U and 7 were absent for the exam and so were graded X. Students not turning up for exams is a difficult issue for schools to address.
Of the 29 students who did not achieve an A*- G grade in maths, 13 achieved a qualification in Functional Skills Maths. This meant that 72% of Year 11 students achieved a qualification in maths.
The English admission baseline grades did not show a similar concern, with only one student on grade U. However, there were still a number of students whose potential final GCSE grade was a cause for concern and so these students were also entered for Functional Skills English.
10 Year 11 students did not achieve an A* - G grade in English. 5 of these 10 students achieved a qualification in Functional Skills English. This meant that 91% of Year 11 students achieved a qualification in English.
The number of students who failed to achieve a Maths GCSE grade should be seen as an area for further development.
35
Non-core Subjects
The chart below shows the percentage of grades achieved in non-core subjects by Year 11 students. The percentage shown is the percentage of all Year 11 students.
SUBJECT L1 PASS
L2 PASS
GCSE GRADES
ENTRY LEVEL PASS
ICT 9/58 = 16%
SPORT 8/58 = 14%
CHILDCARE 8/58 = 14%
PSE 34/58 = 59%
ENTERPRISE & EMP 14/58 = 24% 2/59 = 3%
PREP FOR WORKING LIFE 32/58 = 55% 3/59 = 5%
CV WRITING 22/58 = 38%
ALCOHOL AWARENESS 22/58 = 38%
FS ICT 29/58 = 50%
FS MATHS 2/58 = 3%
E3: 13/58 = 22%
E2: 3/58 = 5%
FS ENGLISH 6/58 = 10%
E3: 10/58 = 17%
E2: 2/58 = 3%
POLISH
A: 1/1 = 100%
SPANISH
D: 1/1 = 100%
PORTUGUESE
D: 1/1 = 100%
BOXING AWARD 12/58 = 21%
FIRST AID 13/58 = 22%
This shows the breadth of courses and qualifications available to the students. These have been carefully chosen in order to develop engagement and interest from the students.
36
BEHAVIOUR
COMPARATIVE ANALYSIS OF POSITIVE AND NEGATIVE REFERRALS
Due to the nature of Anonymous Free School, a very significant proportion of its students have failed to conform to behaviour expectations in mainstream schools despite the varied range of sanctions applied. Anonymous’s rationale is to develop a culture of good behaviour by promoting the use and recognition of positive behaviour referrals. The chart below shows the overall number of positive and negative behaviour referrals for the 2015/16 academic year.
Overall for the 2015/16 academic year Positive: 5239
7032 × 100 = 75% Negative: 1793
7032 × 100 = 25%
5239 – 1793 = 3446 34461793
× 100 = 192%
Overall there are 192% more positive than negative referrals.
0
1000
2000
3000
4000
5000
6000
Num
ber o
f Ref
erra
ls
TOTAL NUMBER OF POSITIVE AND NEGATIVE REFERRALS2015/16
Positive Negative
37
Positive and negative referrals over the last three years are recorded as proportions of total referrals in the chart below.
This shows that the school has maintained a high proportion of positive behaviour referrals compared to negative behaviour referrals.
This demonstrates that staff are using positive referrals to promote engagement amongst students.
0
10
20
30
40
50
60
70
80
90
2013-14 2014-15 2015-16
Perc
enta
ge o
f Tot
al R
efer
rals
COMPARATIVE PERCENTAGES OF POSITIVE AND NEGATIVE REFERRALS 2013/14 TO 2015/16
PositiveReferralsPercentage
NegativeReferralsPercentage
Positive Trend
Negative Trend
38
TREND ANALYSIS OF NEGATIVE REFERRALS
The chart below shows half termly negative behaviour referrals per student on role for the 2015/16 academic year.
The chart shows a very significant downward trend in the number of negative behaviour referrals per student on role during the course of the 2015/16 academic year.
Three Point Moving Average
A three point moving average is used to measure this downward trend.
4.4 + 4.8 + 3.1 = 4.1 3.0 + 1.3 + 1.9 = 2.1 3 3
Decrease = 4.1 – 2.1 = 2.0
Percentage decrease = 2.0 × 100 = 48.8% 4.1
0
1
2
3
4
5
6
HT1 HT2 HT3 HT4 HT5 HT6
Num
ber o
f Ref
erra
ls
HALF TERMLY NEGATIVE REFERRALS PER STUDENT ON ROLE2015/16
NegativeReferrals perStudent
Trend
39
This represents a 48.8% decrease in the number of negative behaviour referrals per student over the 2015/16 academic year.
This demonstrates significantly improving behaviour over the 2015/16 academic year.
This demonstrates that the use of positive referrals is significantly improving behaviour.
A number of new behaviour strategies have been introduced during the year. These include fortnightly cash vouchers awarded in assemblies for students with improved behaviour. Rewards trips are also promoted for students with good behaviour records.
40
ATTENDANCE
Whole school attendance for the 2015/16 academic year is 84.3%. The chart below shows whole school attendance from 2012/13 to the present.
Whole school attendance for the 2015/16 academic year is 84.3%. This is high for a school of this type. A high level of attendance has been maintained throughout Anonymous Free School’s first four years, but the figure for 2015/16 shows a decrease. The chart below shows half termly attendance for 2015/16.
88 90.3 89.284.3
0102030405060708090
100
2012/13 2013/14 2014/15 2015/16
ATTE
NDA
NCE
PER
CEN
TAG
E
WHOLE SCHOOL ATTENDANCE
41
This chart shows that although attendance decreased over the first half of 2015/16, there has been a significant increase in attendance from half term 4 to half term 6.
This demonstrates improving attendance over the second half of the 2015/16 academic year.
A number of strategies for improving attendance have been introduced during the course of the year. These include the use of the family support worker, working with families to remove barriers to attendance. A cash prize draw of £50 for students with at least 90% attendance is now done fortnightly during assembly.
50
55
60
65
70
75
80
85
90
95
100
Half Term 1 Half Term 2 Half Term 3 Half Term 4 Half Term 5 Half Term 6
Atte
ndan
ce P
erce
ntag
e
HALF TERMLY ATTENDANCE 2015/16
42
CONCLUSIONS
Well above expected core academic progress across the whole school. (Significantly higher than the 0.4 steps per half term threshold for “well above expected progress”.) Well above expected progress by students in English from admission to present. (Significantly higher than the 0.4 steps per half term threshold for well above expected progress. 78% of students are above expected progress since admission in English. 67% of students are well above expected progress.) Well above expected progress by students in maths from admission to present. (67% of students are above expected progress since admission in maths. 58% of students are well above expected progress. Significantly higher than the 0.4 steps per half term threshold for “well above expected progress”.) Well above expected progress by students in science from admission to present.
43
(55% of students are above expected progress since admission in science. 46% of students are well above expected progress. Significantly higher than the 0.4 steps per half term threshold for “well above expected progress”.)
Well above expected progress in Year 11. (The Year 11 ASPA is significantly higher than the 0.4 steps per half term threshold for well above expected progress.) Well above expected progress in Year 10. (The Year 10 ASPA is significantly higher than the 0.4 steps per half term threshold for well above expected progress.) No significant difference in progress between boys and girls. (The ASPA for boys is 1.37 steps per half term. The ASPA for girls is 1.31 steps per half term.) Effective use of Pupil Premium funding. (The ASPA for pupil premium students is 1.60 steps per half term. This is significantly above the whole school ASPA of 1.35.) Progress of Year 11 “Support” students is above that for all Year 11 students. (The ASPA for Year 11 “Support” students is 0.68, which is above the ASPA of 0.62 for all Year 11 students.) Progress of “White British” students is in line with the whole school population. (The ASPA for “White British” students is 1.42 steps per half term. This is slightly above the whole school ASPA of 1.35.)
