Exam & Key Stage Results
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.
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 +0.01. This, validated score, 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 55% counted towards our P8 figure.
Some notable successes: our EAL cohort achieved particularly well with a P8 score of +0.61. When considering P8 by ethnicity we have some very positive results for some of our cohorts; white and black African +1.91, other back African +1.58, Indian +0.77, Pakistani +1.41, other Asian +0.76, white European +0.56 and Roma +0.18. Given the mobility of the cohort outlined in our context, it is important to note that P8 for students that joined us at the start of year 7 is positive at +0.29.
It is also important to note the impact of the nature of qualifications on our P8 score. In consultation with governors a decision was made, given the context of our cohort, to target a curriculum that best met student needs rather than to fill the elements of P8. This means that 37% of our P8 cohort did not have the specified 8 subjects required to fill all the elements of P8.
Attainment on entry (AOE) at 24.4 was very low for our 2016/17 cohort and this is reflected in our attainment figures.
Overall attainment 8 score was 34.6. PP students performed slightly better than ‘all students’ A8. Our EAL students A8 score (31.8) was expectedly lower than our non-EAL students (37.2) but must be read in conjunction with P8 figures which gave a score of +0.61 for our EAL students. It is also important to note that A8 for our Indian students was low at 30.6 however this combines with a P8 score of +0.77 for the cohort.
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.
Percentage of pupils who have achieved 4/5 in English and maths at grade 4=42%, at grade 5=20%
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 8%. 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.
2017 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 2017, 96.8% 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.
Context of results:
When reviewing the performance data it’s important that consideration is given to the context of the 2016/17 year 11 cohort.
Attainment on entry for this cohort was very low. It should also be noted that less than half of this cohort had prior KS2 data (ROL 2016 24.4 sig-, 4.1 below average) which is considered to be significantly below average when compared to national. This is broken down into the following attainment bands: KS2 high 12.5% (Nat. 38.6%), KS2 middle 54.5% (Nat. 48.1%), KS2 low 33% (1Nat. 3.2%).
Mobility: Of the 191 students on roll in July, just 52 (27%) arrived on day 1 in y7, 21 after day 1 in y7, 28 in y8, 40 in y9, 39 in y10 and 11 in y11. This means that 47% of the 2017 cohort arrived in years 9,10 or 11. Mobility was even greater than these numbers suggest as there were leavers as well as new arrivals. The year group actually started with 83 students in year 7 on the first day of school. Overall there were 164 arrivals and 56 leavers since the start of y7. 104 students with no SATs data were tested using CATs. For the whole cohort the average was just 81.6 reflecting the very low ability on entry to the college of these students.
Other details to note; 56.5% of the cohort were boys, 40% of the cohort were disadvantaged and 62% of the cohort were EAL, 43% of which joined us in KS4.
Our 2016 dashboard highlighted many strengths. Students make rapid progress from their low starting points and this has been a key feature for a number of years (2013-14 best ever results on all three floor targets; 2014-15 best ever EBacc, 3 or more A/A* grades, and better than expected progress in both En and ma; 2014 results = top 3% nationally for VA best 8). It is very important to note that, given our low coverage, RAISE only tells part of our success.
The following table presents historical performance data from before the change in performance measures:
|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%|