Academic Outcomes

Year 11 Pupils

Year: 2016-17

Contents

1.   Overview

2.   Our Performance Measures

3.   Measures of Engagement and Participation

a.   Pupils entered for at least 1 qualification

b.   Pupils entered for 5+ GCSEs or equivalent

c.    Key Subject: Pupils entered for a qualification in English

d.   Key Subject: Pupils entered for a qualification in Maths

4.   Measures of Attainment

a.   Pupils gaining 1+ qualifications

b.   Pupils gaining 5+ qualifications

c.    Pupils gaining 5+ GCSE A*-G Grades or equivalent

d.   Higher GCSE Grades -  1+ GCSE A*-C or equivalent

e.   Higher GCSE Grades -  5+ GCSE A*-C or equivalent

f.    Higher GCSE Grades -  5+ A*-C including English and Maths GCSE

g.   English Baccalaureate

h.   Key Subject: Any qualification in English

i.    Key Subject: Higher grades in English – A*-C or equivalent

j.     Key Subject: Any qualification in Maths

k.   Key Subject: Higher grades in Maths – A*-C or equivalent

l.    Key Subjects: A*-G or equivalent in English and Maths

5.   Performance Against SIP Targets

6.   Trends Over Time

7.   External Students

1.  Overview

Educational Diversity supports students who are unable to access mainstream provision as a result of social, emotional, behavioural or medical needs.  As such, the cohort is constantly changing with numbers ranging from 216 at the beginning of the academic year, through to 322 from April onwards.  The majority of these students tend to be in KS4, often having arrived from Out of Area, each with significant gaps in their education.

At the start of 2016 / 2017, there were 90 learners in year 11, which subsequently increased to 122 by the end of the academic year.

Of the 122 in year 11, 37 (30%) of these students joined part-way through year 11, with 15 of these having only been with us only for a maximum of six months from January onwards.

For the purposes of analysis, all statistics refer to the 107 students who were on roll at the January school census.  This is the standard practice by schools, local authorities and OFSTED.

As the majority of these learners arrive with little evidence of prior learning, together with disengagement, complexity of need and low attendance, the challenge is always to try to ensure they leave with some recognised qualifications.  This is a priority and so we explore as many accreditation routes as possible, employing a number of strategies in an endeavour to ensure this happens. We appreciate that, for some pupils, attainment may be at a relatively low level but also recognise that by re‑engaging in their own learning they can significantly enhance self-esteem and willingness to continue further post-16.

2.       Our Performance Measures

We are aware that, for mainstream schools, well-defined performance measures are now in place.  In particular, most schools are accountable using Progress 8 and the English Baccalaureate.

DfE do not provide comparative data on the performance of PRUs.

We have therefore chosen performance measures that best reflect the aims of the school and are set as targets in our school improvement plan.

This report therefore recognises two aspects of our work:

●      Year 11 pupils' re-engagement in education as measured by their participation in examination entries, especially key subjects that enhance employability

●      Pupils'  outcomes in terms of attainment in these examinations

For self-evaluation, this report also compares our figures against other PRUs nationally and where appropriate against all schools nationally.  The government data is for all kinds of Alternative Provision (AP) settings and is not specifically for PRUs. The 2015 national data has been used given that 2016 statistics are not available.  Comparative data is taken from the DfE document:  SFR 01/2016: GCSE and equivalent results in England 2014/15 (Revised)

3.  Measures of Engagement and Participation

a.   Pupils entered for at least 1 qualification

106 / 107 pupils engaged such that they were able to be entered for examinations.

This represents 99% of the Year 11 cohort, well above the average for Alternative Provision settings nationally (57%), and is even slightly above the average for all schools in England and Wales (97%).

b.   Pupils entered for 5+ Qualifications

36 / 107 (34%) of pupils were entered for five or more qualifications.

This is well above the average for Alternative Provision settings nationally (15%).

c.    Key Subject: Pupils entered for a qualification in English

106 pupils (99%) were entered for a recognised English qualification.

Of these, 34 pupils (31%) sat the GCSE English exams.

89 pupils (83%) completed a Functional Skills English course.

There are no available comparative data for PRUs nationally.

d.   Key Subject: Pupils entered for a qualification in Maths

106 pupils (99%) were entered for a recognised Maths qualification.

Of these, 45 pupils (42%) sat the GCSE maths exams.

101 pupils (95%) completed a Functional Skills Maths course.

22 pupils (21%) also gained the Edexcel Award in Number and Measure.

There are no available comparative data for PRUs nationally.

4.       Measures of Attainment

These include:

·      pupils with a single registration at Educational Diversity

·      pupils who were also dual registered at another school, but were actually taught and took exams at Ed Diversity.

a.   Pupils gaining at least 1 qualification

Almost every pupil entered for exams did gain some recognised accreditation.

This means that 104 /107 pupils (97%) left with a recognised qualification.