44
Well above expected attainment for an alternative provision school. (The APS is almost three times that for England and more than eight times that for Liverpool. Percentage of 5 or more A* - G grades is well above that for Liverpool and England. Percentage of students achieving grades A* - G in English and maths is well ahead of that for Liverpool and England. Percentage of students achieving A* - C in English and maths is well above that for Liverpool and England. Percentage of students achieving at least one pass in a qualification at GCSE grade A* - G or equivalent is well above that for Liverpool and England.) Above or in line with expected attainment in English by a significant number of students. (5% GCSE A* - C grades compared to target of 5%. 17% of students achieved GCSE grades in English above their target grade. 42% of students achieved GCSE grades in English above or in line with their target grade.) Above or in line with expected attainment in maths by a significant number of students. (14% GCSE A* - C grades achieved compared to target of 5% 17% of students achieved GCSE grades in maths above their target grade. 50% of students achieved GCSE grades in maths above or in line with their target grade.) In line with expected attainment in English. (Percentage of GCSE A* - C grades achieved was equal the target percentage.) Well above expected attainment in maths. (Percentage of GCSE grades A* - C achieved was 180% higher than the target percentage.)
45
Improved attainment in maths in 2015/16.
(56% increase in GCSE A* - C grades in 2015/16 compared to the previous year.)
Improved attainment in science in 2015/16.
(In excess of 200% increase in GCSE A* - C grades in 2015/16 compared to the previous year.) Staff are using positive referrals to promote engagement amongst students. (192% more positive than negative referrals.) Significantly improving behaviour over the 2015/16 academic year. (48.8% decrease in the number of negative behaviour referrals per student over the 2015/16 academic year.) The use of positive referrals is significantly improving behaviour. (192% more positive than negative referrals. 48.8% decrease in the number of negative behaviour referrals per student over the 2015/16 academic year.)
Improving attendance over the second half of the 2015/16 academic year. (Significant increase in attendance from half term 4 to half term 6 of 2015/16 academic year.) Above expected whole school attendance. (Whole school attendance of 84.3% is high for a school of this type.)
46
Areas for Development The percentage of students achieving A* - G grades in core subjects. The number of students below target in science. Whole school attendance has decreased in 2015/16. Although this has already been addressed over the second half of the year, further development may be needed in the new academic year to ensure that this improvement is ongoing. The English/maths “crossover” students percentage has improved in 2015/16, but should be seen as a possible area for further development.
47
APPENDICES
Appendix 1a Student Progress Spreadsheet – Year 11 Appendix 1b Student Progress Spreadsheet – Year 10 Appendix 1c Student Progress Spreadsheet – Year 9 and Whole School Results Appendix 2a Sub-group Analysis Spreadsheet – Year 11 Appendix 2b Sub-group Analysis Spreadsheet – Year 10 Appendix 2c Sub-group Analysis Spreadsheet – Year 9 and Whole School Results Appendix 3 Comparative Attainment Spreadsheet
Appendix 4 Pupil Premium Strategies
Key for progress spreadsheet:
↑↑ Well above expected progress
↑ Above expected progress
= In line with expected progress
↓ Below expected progress
48
APPENDIX 1a: STUDENT PROGRESS SPREADSHEET – YEAR 11
49
APPENDIX 1b: STUDENT PROGRESS SPREADSHEET – YEAR 10
EFS PROGRESS
HT6 20
15/16
WHOLE SC
HOOL
KS2 M
aths KS2
Englis
h KS2 Sc
ience Atte
ndance
%
Admission Date
No. of W
eeks sin
ce ad
mission (W
)
Total
Wee
ks Expect
ed Progre
ss (W
/38×1
.8)
Well Abo
ve Ex
p. Progre
