PLEASE BE PATIENT WITH US AS THIS PAGE IS CURRENTLY OUT OF DATE AND IS IN PROCESS OF BEING UPDATED - THANK YOU
KEY STAGE 4 EXAM DATA
Brownhill pupils 2016-2017
Number of year 11 pupils academic year 2016 - 2017 = 74
Data for the cohort 2017-2018 will be available in the Autumn after the exam results have been released.
• 0% of pupils gained a good pass at GCSE English, 1 pupil gained a grade E and 1 pupil a grade F.
• 0% of pupils gained a good pass at GCSE Maths, 2 gained a grade G and 3 a grade U
Impact Statement for Key Stage 4 2016-2017
- 11 out of 12 pupils made progress in at least one area of English, Maths, WRATS, RAGS and PIVATS
- 8 pupils improved their PIVATS
- 7 pupils made expected progress in English
- 2 pupils made expected progress in Maths
- 5 pupils improved their RAG scores
- 7 pupils improved with WRAT scores
- Most of key stage 4 pupils are keen to attend, engage in lessons and other activities. They make efforts to learn and progress and this is evident
Expected Progress - 1 Pearson Step
Progress - 1 sub-step
Explanation - For Primary, the range is age related. Each set of age related expectations are broken down into sub-divisions, i.e. 1 Emerging, 1 Developing, 1 Secure. To make expected progress, they have to complete all 3 sub-divisions in an academic year.
Progress is based on individual need and will not look the same for every pupil. For example, some pupils arrive with us with very little or no attendance at main stream, therefore if their attendance is substantially increased and they are engaging in school, this could be good progress for a particular child.
For some children, they may not have left their house or attended a school for some time. Any engagement out of the house would be good progress.
Some pupils behaviour presents a barrier to engaging well in the classroom. Any engagement with the Youth Team or working 1:1 with various staff, with short periods in the classroom would be good progress.
Expected progress would be if a pupil's attendance is improving and is engaging well in class and with the curriculum.
For some pupils, we offer extended work experience or alternative provision when they are not succeeding within the centres. If they engage well with this provision this would mean they would make expected progress.
We feel that if students leave us with an offer of employment, education or training post 16 they will have made expected progress.