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Pupil Performance

At St Mary's pupil progress analysis is integral in shaping daily school life. It informs teaching and learning; our curriculum and the effectiveness of our school developments.

It ensures we have an understanding of our pupil's progress and how students are performing in relation to similar pupils nationally as well as being able to understand how pupils perform when compared to previous cohorts. This is helping us to identify areas for development to raise attainment in the future.

Please use the tabs below. We hope that these will be useful in understanding:

  • how we are able to make accurate judgements
  • the progress pupils are making towards achieving their targets
  • how pupils perform in comparison to pupils nationally

How does the school set aspirational targets for individual pupils?

In order to place a student on the correct academic pathway, pupils are assessed on entry and during key times throughout the year. This allows the school to make an informed decision in regard to the students ability as well as helping to identify potential 'barriers to learning'. This holistic approach enables the school to effectively monitor pupil progress as well as helping us to identify the additional support needed for individual or groups of pupils.

The comprehensive assessment process as outlined below allows the school to allocate a pupil to a correct 'learning pathway'. This pathway ensures the school can make 'like for like' comparisons with similar pupils nationally. It also informs the process of streaming pupils according to academic ability and gives teachers a more thorough overview of each pupils learning needs. This is achieved not just through assessment but using the Educational Health Care Plan (EHC Plan) to help build a profile of each pupil.

An assessment profile is created for each pupil and includes the following information as well as the specific learning difficulties identified in the EHC Plan:

Academic Ability Other key Contextual Information
English national equivalence on entry Time missing in Education
Maths national equivalence on entry Attendance on Entry
Subject specific assessment on entry Incomplete Key Stages
Reading Ability Number of school moves
Cognitive Ability

Thrive Assessment of Social and Emotional needs.

When all this information is gathered. Pupils will then be placed on a particular learning pathway and outcome targets are generated according to the pupils ability, starting points and the expected progress made by similar pupils nationally. The table below illustrates each pathway and the outcome measures pupils are working towards.  

Pupil Pathways
Pathway: Expected No of GCSE's:
1 5+ Level 2 Qualification including English and Maths.
2   5+ Level 1 Qualifications including English and Maths.
3 5 Level 1 Qualifications.
4 3+ Level 1 Qualifications.

 

How well do pupils perform in relation to similar pupils nationally? .

How do we measure progress?

A school’s Progress 8 score is calculated as the average of its pupils’ Progress 8 scores. It gives an indication of whether, as a group, pupils in the school made above or below average progress compared to similar pupils in other schools.

• a score of zero means pupils in this school on average do about as well at key stage 4 as other pupils across England who got similar results at the end of key stage 2

• a score above zero means pupils made more progress, on average, than pupils across England who got similar results at the end of key stage 2

• a score below zero means pupils made less progress, on average, than pupils across England who got similar results at the end of key stage 2.

How well do pupils at SMS perform overall?

At St Mary’s we use an auditing tool called FFT to help us evaluate pupil progress. The graphs and tables below indicate that pupils at St Mary’s make above average progress when compared to similar pupils nationally.

 

2017

2016

2015

KS4 performance summary

Progress 8 (English)

2017

2016

2015

+0.39

+1.02

+0.72

Progress 8 (Maths)

2017

2016

2015

+0.60

+0.75

+0.68

Progress 8 (EBacc: English, maths, history/geography, the sciences and a language combined)

2017

2016

2015

+0.10

+0.14

+0.27

Progress 8 (Open: GCSEs and other approved academic, arts or vocational qualifications combined)

2017

2016

2015

+0.41

+1.17

+0.82

 

How Many GCSEs do pupils leave with?

2017

2016

2015

6.3

7.1

5.6

5A*-G

84.6%

92%

73%

5A*-G including English and Maths

69%

85%

73%

1 A*-C

19%

23%

18%

Average Number of GCSEs per pupil

6.3

7.1

5.6

Documents

Page Downloads Date  
Assessment Policy 2017.doc 10th Nov 2017 Download
St Marys School Marking policy 2016 2017... 10th Nov 2017 Download