ss (W
/38×2
.4)
Number of
HTs (W
/6.3)
Maths B
/L
Maths P
resen
t Grad
e
Maths T
arget
(BL+Total
Wee
ks/38
x1.8)
Progress
since
Admission (st
eps)
Maths A
bove
/Below Expe
cted G
rade
Maths H
alf Te
rmly P
rogress
Englis
h B/L Englis
h Presen
t Grad
e
Englis
h Targe
t (BL+T
otal W
eeks/
38x1
.8)
Progress
since
Admission (st
eps)
Eng A
bove
/Below Ex
pected
Grade
Englis
h Half Te
rmly P
rogress
Scien
ce B/L Sci
ence
Presen
t Grad
e
Scien
ce Tar
get (B
L+Total
Wee
ks/38
x1.8)
Sci Progre
ss sin
ce Adm
ission
(step
s)
Sci Above/
Below Ex
pected
Grade
Scien
ce Half
Term
ly Progre
ss
ASPA (A
verag
e core
steps
per HT)
Year
Group
Abdi
Hassa
n60
%24
/12/20
1519
190.9
1.23.0
UbUa
0.0Ec
EbEb
1↑
0.3Fc
Fb0.0
0.30
11Ad
ams
Oisin
44
68%
7/9/20
1539
391.8
2.56.2
UcUa
Ub2
↑0.3
FcEb
Fb4
↑↑0.6
GcFc
Gb3
↑↑0.5
0.47
11Ak
bulut
Came
ron4
482
%13
/1/20
1617
170.8
1.12.7
DbDb
Da0
=0.0
DcCc
Db3
↑↑1.1
DcDb
Db1
↑0.4
0.50
11Be
llado
nne
Dylan
45
57%
10/6/
2014
7878
3.74.9
12.4
GbFa
Fa4
↑0.3
FaEa
Dc3
=0.2
FaEc
Dc1
↓0.1
0.20
11Bro
wnMo
llie4
484
%29
/6/20
1537
371.8
2.35.9
FaDa
Eb6
↑↑1.0
FaCb
Eb8
↑↑1.4
FaCc
Eb7
↑↑1.2
1.20
11Ca
llagh
anJam
es3
490
%30
/9/20
1529
291.4
1.84.6
UcUa
Ub2
↑↑0.4
EcDb
Eb4
↑↑0.9
GcEc
Gb6
↑↑1.3
0.87
11Ca
lvert
Georg
ia4
589
%20
/1/20
1616
160.8
1.02.5
UbFc
Ua5
↑↑2.0
FcEb
Fb4
↑↑1.6
FcFa
Fb2
↑↑0.8
1.47
11Co
leMa
caule
y4
476
%6/1
0/201
528
281.3
1.84.4
UcGa
Ub5
↑↑1.1
EcDb
Eb4
↑↑0.9
FcEc
Fb3
↑↑0.7
0.90
11Co
nnoll
yTh
omas
3a4c
494
%2/6
/2014
7979
3.75.0
12.5
UaEa
Fc9
↑↑0.7
GaDc
Ec7
↑↑0.6
UaEb
Fc8
↑↑0.6
0.63
11Co
ulton
Conn
or3a
3b3b
81%
7/7/20
1474
743.5
4.711
.7Ua
FbGa
5↑↑
0.4Ua
EaGa
9↑↑
0.8Ua
FbGa
5↑↑
0.40.5
311
Cunn
ingha
mBe
n4
296
%18
/11/20
1523
231.1
1.53.7
EcEa
Eb2
↑↑0.5
EcDb
Eb4
↑↑1.1
EcEa
Eb2
↑↑0.5
0.70
11Da
leyLia
m85
%16
/9/20
1531
311.5
2.04.9
UcU-
Ub0
↓0.0
EbEa
Ea1
=0.2
FcEc
Fb3
↑↑0.6
0.27
11Da
vies
Casey
32
53%
12/1/
2015
5757
2.73.6
9.0Uc
UaUa
2 =
0.2Ga
EcFa
4↑↑
0.4Ua
GaGa
3↑
0.30.3
011
Doole
yEri
n4
44
80%
24/2/
2015
5252
2.53.3
8.3Gb
EbFc
6↑↑
0.7Fa
DcEb
4↑↑
0.5Fa
EaEb
3↑
0.40.5
311
Dos S
antos
Joao
100%
2/12/2
015
2121
1.01.3
3.3Ec
EbEb
1 =
0.3Eb
EaEa
1 =
0.3Eb
DcEa
2↑↑
0.60.4
011
Doug
lasDa
niel
55
91%
2/3/20
1551
512.4
3.28.1
DaEc
Cb1
↓0.1
DaBc
Cb4
↑↑0.5
DbEa
Cc0
↓0.0
0.20
11Du
ringe
rNa
than
43
93%
27/4/
2015
4444
2.12.8
7.0Ua
EcGb
7↑↑
1.0Fa
DbEb
5↑↑
0.7Ga
EbFb
5↑↑
0.70.8
011
Finley
Steve
n4
492
%22
/9/20
1470
703.3
4.411
.1Ec
EcDc
0↓
0.0Ec
DcDc
3 =
0.3Ec
EcDc
0↓
0.00.1
011
Foste
rBra
ndon
33
82%
3/9/20
1533
331.6
2.15.2
GcGb
Gb1
=0.2
EcEc
Eb0
↓0.0
GaFb
Fc2
↑0.4
0.20
11Fra
serKa
llie35
%3/9
/2015
3333
1.62.1
5.2Dc
U-Db
0↓
0.0Dc
DcDb
0↓
0.0Dc
Db0.0
0.00
11Ga
lnaAla
nn
33
91%
6/5/20
1543
432.0
2.76.8
UaFc
Gb4
↑↑0.6
FaEa
Eb3
↑↑0.4
GaGa
Fb0
↓0.0
0.33
11Ga
rcia
Jorge
94%
11/11
/2015
2424
1.11.5
3.8Dc
CcDb
3↑↑
0.8Ec
DaEb
5↑↑
1.3Dc
DaDb
2↑↑
0.50.8
711
Ghad
eriPa
reesa
54
71%
26/1/
2015
4848
2.33.0
7.6Db
CbDb
3↑
0.4Cb
BbCb
3↑
0.4Db
FcDb
0↓
0.00.2
711
Griffi
thsTh
omas
43
95%
9/6/20
1540
401.9
2.56.3
UaFa
Gb6
↑↑0.9
FaDc
Eb4
↑↑0.6
GaEc
Fb4
↑↑0.6
0.70
11Ha
thawa
yMe
gan
33
84%
17/11
/2014
6363
3.04.0
10.0
FcEc
Ec3
=0.3
EcDa
Dc5
↑↑0.5
FcEb
Ec4
↑0.4
1.20
11Hin
dley
Krysta
l3
386
%11
/9/20
1471
713.4
4.511
.3Ua
EbGa
8↑↑
0.7Fa
EbEa
2↓
0.2Fc
FbEc
1↓
0.10.3
311
Holde
nOli
via4
485
%12
/9/20
1471
713.4
4.511
.3Ga
EcFa
4↑
0.4Fa
EaEa
3 =
0.3Ga
EcFa
4↓
0.41.1
011
Hugh
esMi
a3b
4a4c
86%
28/4/
2015
4545
2.12.8
7.1Ua
FbGb
5↑↑
0.7Fa
EcEb
1↓
0.1Ga
FaFb
3↑↑
0.41.2
011
Hylan
dMe
lissa
4c4b
4c90
%17
/11/20
1463
633.0
4.010
.0Ua
FbGa
5↑↑
0.5Fa
DcEa
4↑
0.4Ga
FaFa
3↓
0.30.4
011
Irvine
Steve
n2/3
/2016
99
0.40.6
1.4Fc
FcFa
0 =
0.0Fa
EaEb
3↑↑
2.1Ga
FaFb
3↑↑
2.11.4
011
Irving
Curtis
44
98%
11/5/
2015
4343
2.02.7
6.8Ua
DcGb
10↑↑
1.5Ea
DaDb
3↑↑
0.4Ga
FaFb
3↑↑
0.42.3
011
Kava
nnag
hCh
ris2
22
98%
6/5/20
1543
432.0
2.76.8
UaFc
Gb4
↑↑0.6
FaEa
Eb3
↑↑0.4
FcGa
Fa0
↓0.0
0.33
11Kru
paAle
ksand
ra (G
)98
%6/1
/2016
1818
0.91.1
2.9Ec
DaEb
5↑↑
1.8Ec
DbEb
4↑↑
1.4Ec
CcEb
6↑↑
2.11.7
711
Luca
sRo
bert
54
78%
21/10
/2015
2727
1.31.7
4.3Ec