These include pupils who were also dual registered at another school, but were actually taught and took exams at Ed Diversity.

For those students with a single registration only at Educational Diversity this was also 97%.

These results are well above Alternative Provision setting nationally (57%) and is in line with the All Schools average (97%).

b.     Pupils gaining 1 or more GCSE grades

45 / 107 pupils (42%) gained one or more GCSE qualifications.

c.     Pupils gaining 5 or more qualifications

33 / 107 pupils (31%) left with five or more recognised qualifications.

Some of these, although valid qualifications, are below GCSE at Entry Level as this was most appropriate to the pupil's ability.

There is no readily available national comparison data for AP settings.

d.      5+ GCSE  9-1, A*- G or Equivalent

30 / 107 pupils (28%) gained five or more qualifications that are either GCSE or equivalent Level 1 and Level 2.

This is well above the average for Alternative Provision settings nationally (12%).

For all mainstream schools in England and Wales this is 91%.

e.     Higher GCSE Grades -  1+ GCSE A*-C or equivalent

33 / 107 pupils (31%) gained one or more qualifications at the higher grades that are either GCSE A*-C or equivalent at Level 2.

f.      Higher GCSE Grades - 5+ GCSE A*-C or Equivalent

This year 2 pupils (2%) left with five higher GCSE grades.

This is slightly above the very low figures for all Alternative Provision settings nationally (1.5%).

Understandably, these fall well below the average for mainstream schools (65%).

g.     Higher GCSE Grades - 5+ A*-C including English and Maths GCSE

This year 1 pupil (1%) successfully gained five higher grades including English and Maths.

This is in line with the national figures for all Alternative Provision settings (1%).

h.     English Baccalaureate

No pupils studied the full range of subjects to qualify for the EBACC.

i.        Key Subject: Any Qualification in English

93 /107 pupils (87%) gained a recognised English qualification, whether GCSE or Functional Skills at their most appropriate level.

There is no readily available national comparison data for AP settings.

j.      Key Subject: Higher Grades in English – A*-C or Equivalent

20 /107 pupils (19%) gained an English qualification at one of the higher grades, whether GCSE A*‑C or Functional Skills Level 2.

k.     Key Subject: Any Qualification in Maths

102 /107 pupils (95%) gained a recognised Maths qualification, at GCSE or Functional Skills at their most appropriate level.

There is no readily available national comparison data for AP settings.

l.      Key Subject: Higher Grades in Maths – A*-C or Equivalent

24 /107 pupils (22%) gained a Maths qualification at one of the higher grades, whether GCSE A*-C or Functional Skills Level 2.

m.   Key Subjects: A*-G or Equivalent in Both English and Maths

45 / 107 pupils (42%) gained a grade in both key subjects.

For some pupils, the equivalent Level 1 or Level 2 Functional Skills was more appropriate than GCSE.

This is well above the average for Alternative Provision settings nationally (19%).

Again, pupils in mainstream schools attain higher at 87%.

5.       Performance against 2016-17 SIP Targets

The SIP is the School Improvement Plan.

 

SIP 2016-17

Target

“Realistic”

SIP 2016-17

Target

“Aspirational”

2017

Results

 

Proportion of pupils leaving with at least 1 recognised qualification

98%

100%

97%

 

Proportion of pupils leaving with at least 1 GCSE grade or equivalent

60%

70%

 

 

67%

 

 

 

Proportion of pupils leaving with at least 5 GCSE grades or equivalent

 

10%

20%

 

28%

 

 

Proportion of pupils leaving with a qualification in English

90%

100%

87%

Proportion of pupils gaining a higher grade in English – A*-C or equivalent

10%

20%

19%

 

Proportion of pupils leaving with a qualification in Maths

97%

100%

95%

Proportion of pupils gaining a higher grade in Maths – A*-C or equivalent

15%

19%

22%

6.       Year on Year Trends

 

2015

Results

 

2016

Results

2017

Results

Proportion of pupils leaving with at least 1 recognised qualification

90%

97%

97%

 

 

 

 

Proportion of pupils leaving with at least 1 GCSE grade or equivalent

48%

48%

67%

Proportion of pupils leaving with at least 5 GCSE grades or equivalent

18%

24%

28%

 

 

 

 

Proportion of pupils leaving with a qualification in English

92%

82%

87%

Proportion of pupils gaining a higher grade in English – A*-C or equivalent

11%

6%

19%

 

 

 

 

Proportion of pupils leaving with a qualification in Maths

78%

96%

95%

Proportion of pupils gaining a higher grade in Maths – A*-C or equivalent

6%

13%

22%

7.        External Students

Educational Diversity also provides a supportive examination centre for those pupils who have nowhere else to take exams.

Without this service such pupils, who are typically facing very challenging personal circumstances, would gain no qualifications at all.

This year the school supported one external student, resident at a care home, who successfully gained a range of high‑grade qualifications.

Monday, November 20, 2017
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