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Exam & Key Stage Results

Coronavirus (COVID-19): school and college accountability 2019/20 and 2020/21

As per Department of Education guidance -https://www.gov.uk/government/publications/coronavirus-covid-19-school-and-college-performance-measures/coronavirus-covid-19-school-and-college-accountability-202122 - we will not be publishing performance data based on summer 2020 or summer 2021 tests, assessments and exams.

We will not be publishing, or sharing, school, college or MAT level accountability measures, such as Progress 8 and level 3 value added, using the summer 2020 or 2021 data.

The performance tables that were due to be released in October and December 2020, and in January and March 2021, will not go ahead.
The performance tables that were due to be released in October and December 2021, and in January and March 2022, will not go ahead.

We will also not publish any institution-level qualification achievement rates in the national achievement rate tables for the 2019/20 2020/21 academic years.

Please find below the data for previous years.

The way that schools’ performance measures are now judged is very different to the way in which they have been judged previously. New GCSEs have been taken by students in English and mathematics. These qualifications are graded from 9 to 1, rather than from A* to G as previously, and therefore cannot be compared with previous years’ results.

Our Context

Our context, along with the moral imperative that every child truly matters, exemplifies the need to look beyond the PT data to truly assess the impact of our knowledge rich, mastery curriculum. Our curriculum has our students and their diverse needs at the heart of it, so that all students leave Babington with the knowledge, skills and confidence to thrive in a challenging and ever changing world. The performance table data reflects only a small part of the impact of our curriculum as a high number of students join our school mid-year with no previous learning in British primary school therefore do not have SATs scores.

Our stability, mobility and coverage must be taken into account when assessing the impact of our curriculum. Please see the table below that gives a little detail about our context.

Contextual information	What does this mean?	Headlines
Stability	This is the percentage of year 11 leavers that joined us before October 1st in year 7	Extremely low. 2017 32% 2018 51% 2019 64%
Mobility	Movement in and out of the year group. We serve a highly mobile community and see exceptionally high movement of students in all year groups.	Year 11 leavers in 2019; 206 PT cohort, 220 on roll (14 were disapplied because they joined the school, late into KS4 from other countries), 158 started in year 7 on day 1, of 121 completed year 11. Overall 293 arrivals and 73 leavers in this year group alone.
Coverage	This is the percentage of students who arrive at Babington with KS2 SATs scores	Extremely low. 2017 54% 2018 62% 2019 77%

Progress 8

Progress 8 is a calculation based on the achievement across 8 subjects for each student based on whether they met, exceeded or were below expectations in each subject that they took. A figure is then calculated for the whole school. A figure which is below -0.5 is considered to be below the ‘floor standard’ in other words, below the minimum expected standards set by the government. This figure is dependent on how students across the country.

Our overall figure is -0.05. This P8 score is a significant improvement on last academic year and is well above the floor standard. Only students who have prior attainment data count in a school’s progress 8 figures. Of the year 11 cohort included in performance tables only 77% counted towards our P8 figure.

Coverage impact:

Our full Babington cohort Progress 8 was at +0.1 highlights the progress made by our whole year 11 cohort. A true reflection of progress at Babington. This figure represents students with SATs scores and new arrivals baselined from CATs scores. Our modelled P8 score for students with CATs data was +0.93.

Stability impact:

Our Year 7/8 starters (stable cohort) scored a P8 of +0.04

Performance table P8 notable successes:

Our EAL students scored particularly well at +0.61. When considering P8 by ethnicity we have some very positive results for some of our cohorts notably; Indian students +1.06 and WEur students at +0.81. Our G&T cohort scored +1.13. Students with 96%+ attendance scored an impressive +0.61. Finally, our P8 score for our KS2 LAP, a significantly larger group than national average was +0.41.

62% of the PT P8 cohort had a full complement of subjects to score in all areas of the P8 measure. This reflects the decision made, in consultation with governors, to target a curriculum that best meets the needs of our students rather than to fill all elements of P8. The P8 score of PT students with a full complement of P8 qualifications was +0.41.

2019 Attainment:

Attainment on entry (AOE) at 24.9 was very low for our 2018/19 cohort and this is reflected in our attainment figures. Our overall attainment 8 score was 35.1.

A key performance measure for schools is the proportion of students who attained a ‘Good Pass’ in English and maths (grade 4 or above). A ‘Strong Pass’ is considered to be grade 5 and above. For English, it is the student’s best grade of English Language and Literature which is included. This is known as the Basics measure.

4+ EM:

Our 4+ combined ‘best’ English and maths was 36%, for comparison purposes 4+ combined EM for students with KS2 data is 39%.

Stability impact: 38.5% Students arriving in yr7 achieved 4+ EM, this falls to 18% of new arrivals in Year 10. This exemplifies the impact of mobility.

Students with 96%+ attendance: 46% of students achieved 4+ basics.

Particular success should be noted for our Black Somali cohort at 55% and White European students at 38%.

The subject breakdown was: En 52%, Ma 40%.

5+ EM:

Our 5+ combined ‘best’ English and maths is 21% which matches 2018 but with a lower ability cohort. For comparison purposes, 5+ combined EM for students with KS2 data is 22%

Stability impact: 25% students arriving in year 7 achieved 5+ EM, this falls to 13% of new arrivals in year 10. This exemplifies the impact of mobility.

Our best performing group: Other Black African at 33% and white European at 29%.

Students with 96%+ attendance: 31% of students achieved 5+ basics

The subject breakdown was: En 37%, Ma 26%

The English Baccalaureate (EBacc) is a measure relating to the percentage of students achieving a grade 5 or above in English, Maths, Science, and two from Geography, History and French or German. In 2017 the percentage of pupils achieving the English Baccalaureate was 7%. We have a policy of not enforcing any particular option choices on students. Students who are capable of doing the EBacc are advised that this is a pathway that they should consider but they are not made to do this if their interests and abilities lie in other subjects. It is appropriate for the wide ranging cohort of children that we have at Babington that we adopt this policy.

2019 Destinations Measures:

A measure of a school’s success is how well-prepared students are for the next stage in their life. We work very hard to ensure our students go on to further study. In 2019, 96.9% of our students went in to full-time education, employment or training. We are very proud of this figure and feel it reflects our strong emphasis on aspirations, careers education and preparation for working life. It is important to note that a number of students return to home countries which impacts negatively on our NEET figure

Historical information:

	2016-17	2017-18	2018 - 19
KS2 APS on entry ROL (sch)	24.9	26.1	24.9
Progress 8	+0.02	-0.44	-0.05
P8 English	+0.05	-0.54	-0.01
P8 maths	+0.23	-0.44	-0.22
Attainment 8	34.6	35.04	35.14
Combined EM 5+ (4+)	20% (42%)	21% (40%)	21% (36%)
English 5+ (% of pupils) (4+)	34% (57%)	36% (54%)	37% (52%)
Maths 5+ (% of pupils) (4+)	28% (49%)	27% (45%)	26% (40%)
EBACC entry	23%	23%	17%
EBACC threshold (APS)	8%	7% (15%)	7% (2.9)

The following table presents historical performance data from before the change in performance measures:

	2010	2011	2012	2013	2014	2015
5 + A* - C EM	35%	38%	45%	37%	55%	45%
5 + A* - C	79%	72%	89%	91%	59%	52%
5 + A* - G	88%	89%	96%	98%	96%	95%
1 + A* - G	99%	99%	100%	100%	100%	99%