FcEb
0↓
0.0Fc
EaFb
5↑↑
1.2Fa
FbEc
0↓
0.00.4
011
McCa
inSte
phen
52%
2/12/2
015
2121
1.01.3
3.3Eb
EbEa
0↓
0.0Db
DbDa
0↓
0.0Ea
EaDc
0↓
0.00.0
011
McCa
rten
Caine
54
59%
6/7/20
1536
361.7
2.35.7
EaDc
Db1
=0.2
EaDb
Db2
↑0.4
EaEa
Db0
↓0.0
0.20
11Mc
Caw
Paisle
y (G)
33
79%
17/11
/2014
6363
3.04.0
10.0
GaEa
Fa6
↑↑0.6
FcCc
Ec9
↑↑0.9
GbEb
Fb6
↑↑0.6
0.70
11Mc
Coy
Jake
44
94%
8/9/20
1533
331.6
2.15.2
FcFb
Fb1
=0.2
DcDa
Db2
↑0.4
FcEc
Fb3
↑↑0.6
1.20
11Mc
Nulty
Nicole
84%
15/3/
2016
77
0.30.4
1.1Ua
UaUa
0 =
0.0Ea
DcEa
1↑↑
0.9Fb
Fb0.0
0.45
11Me
llor
Chloe
33
91%
9/6/20
1478
783.7
4.912
.4Gb
DcFa
8↑↑
0.6Fb
EaEa
4↑
0.3Ga
EcEc
4↑
0.30.4
011
Myers
Jake
34
93%
19/5/
2014
8080
3.85.1
12.7
FcFb
Eb1
↓0.1
EbEa
Da1
↓0.1
GcFb
Fb4
↑0.3
0.17
11Nic
holls
Jay4
33
90%
2/3/20
1551
512.4
3.28.1
FcEa
Fa5
↑↑0.6
EcDb
Ea4
↑↑0.5
FcFb
Fa1
↓0.1
0.40
11O'R
eilly
Adam
4b4b
4b91
%6/5
/2015
4343
2.02.7
6.8Ga
EcFb
4↑↑
0.6Fa
DcEb
4↑↑
0.6Ga
EbFb
5↑↑
0.70.6
311
Owen
sSe
an4
499
%29
/6/20
1537
371.8
2.35.9
DcDb
Da1
=0.2
FaDa
Eb6
↑↑1.0
FaDc
Eb4
↑↑0.7
0.63
11Pe
rryJac
k4
490
%16
/6/20
1539
391.8
2.56.2
FcFa
Fa2
↑0.3
EaDa
Db3
↑↑0.5
GaFa
Fb3
↑↑0.5
0.43
11Po
tter
Natha
n4a
4c4b
90%
15/9/
2014
7171
3.44.5
11.3
FaDa
Ea6
↑↑0.5
FaCc
Ea7
↑↑0.6
FbEa
Eb4
↑0.4
0.50
11Pu
tterill
Shau
na4
473
%2/1
2/201
521
211.0
1.33.3
UcFc
Ub6
↑↑1.8
FbEb
Eb3
↑↑0.9
UbFc
Gb5
↑↑1.5
1.40
11Ro
binso
n-Doy
leJam
es4
44
86%
12/1/
2015
5757
2.73.6
9.0Fa
EaEa
3↑
0.3Ea
DaDa
3↑
0.3Fa
DaEa
6↑↑
0.70.4
311
Rowa
nAd
am4
471
%9/6
/2015
4040
1.92.5
6.3Ua
GbGb
2↑
0.3Fa
EcEb
1 =
0.2Fc
FbFa
1 =
0.20.2
311
Russe
llKa
tie4
489
%27
/4/20
1545
452.1
2.87.1
UaDc
Gb10
↑↑1.4
FaDb
Eb5
↑↑0.7
FcDa
Fa4
↑↑0.6
0.90
11Se
arson
Louis
e5
483
%9/6
/2014
7878
3.74.9
12.4
EbCa
Da7
↑↑0.6
FaDa
Dc6
↑↑0.5
FaDc
Dc4
↑0.3
0.47
11Sh
ephe
rdJam
es5
467
%23
/2/20
1552
522.5
3.38.3
FcEb
Fa4
↑↑0.5
FaEa
Eb3
↑0.4
GaEc
Fb4
↑↑0.5
0.47
11Sim
mons
Rebe
cca-Lo
uise
44
93%
22/9/
2015
3131
1.52.0
4.9Dc
CcDb
3↑↑
0.6Dc
DaDb
2↑
0.4Ec
CaEb
8↑↑
1.60.8
711
Styles
Holly
34
98%
26/2/
2016
1010
0.50.6
1.6Ub
GaUb
4↑↑
2.5Eb
DcEb
2↑↑
1.3Fb
FaFb
1↑↑
0.61.4
711
Warha
mMi
chae
l4
392
%5/5
/2015
4444
2.12.8
7.0Ea
DcDb
1↓
0.1Ea
DaDb
3↑↑
0.4Fa
EbEb
2 =
0.30.2
711
White
head
Emily
54
491
%27
/4/20
1545
452.1
2.87.1
CcCc
Ca0
↓0.0
CbCa
Bc1
↓0.1
DbDa
Cc1
↓0.1
0.07
11Wi
lliams
Dillon
54
64%
2/3/20
1551
512.4
3.28.1
FcFb
Fa1
↓0.1
GaGa
Fb0
↓0.0
FcEb
Fa4
↑↑0.5
0.20
11Wi
lliams
Thom
as4c
3b3a
90%
18/5/
2015
4242
2.02.7
6.7Fa
EaEb
3↑↑
0.5Ea
DaDb
3↑↑
0.5Fa
EaEb
3↑↑
0.50.5
011
Wrigh
tCa
llum
23
88%
15/9/
2015
3232
1.52.0
5.1Ec
DcEb
3↑↑
0.6Ec
DaEb
5↑↑
1.0Ec
EbEb
1 =
0.20.6
011
50
APPENDIX 1c: STUDENT PROGRESS SPREADSHEET
EFS P
ROGRESS H
T6 20
15/1
6
WHOLE SC
HOOL
KS2 M
aths KS2
Englis
h KS2 Sc
ience Atte
ndance
%
Admission Date
No. of W
eeks sin
ce ad
mission (W
)
Total
Wee
ks Expect
ed Progre
ss (W
/38×1
.8)
Well Abo
ve Ex
p. Progre
ss (W
/38×2
.4)
Number of
HTs (W
/6.3)
Maths B
/L
Maths P
resen
t Grad
e
Maths T
arget
(BL+Total
Wee
ks/38
x1.8)
Progress
since
Admission (st
eps)
Maths A
bove
/Below Expe
cted G
rade
Maths H
alf Te
rmly P
rogress
Englis
h B/L Englis
h Presen
t Grad
e
Englis
h Targe
t (BL+T
otal W
eeks/
38x1
.8)
Progress
since
Admission (st
eps)
Eng A
bove
/Below Ex
pected
Grade
Englis
h Half Te
rmly P
rogress
Scien
ce B/L Sci
ence
Presen
t Grad
e
Scien
ce Tar
get (B
L+Total
Wee
ks/38
x1.8)
Sci Progre
ss sin
ce Adm
ission
(step
s)
Sci Above/
Below Ex
pected
Grade
Scien
ce Half
Term
ly Progre
ss
ASPA (A
verag
e core
steps
per HT)
Year
Group
Barna
rdSte
phen
81%
25/5/
2016
637
0.30.4
1.0Uc
FcUb
6↑↑
6.3Gc
EcGa
6↑↑
6.3Ga
L1c/G
cFb
0↓
0.04.2
010
Brand
wood
Lewis
44
75%
17/9/
2014
7510
53.6
4.711
.9Gc
EaFa
8↑↑
0.7Gb
DbEc
9↑↑
0.8Gb
L1a/D
c Ec
8↑↑
0.70.7
310
Brown
Toni
478
%8/6
/2016
536
0.20.3
0.8Gc
GcGa
0 =
0.0Uc
U-Ua
0 =
0.0Uc
L1c/G
cUa
3↑↑
3.81.2
710
Carro
llBra
ndon
54
64%
23/9/
2015
3666
1.72.3
5.7Eb
DcDb
2↑
0.4Eb
DaDb
4↑↑
0.7Eb
L1c/G
cDb
0↓
0.00.3
710
Catte
rmole
Ryan
77%
29/6/
2016
233
0.10.1
0.31c
1a1a
2↑↑
6.3Gc
GcGa
0 =
0.0L1c
/Gc
0.03.1
510
Clare
Jamie
73%
15/6/
2016
435
0.20.3
0.6Ec
EcEa
0 =
0.0Fa
Eb0.0
L1c/G
c0.0
0.00
10Co
llins
Kian
54
81%
18/11
/2015
2960
1.41.8
4.6Fb
EaEb
4↑↑
0.9Fb
DcEb
5↑↑
1.1Fb
L1c/G
cEb
0↓
0.00.6
710
Dagn
allJoe
l5
598
%2/1
1/201
531
631.5
2.04.9
GaFa
0.0Fb
Eb0.0
GbFb
0.010
Dickm
an-Va
ugha
nAn
nie70
%9/3
/2016
1146
0.50.7
1.7Uc
EaUa
11↑↑
6.3Fa
DcEb
4↑↑
2.3Ga
L1a/D
c Fb
7↑↑
4.04.2
010
Drury
Shau
n96
%26
/2/20
1612
470.6
0.81.9
UcGa
Ua5
↑↑2.6
GaDc
Fb7
↑↑3.7
GaL1c
/Gc
Fb0
↓0.0
2.10
10Du
xbury
Taylo
r (B)
3B
47%
6/1/20
1624
551.1
1.53.8
UcGb
Ua4
↑↑1.1
FbEb
Eb3
↑↑0.8
UbL1c
/Gc
Gb2
↑↑0.5
0.80
10Ev
ison
Liam
54
97%
16/6/
2015
4575
2.12.8
7.1Eb
UDb
0↓
0.0Fb
EbEb
3↑↑
0.4Fb
L1c/G
cEb
0↓
0.00.1
310
Finley
Lauren
44
93%
22/9/
2015
3767
1.82.3
5.9Fb
EaEb
4↑↑
0.7Fb
EaEb
4↑↑
0.7Fb
L1a/D
c Eb
5↑↑
0.90.7
710
Fitzpa
trick
Maisie
45
71%
24/2/
2016
1348
0.60.8
2.1Uc
DaUa
14↑↑
6.8Fa
DaEb
6↑↑
2.9Ua
L1a/D
c Gb
10↑↑
4.84.8
310
Fox
Antho
ny4
359
%16
/9/20
1537
671.8
2.35.9
UcUb
0.0Gb
Fb0.0
GbFb
0.010
Fox
Danie
l48
%15
/6/20
164
350.2
0.30.6
EaU
Db0
↓0.0
EaDc
Db1
↑↑1.6
L1c/G
c0.0
0.80
10Fre
eney
Tyler
55%
15/6/
2016
435
0.20.3
0.6Fc
FcFa
0 =
0.0Gc
FbGa
4↑↑
6.3L1c
/Gc
0.03.1
510
Gaske
llLew
is82
%15
/6/20
164
350.2
0.30.6
GbEa
Fc7
↑↑11
.0Ua
EaGb
9↑↑
14.2
UcL1c
/Gc
Ua3
↑↑4.7
9.97
10Ge
e-Jam
ieson
Annie
66%
27/4/
2016
641
0.30.4
1.0Fc
FcFa
0 =
0.0Fa
Eb0.0
GaL1c
/Gc
Fb0
↓0.0
0.00
10Ha
llKy
mberl
ey4
484
%25
/5/20
166
370.3
0.41.0
FbGb
Eb0
↓0.0
FbU+
Eb0
↓0.0
FbL1c
/Gc
Eb0
↓0.0
0.00
10Ha
wkhe
ad Pa
rrySh
aun
34
95%
2/3/20
1557
872.7
3.69.0
FaEc
Dc1
↓0.1
FaEa
Dc3
↑0.3
DaL1a
/Dc
Bc1
↓0.1
0.17
10Ho
Layton
54
92%
2/12/2
015
2758
1.31.7
4.3Fa
EbEa
2↑↑
0.5Eb
EaDb
1 =
0.2Fb
L1c/G
cEb
0↓
0.00.2
310
Kinsel
laLu
ke3
383
%22
/6/20
1544
742.1
2.87.0
UbDa
Gb13
↑↑1.9
FbDb
Eb6
↑↑0.9
GbL1a
/Dc
Fb8
↑↑1.1
1.30
10Kn
ight
Demi
33
77%
27/1/
2016
2152
1.01.3
3.3Fc
EaFa
5↑↑
1.5Ec
DaEa
5↑↑
1.5Ga
L1a/D
c Fb
7↑↑
2.11.7
010
Linna
neDy
lan10
0%22
/6/20
163
340.1
0.20.5
FcFc
Fa0
=0.0
UcDc
Ua12
↑↑25
.2Uc
L1c/G
cUa
3↑↑
6.310
.5010
Livese
yDa
vid4
441
%2/1
2/201
527
581.3
1.74.3
EbFb
Db0
↓0.0
EbEa
Db1
=0.2
EbL1c
/Gc
Db0
↓0.0
0.07
10Mc
Carte
nWi
lliam
86%
20/5/
2016
738
0.30.4
1.1Gc
FcGa
3↑↑
2.7Fa
U-Eb
0↓
0.0Ga
L1c/G
cFb
0↓
0.00.9
010
McKe
nna
Shay
ni4
474
%24
/2/20
1613
480.6
0.82.1
FcDb
Fa7
↑↑3.4
FaEa
Eb3
↑↑1.5
GaL1c
/Gc
Fb0
↓0.0
1.63
10Mc
Nee
James
86%
7/7/20
161
320.0
0.10.2
Fc0.0
Dc0.0
L1c/G
c0.0
10Mo
hamm
adi
Sina (
m)67
%13
/7/20
161
320.0
0.10.2
Fb0.0
Ea0.0
0.010
Moon
eyCa
rl4
474
%3/9
/2015
3969
1.82.5
6.2U-
Ub0.0
FbEb
0.0Gb
Fb0.0
10Mo
oreLew
is67
%13
/7/20
161
320.0
0.10.2
0.00.0
0.010
Mylet
tLew
is4
480
%9/1
2/201
526
571.2
1.64.1
U-Gb
Ub4
↑↑1.0
FbEa
Eb4
↑↑1.0
GbL1c
/Gc
Fb0
↓0.0
0.67
10Ne
eAn
thony
43
81%
6/10/2
015
3565
1.72.2
5.6Fb
Eb0.0
GbFb
0.0Fb
Eb0.0
10Nic
holls
Antho
ny69
%29
/6/20
162
330.1
0.10.3
0a1a
1b3
↑↑9.5
UcEa
Ua11
↑↑34
.7L1a
/Dc
0.022
.1010
Omar
Neva
eh (f
)57
%4/5
/2016
940
0.40.6
1.4Uc
EaUa
11↑↑
7.7Ec
EbEa
1↑↑
0.7Uc
L1a/D
c Ua
12↑↑
8.45.6
010
Pinnin
gton
Antho
ny4
467
%24
/2/20
1613
480.6
0.82.1
U-Gb
Ub4
↑↑1.9
EaU-
Db0
↓0.0
GaL1c
/Gc
Fb0
↓0.0
0.63
10Qu
ayle
Casey
85%
16/3/
2016
1045
0.50.6
1.6Ea
GcDb
0↓
0.0Ea
EbDb
0↓
0.0Ea
L1c/G
cDb
0↓
0.00.0
010
Quick
Calum
86%
25/5/
2016
637
0.30.4
1.0Da
GaCb
0↓
0.0Uc
EaUa
11↑↑
11.6
FbL1c
/Gc
Ec0
↓0.0
3.87
10Qu
ineLew
is3
492
%27
/1/20
1621
521.0
1.33.3
FaDa
Eb6
↑↑1.8
EaDa
Db3
↑↑0.9
FaL1b
/FbEb
0↓
0.00.8
010
Richa
rdsLew
is89
%6/1
/2016
2455
1.11.5
3.8Eb
DaDb
4↑↑
1.1Eb
Db0.0
EbL1c
/Gc
Db0
↓0.0
0.55
10Ro
bson
Lydia
89%
27/4/
2016
741
0.30.4
1.1Ea
FaDb
0↓
0.0Ea
DaDb
3↑↑
2.7Ea
L1c/G
cDb
0↓
0.00.9
010
Russe
llCo
nnor
100%
7/7/20
161
320.0
0.10.2
Dc0.0
Db0.0
L1c/G
c0.0
10Sca
risbric
kJam
ie6
575
%9/9
/2015
3868
1.82.4
6.0Fb
DaEb
7↑↑
1.2Fb
DbEb
6↑↑
1.0Fb
L1b/Fb
Eb0
↓0.0
0.73
10Sim
pson
Corey
88%
3/2/20
1620
510.9
1.33.2
UcUa
0.0Fa
Eb0.0
GaFb
0.010
Smith
Lewis
91%
27/1/
2016
2152
1.01.3
3.3Uc
EcUa
9↑↑
2.7Fa
EbEb
2↑↑
0.6Ga
L1a/D
c Fb
7↑↑
2.11.8
310
Stewa
rtAlf
ie10
0%29
/6/20
162
330.1
0.10.3
1cU
1a0
↓0.0
Eb0.0
L1a/D
c 0.0
0.00
10Str
inger
Frank
ie33
%22
/6/20
163
340.1
0.20.5
UbGc
Gc2
↑↑4.2
EcDc
Ea3
↑↑6.3
L1c/G
c0.0
5.25
10Stu
rdyJos
eph
22
86%
1/6/20
1547
772.2
3.07.5
UcFc
Gb6
↑↑0.8
FcEb
0.0Gc
L1c/G
cFb
0↓
0.00.4
010
Styles
Jack
33
81%
6/5/20
1549
792.3
3.17.8
FcU
Eb0
↓0.0
FcEc
Eb3
↑0.4
GcL1c
/Gc
Fb0
↓0.0
0.13
10Ta
ylor
lillie
100%
13/7/
2016
132
0.00.1
0.2Fc
0.0Ea
0.0L1a
/Dc
0.010
Taylo
rMa
cy95
%3/2
/2016
2051
0.91.3
3.2Fa
EcEb
1↑
0.3Fa
DcEb
4↑↑
1.3Fa
L1a/D
c Eb
4↑↑
1.30.9
710
Thom
asJac
ob64
%10
/6/20
1545
752.1
2.87.1
FcEc
0.0Fb
Eb0.0
FbEb
0.010
Thom
pson
Amy
34
75%
30/9/
2015
3565
1.72.2
5.6U-
DbUb
13↑↑
2.3Fb
DbEb
6↑↑
1.1Gb
L1a/D
c Fb
8↑↑
1.40.1
610
Thom
pson
Malika
52%
16/3/
2016
1045
0.50.6
1.6Fa
EbEb
2↑↑
1.3Fa
EaEb
3↑↑
1.9Fa
L1c/G
cEb
0↓
0.01.0
710
Towe
rsMo
lly10
0%13
/7/20
161
320.0
0.10.2
Ga0.0
Db0.0
L1c/G
c0.0
10Wa
lesJen
na62
%29
/6/20
162
330.1
0.10.3
1b2a
2c4
↑↑12
.6Eb
EaDc
1↑↑
3.2Fa
L1b/Fb
Eb0
↓0.0
5.27
10Wa
rren
Denn
is3
377
%22
/6/20
1544
742.1
2.87.0
UbGb
0.0Gb
Fb0.0
GbFb
0.010
Wilso
nAd
am4
491
%3/2
/2015
5989
2.83.7
9.4Gc
FbFb
4↑↑
0.4Fc
EbEb
4↑↑
0.4Gc
L1c/G
cFb
0↓
0.00.2
710
51
YEAR 9 AND WHOLE SCHOOL RESULTS
APPENDIX 2a: SUB-GROUP ANALYSIS SPREADSHEET – YEAR 11
Banks
Jamie
56%8/6/
2016
574
0.20.3
0.8Uc
GcGb
0.0Ec
0.0Uc
L1a/Dc
Gb
0.09
Campbe
llAlfie
59%20/4
/2016
1180
0.50.7
1.7U-
EcUa
0.0Fc
DcEb
0.0U-
L1a/Dc
Gb
0.09
Carney
Chloe
92%4/5/
2016
978
0.40.6
1.4Uc
Ua0.0
FaEb
0.0Fc
Fa0.0
9Gra
yMia
68%20/4
/2016
1180
0.50.7
1.7Gc
Fb0.0
FcEb
0.0U-
Gb0.0
9Has
lemCur
tis76%
20/1/201
621
901.0
1.33.3
EcDb
0.0Ec
Db0.0
EcDb
0.09
McKay
Abbie
50%11/5
/2016
877
0.40.5
1.3Gc
Fb0.0
FcEb
0.0Gc
Fb0.0
9Mea
gher
Declan
38%20/4
/2016
1180
0.50.7
1.7Ec
Db0.0
EcDb
0.0Ec
Db0.0
9Mu
llinBran
don38%
11/5/201
68
770.4
0.51.3
Uc-Gc
0.0Fb
Ea0.0
GcFb
0.09
Owens
Emma
92%24/2
/2016
1786
0.81.1
2.7Ec
Db0.0
EcDb
0.0Ec
Db0.0
9Por
teous
Jamie
86%20/5
/2016
776
0.30.4
1.1Gc
Fb0.0
GaEc
0.0Uc
Gb0.0
9Prit
chard
Logan
67%13/7
/2016
170
0.00.1
0.20.0
0.00.0
9Rob
ertsAnd
rew59%
8/6/201
65
740.2
0.30.8
GbFb
0.00.0
UcFc
0.09
Ruby
James
19%16/3
/2016
1483
0.70.9
2.2Gc
Fb0.0
GcFb
0.0Gc
Fb0.0
9Shri
mpton
Connor
40%20/4
/2016
1180
0.50.7
1.7U-
Ub0.0
FcEb
0.0Gc
Fb0.0
9Sinn
ottJam
es74%
8/6/201
65
740.2
0.30.8
GbFb
0.0Uc
Gc0.0
UcGc
0.09
Stanley
Jake86%
11/5/201
68
770.4
0.51.3
GcFb
0.0Ga
Ec0.0
GcFb
0.09
Turner
Jack91%
9/3/201
615
840.7
0.92.4
EcDb
0.0Dc
Cb0.0
EbDa
0.09
Wright
Michae
l95%
20/4/201
611
800.5
0.71.7
U-Ua
0.0Fc
Eb0.0
UcGb
0.09
133.5
173.9
42.3141
.6
Whole
school
Whole
school
Whole
school
Whole
school
Whole
school
Whole
school
Whole
school A
SPA ↑↑
60/104
= 58%
133.5/1
04 = 1.2
8↑↑
67/100
= 67%
177.4/1
00 = 1.7
7↑↑
44/95 =
46%70.8
/95 = 0
.75141
.6/105 =
1.35
↑9/104
= 9%
↑ 11/1
00 = 11%
↑ 9/95
= 9%
= 15/1
04 = 14%
= 10/1
00 = 10%
= 3/95
= 3%
↓20/10
4 = 19%
↓ 12/1
00 = 12%
↓ 39/9
5 = 41%
Year 11
Year 11
Year 11
Year 11
ASPA
31.8/58
= 0.55
34.9/58
= 0.60
28.5/56
= 0.51
36.8/59
= 0.62
Year 10
Year 10
Year 10
Year 10
ASPA
101.7/4
6 = 2.21
142.5/4
2 = 3.39
42.3/39
= 1.08
104.8/4
6 = 2.28
52
APPENDIX 2b: SUB-GROUP ANALYSIS SPREADSHEET – YEAR 10
EFS
SUB-
GRO
UPS
2015
/16
WHO
LE S
CHO
OL
Year
Gro
up
Gen
der
Pupi
l Pre
miu
m
Ethn
icity
EAL
FSM
SEN
LAC
Ab
di
Has
san
11b
yB
lack
Afr
ican
yy
Ad
ams
Ois
in11
bW
/Bri
tA
kbu
lut
Cam
ero
n11
by
W/B
rit
yB
ella
do
nn
eD
ylan
11b
yW
/Bri
ty
Bro
wn
Mo
llie
11g
yW
/Bri
ty
Educ
atio
n, H
ealt
h an
d Ca
re P
lan
Cal
lagh
anJa
mes
11b
yW
/Bri
ty
SEN
Sup
port
Cal
vert
Geo
rgia
11g
W/B
rit
Co
leM
acau
ley
11b
yW
/Bri
ty
SEN
Sup
port
Co
nn
olly
Tho
mas
11b
W/B
rit
SEN
Sup
port
Co
ult
on
Co
nn
or
11b
W/B
rit
SEN
Sup
port
Cu
nn
ingh
amB
en11
bW
/Bri
tD
aley
Liam
11b
yW
& B
Afr
ican
ySt
atem
ent
Dav
ies
Cas
ey11
by
W/I
rish
yD
oo
ley
Erin
11g
yW
/Bri
ty
Do
s Sa
nto
sJo
ao11
bW
hite
Oth
ery
Do
ugl
asD
anie
l11
bW
/Bri
tD
uri
nge
rN
ath
an11
bW
/Bri
tFi
nle
ySt
even
11b
yW
/Bri
ty
SEN
Sup
port
yFo
ster
Bra
nd
on
11b
W/B
rit
Fras
erK
allie
11g
yW
/Bri
ty
SEN
Sup
port
Gal
na
Ala
n11
by
W/B
rit
yG
arci
aJo
rge
11b
????
??y
Gh
ader
iP
aree
sa11
gy
Iran
ian
yG
riff
ith
sTh
om
as11
bW
/Bri
tH
ath
away
Meg
an11
gW
/Bri
tH
ind
ley
Kry
stal
11g
yW
/Bri
ty
Ho
lden
Oliv
ia11
gy
W/B
rit
ySE
N S
uppo
rtH
ugh
esM
ia11
gy
W/B
rit
ySE
N S
uppo
rtH
ylan
dM
elis
sa11
gW
/Bri
tIr
vin
eSt
even
11b
W/B
rit
Irvi
ng
Cu
rtis
11b
yW
/Bri
ty
Kav
ann
agh
Ch
ris
11b
W/B
rit
Kru
pa
Ale
ksan
dra
(G
)11
gy
Whi
te E
uro
pean
yy
Luca
sR
ob
ert
11b
W/B
rit
McC
ain
Step
hen
11b
yW
/Bri
ty
McC
arte
nC
ain
e11
by
W/I
rish
yM
cCaw
Pai
sley
(G
)11
gy
W/B
rit
yM
cCo
yJa
ke11
bW
/Bri
tSE
N S
uppo
rtM
cNu
lty
Nic
ole
11g
W/B
rit
Mel
lor
Ch
loe
11g
W/B
rit
Mye
rsJa
ke11
bW
/Bri
tN
ich
olls
Jay
11b
W/B
rit
O'R
eilly
Ad
am11
bW
hite
& B
lack
Afr
ican
Ow
ens
Sean
11b
yW
/Bri
ty
Per
ryJa
ck11
by
W/B
rit
yP
ott
erN
ath
an11
by
Oth
er M
ixed
Bac
kgro
und
ySE
N S
uppo
rtP
utt
erill
Shau
na
11g
yW
/Bri
ty
Ro
bin
son
-Do
yle
Jam
es11
bW
/Bri
tR
ow
anA
dam
11b
yW
/Bri
ty
Ru
ssel
lK
atie
11g
yW
/Bri
ty
Sear
son
Lou
ise
11g
yW
/Bri
ty
Shep
her
dJa
mes
11b
yW
/Bri
ty
SEN
Sup
port
Sim
mo
ns
Reb
ecca
-Lo
uis
e11
gW
/Bri
tSt
yles
Ho
lly11
gy
W/B
rit
yW
arh
amM
ich
ael
11b
yW
/Bri
ty
Wh
iteh
ead
Emily
11g
W/B
rit
Will
iam
sD
illo
n11
by
W/B
rit
yW
illia
ms
Tho
mas
11b
W/B
rit
Wri
ght
Cal
lum
11b
yW
/Bri
ty
SEN
Sup
port
53
APPENDIX 2c: SUB-GROUP ANALYSIS SPREADSHEET
EFS
SUB-
GRO
UPS
201
5/16
WH
OLE
SCH
OO
L
Year
Gro
up
Gen
der
Pupi
l Pre
miu
m
Ethn
icity
EAL
FSM
SEN
LAC
Barn
ard
Step
hen
10b
yW
/Brit
yBr
andw
ood
Lew
is10
by
W/B
rity
SEN
Sup
port
Brow
nTo
ni10
gy
W/B
rity
Carr
oll
Bran
don
10b
yW
/Brit
yCa
tter
mol
eRy
an10
by
W/B
rity
Clar
eJa
mie
10b
yW
/Brit
yCo
llins
Kian
10b
yW
/Brit
yD
agna
llJo
el10
bW
/Brit
Dic
kman
-Vau
ghan
Ann
ie10
gW
/Brit
Dru
rySh
aun
10b
W/B
ritD
uxbu
ryTa
ylor
(B)
10b
yW
/Brit
yEv
ison
Liam
10b
W/B
ritSE
N S
uppo
rtFi
nley
Laur
en10
gy
W/B
rity
Fitz
patr
ick
Mai
sie
10g
yW
/Brit
yFo
xA
ntho
ny10
bW
/Brit
Fox
Dan
iel
10b
yW
/Brit
yFr
eene
yTy
ler
10b
W/B
ritG
aske
llLe
wis
10b
yW
/Brit
yG
ee-J
amie
son
Ann
ie10
gW
/Brit
Hal
lKy
mbe
rley
10g
yW
/Brit
yH
awkh
ead
Parr
ySh
aun
10b
W/I
rish
Ho
Layt
on10
by
Whi
te a
nd A
sian
yKi
nsel
laLu
ke10
bW
/Brit
Knig
htD
emi
10g
yW
/Brit
yLi
nnan
eD
ylan
10b
yW
/Brit
yLi
vese
yD
avid
10b
yW
/Brit
yM
cCar
ten
Will
iam
10b
W/B
ritM
cKen
naSh
ayni
10g
yW
/Brit
yM
cNee
Jam
es10
bW
/Brit
Moh
amm
adi
Sina
(m
)10
by
Afgh
any
yM
oone
yCa
rl10
by
W/B
rity
Moo
reLe
wis
10b
W/B
ritM
ylet
tLe
wis
10b
yW
/Brit
yN
eeA
ntho
ny10
bW
/Brit
Nic
holls
Ant
hony
10b
yW
/Brit
yO
mar
Nev
aeh
(f)
10g
yBl
ack
Carib
bean
ySE
N s
uppo
rtPi
nnin
gton
Ant
hony
10b
yW
/Brit
yQ
uayl
eCa
sey
10b
W/B
ritQ
uick
Calu
m10
by
W/B
rity
Qui
neLe
wis
10b
yW
/Brit
yRi
char
dsLe
wis
10b
yIr
ania
ny
Robs
onLy
dia
10g
yW
/Brit
yRu
ssel
lCo
nnor
10b
W/B
ritSc
aris
bric
kJa
mie
10b
yW
/Brit
ySi
mps
onCo
rey
10b
W/B
ritSm
ithLe
wis
10b
W/B
ritSt
ewar
tA
lfie
10b
yW
/Brit
ySt
ringe
rFr
anki
e10
bW
/Brit
Stur
dyJo
seph
10b
yW
/Brit
ySt
yles
Jack
10b
yW
/Brit
yTa
ylor
lillie
10g
yW
/Brit
yTa
ylor
Mac
y10
gO
ther
Asi
anTh
omas
Jaco
b10
by
W/B
rity
Thom
pson
Am
y10
gW
/Brit
Thom
pson
Mal
ika
10g
yO
ther
Bla
cky
Tow
ers
Mol
ly10
gW
/Brit
Wal
esJe
nna
10g
yW
/Brit
yW
arre
nD
enni
s10
bW
/Brit
SEN
Sup
port
Wils
onA
dam
10b
yW
/Brit
ySE
N S
uppo
rt
54
YEAR 9 AND WHOLE SCHOOL RESULTS
APPENDIX 3: COMPARATIVE ATTAINMENT SPREADSHEET
EFS
SUB-
GRO
UPS
201
5/16
WH
OLE
SCH
OO
L
Year
Gro
up
Gen
der
Pupi
l Pre
miu
m
Ethn
icity
EAL
FSM
SEN
LAC
Bank
sJa
mie
9b
yW
/Brit
yCa
mpb
ellAl
fie9
by
W/B
rity
Carn
eyCh
loe9
gy
Black
Afric
any
Gray
Mia
9g
yW
/Brit
yHa
slem
Curti
s9
by
W/B
rity
McK
ayAb
bie9
gy
W/B
rity
Mea
gher
Decla
n9
by
Othe
r Mixe
d Bac
kgro
und
yM
ullin
Bran
don
9b
yW
/Brit
yOw
ens
Emm
a9
gW
/Brit
Porte
ous
Jam
ie9
by
W/B
rity
Pritc
hard
Loga
n9
bW
/Brit
Robe
rtsAn
drew
9b
yW
/Brit
yRu
byJa
mes
9b
yW
/Brit
ySh
rimpt
onCo
nnor
9b
W/B
ritSin
nott
Jam
es9
bW
/Brit
Stan
leyJa
ke9
by
W/B
rity
Turn
erJa
ck9
bW
/Brit
Wrig
htM
ichae
l9
bW
/Brit
Boys
Pupil
Prem
iumW
hite B
ritish
EAL
FSM
Supp
ort
LAC
97.03
/71
= 1.3
710
5.62/
66 =
1.60
127.6
7/90
= 1
.423.3
4/4
= 0.8
410
5.62/
66 =
1.60
14.8
3/16
= 0
.93
1 stu
dent
only,
so da
ta no
tsta
tistic
ally s
ignific
ant.
Girls
All o
ther
ethn
icitie
s app
ly to
Ed
ucat
ion, H
ealth
and C
are P
lan44
.57/3
4 =
1.31
only
eithe
r 1 or
2 stu
dent
s.1 s
tude
nt on
ly, so
data
not
Ther
efor
e, no
stat
istica
l sta
tistic
ally s
ignific
ant.
signif
icanc
e can
be ap
plied
to ot
her e
thnic
ities.
Stat
emen
t1 s
tude
nt on
ly, so
data
not
statis
ticall
y sign
ifican
t
Year
11 Su
ppor
t8.
10/1
2 = 0.
68
Year
10 Su
ppor
t6.
73/4
= 1.
68On
ly 4 s
tude
nts,
so st
atist
ical
signif
icanc
e is l
ow.
55
APPENDIX 4: PUPIL PREMIUM STRATEGIES
EFS
PRO
GRE
SS H
T6 2
015/
16
WH
OLE
SCH
OO
L
Mat
hs G
CSE
Gra
de
Poin
tsEn
glis
h G
CSE
Gra
de
Poin
tsSc
ienc
e G
CSE
Gra
de /
Ent
ry L
evel
Poin
tsCo
re T
otal
Poi
nts
Scor
e
Tota
l Poi
nts
Scor
e - A
ll Su
bjec
ts
Num
ber o
f A*
- Gs
or e
quiv
alen
t
E +
M
A
* - G
or e
quiv
alen
t
Num
ber o
f A*
- Cs
E +
M
A
* - C
Ab
di
Ha
ssa
nU
0F
22
22
22
1n
o0
no
Ad
am
sO
isin
U0
F2
2G
16
38
16
37
no
0n
oA
kb
ulu
tC
am
ero
nD
34
D3
46
82
18
8ye
s0
no
Be
llad
on
ne
Dy
lan
U0
XG
16
16
66
3n
o0
no
Bro
wn
Mo
llie
D3
4C
40
D3
41
08
23
38
yes
1n
oC
alla
gh
an
Jam
es
U0
F2
2F
22
44
19
48
no
0n
oC
alv
ert
Ge
org
ia0
D3
4G
16
50
17
57
no
0n
oC
ole
Ma
cau
ley
U0
E2
8U
02
81
28
5n
o0
no
Co
nn
olly
Th
om
as
U0
F2
22
29
74
no
0n
oC
ou
lto
nC
on
no
rU
0E
28
G1
64
42
44
10
no
0n
oC
un
nin
gh
am
Be
nG
16
F2
2G
16
54
15
47
yes
0n
oD
ale
yLi
am
0X
00
00
no
0n
oD
av
ies
Ca
sey
X0
XU
00
25
1n
o0
no
Do
ole
yE
rin
D3
4F
22
F2
27
82
43
9ye
s1
no
Do
s S
an
tos
Joa
oD
34
F2
2F
22
78
26
21
0ye
s0
no
Do
ug
las
Da
nie
lC
40
C4
0F
22
10
22
27
9ye
s2
yes
Du
rin
ge
rN
ath
an
U0
E2
8G
16
44
11
95
no
0n
oFi
nle
yS
tev
en
F2
2E
28
G1
66
61
66
7ye
s0
no
Fost
er
Bra
nd
on
U0
G1
6G
16
32
10
75
no
0n
oFr
ase
rK
alli
e0
EL
X0
00
no
0n
oG
aln
aA
lan
U0
G1
6U
01
61
41
6n
o0
no
Ga
rcia
Jorg
eC
40
G1
6E
28
84
24
39
yes
1n
oG
ha
de
riP
are
esa
D3
43
41
09
4ye
s0
no
Gri
ffit
hs
Th
om
as
G1
6F
22
G1
65
41
79
8ye
s0
no
Ha
tha
wa
yM
eg
an
G1
6E
28
U0
44
11
95
yes
0n
oH
ind
ley
Kry
sta
lU
0F
22
U0
22
12
25
no
0n
oH
old
en
Oliv
iaG
16
E2
8U
04
44
44
yes
0n
oH
ug
he
sM
iaU
0E
28
F2
25
07
53
no
0n
oH
yla
nd
Me
lissa
U0
F2
2U
02
21
22
5n
o0
no
Irv
ine
Ste
ve
nD
34
F2
25
67
23
no
0n
oIr
vin
gC
urt
isG
16
F2
2G
16
54
20
49
yes
0n
oK
av
an
na
gh
Ch
ris
U0
F2
2U
02
29
74
no
0n
oK
rup
aA
lek
san
dra
(G
)C
40
F2
2E
L 2
62
26
49
yes
2n
oLu
cas
Ro
be
rtC
40
D3
4G
16
90
21
58
yes
1n
oM
cCa
inS
tep
he
nX
0X
U0
02
51
no
0n
oM
cCa
rte
nC
ain
eX
0F
22
F2
24
41
19
5n
o0
no
McC
aw
Pa
isle
y (
G)
G1
6D
34
F2
27
21
97
8ye
s0
no
McC
oy
Jak
eG
16
D3
4U
05
02
50
10
yes
0n
oM
cNu
lty
Nic
ole
Me
llor
Ch
loe
U0
F2
2G
16
38
16
37
no
0n
oM
ye
rsJa
ke
X0
F2
22
27
23
no
0n
oN
ich
olls
Jay
U0
F2
2U
02
29
74
no
0n
oO
'Re
illy
Ad
am
U0
E2
8G
16
44
16
97
no
0n
oO
we
ns
Se
an
D3
4D
34
E2
89
62
46
9ye
s0
no
Pe
rry
Jack
G1
6D
34
F2
27
21
47
6ye
s0
no
Po
tte
rN
ath
an
C4
0D
34
F2
29
62
46
9ye
s1
no
Pu
tte
rill
Sh
au
na
G1
6U
01
66
63
no
0n
oR
ob
inso
n-D
oy
leJa
me
sC
40
C4
0E
28
10
81
98
6ye
s3
yes
Ro
wa
nA
da
m0
EL
X0
00
no
0n
oR
uss
ell
Ka
tie
G1
6F
22
F2
26
02
60
11
yes
0n
oS
ea
rso
nLo
uis
eD
34
E2
8F
22
84
20
98
yes
0n
oS
he
ph
erd
Jam
es
F2
2G
16
U0
38
38
2ye
s0
no
Sim
mo
ns
Re
be
cca
-Lo
uis
eC
40
E2
8C
40
10
83
13
10
yes
4n
oS
tyle
sH
olly
0E
28
28
10
34
yes
0n
oW
arh
am
Mic
ha
el
G1
6F
22
G1
65
41
54
7ye
s0
no
Wh
ite
he
ad
Em
ilyC
40
D3
4E
28
10
22
92
10
yes
2n
oW
illia
ms
Dill
on
U0
G1
6U
01
66
63
no
0n
oW
illia
ms
Th
om
as
U0
E2
8F
22
50
15
06
no
0n
oW
rig
ht
Ca
llum
U0
E2
8G
16
44
14
46
no
0n
o8
12
12
66
73
42
81
28
57
3
Co
re A
PS
AP
S1
or
mo
re A
*-G
E+
M
A*
-G1
or
mo
re A
*-C
E+
M
A*
-C2
81
2/5
8 =
48
.58
57
3/5
8 =
14
7.8
55
/58
= 9
4.8
%2
8/5
8 =
48
.3%
10
/58
= 1
7.2
%2
/58
= 3
.4%
5 o
r m
ore
A*
-G5
or
mo
re A
*-C
39
/58
= 6
7.2
%0
/58
=0
%
E+
M+
S A
*-G
E+
M+
S A
*-C
20
/58
= 3
4.5
%0
/58
= 0
%
56
Code Approach Anonymous Free School Approach
Cost Estimate (Per Year)
A1 After school programme Stretch, Challenge and Enjoy (SCE)
£1200
A2 Aspiration interventions E.g. London residential
£600
B1 Behaviour interventions (including attendance and punctuality)
E.g. Blue zone attendance trips Punctuality Prizes
£720
B2 Breathing Space EITC £500
C1 Collaborative learning project E.g. Music Studio/ Make up, Horticulture, Anthology
£1,200
D1 Digital technology IPads, laptops, whiteboards etc. £1200
I1 Individual instruction One to one / Twilight sessions
£1,200
M1 Master classes E.g. Science – JMU Maths Blast
£170
M2 Mentoring/ Coaching BeSmart coaching plans (MF) Pastoral Support (PC)
£720
O1 Outdoor adventure learning Glaciere Maritime Academy (City of Liverpool College,
DofE Bronze)
£720
O2 Opticians Glasses/contacts £100
P1 Parental involvement Engagement in activities £150
S1 School uniform Kitbag £150
S2 Social and Emotional support Mike Curtis Educational Psychologist
£1000
T1 Teaching assistance Teaching Assistants in English, Maths and Science
£1200
T2 Travel assistance to school Bus passes/ mini bus pick up/ Taxi (CP)
£350