the document

ECARDA
Sample Box
A collection of performance reports
This collection of reports on pupil achievement includes
selections from Foundation Stage through to post-16
settings. It is no more than illustrative but gives a clue to
the sort of work we do.
ECARDA
March 2014
INTRODUCTION
This is no more than a sample of reports produced over 2012 and 2013.
The variables variously selected in these reports include:
Attainment and progress
Individual pupil, groups of pupils and all pupils
Individual subjects, groups of subjects and all subjects
School averages and national averages
Single years and key stages
At a point in time, over the short run, and over the long run
Most templates that produce these reports ‘sit on top of’ and draw from the records that
schools already keep. ECARDA has designed pupil-level class record sheets that
automatically produce these reports – especially for Foundation Stage and Key Stages 1, 2
and 3.
Translating data into pictures and tables enables schools to ‘see’ the achievement picture,
readily draw inferences and move quickly to put in place whatever strategies may be
needed to drive further improvement.
Schools that use ECARDA to help produce these reports also use our range of surveys to
elicit stakeholder feedback. They combine this with the information that they collect on
quality of teaching, marking and feedback, and pupil behaviour to build a rich evidence base
that underpins a valid and accurate self evaluation.
See our folio of services on this website to see how we might be able to help you with this.
Get in touch with us if you want to see more examples or find out more.
[email protected]
CONTENTS
Page
Description
1
FS1 progress chart: a nine-point scale breaks the three broad descriptions of ‘emerging,
expected, exceeding’ into three parts each. Being FS1 this relates to the 30-50 months
descriptions in ‘Development Matters’. See the Early Years Roadmap. This report is
automatically generated from the teacher’s ECARDA record book.
2
Using a similar finely differentiated scale for FS2 (See the Early Years Roadmap), a simple
button press produces an individual report for any child in the group. The progress star
refers back to the October start date so progress by Christmas is visible. This report is
automatically generated from the teacher’s ECARDA record book.
3
This ‘baseline’ position for FS2 uses the IMD ‘marker’. Other markers include gender,
FSM, ethnicity, previous provision etc. This report is automatically generated from the
teacher’s ECARDA record book.
4
This school’s FS2 attainment is set alongside the national datasets so any gaps can be
compared. This report is automatically generated school’s FS2 report.
5
Using the language of proportions of children at ‘at least expected’ levels of development,
the baseline position for FS2 is established and progress thereafter is tracked. This is
useful for discussion with inspection teams. A similar chart exists for FS1. This report is
automatically generated from the teacher’s ECARDA record book.
6
The school’s KS1 results sheet feeds into these ‘subject templates’ which link to the
national results reports. Any gender differences are clearly revealed.
7
Though the FS2 scale is different to the KS1 points scale a subtraction indicates rather
than defines a sense of progress. The table hints at the relative progress of groups of
children. This report simple draws on the schools existing records.
8
This report is automatically generated from the teacher’s ECARDA record book with a
single button press to call up the individual pupil. It records where the Y4 pupil is by
Christmas, calculates the rate of progress (points per year) from the Key Stage start and
uses this to project attainment to the key stage end. This is compared with the nationally
expected two-level (12 points) projection. These reports are available for Y1 through to
Y9 (end of KS3).
9
This KS2 subject attainment sheet is a similar template to page 6 and generates an end-ofkey stage subject level report alongside national comparators. It is produced from the
school’s pupil-level end of key stage 2 results sheet.
10
This report shows whether or not the attainment gap at the end of KS2 is closing over
time
11
I find the ‘two-level’ expected progress over KS2 a blunt instrument. I prefer using points
because I believe that progress from, say, 2a to 4c is not the same as progress from 2c to
4a. The current overall progress rate through KS2 is 3.25 points per year. This graph
shows school progress set alongside national. Inferences are simple to draw.
12
Sticking with the language of points, these KS1 and KS2 reports, which are automatically
generated from the teacher’s ECARDA record book, give a clear picture of term by term
attainment and progress of different groups in the three subjects. This example is Year 5
term 2. They are helpful for informing interventions and showing their impact over time.
13
This KS3 subject attainment sheet is a similar template to pages 6 and 9 and generates an
end-of-key stage subject level report alongside national comparators. It is produced from
the school’s pupil-level end of key stage 3 results sheet.
14 & 15
Taken directly from the school’s end-of-key-stage 3 pupil-level records these two reports
show respectively gaps in attainment (average points score) and progress (points per
year)
16
This KS4 subject attainment sheets is a similar template to pages 6, 9 and 13 and
generates an end-of-key stage subject level report alongside national comparators. It is
produced from the school’s pupil-level end of key stage 4 results sheet.
17
Calculated from the school’s pupil-level KS4 results sheet, this report compares
attainment across subjects and references onto the national outcome.
18
As on page 11, I prefer to use points rather than levels as a measure of progress (average
points per year giving the rate of progress). This picture compares the school rate over
KS3 + KS4 with the national rate over time. The distance between is analogous to valueadded.
19
Whilst page 18 gave the overall progress this table shows the same measure applied to
different groups and is useful in detecting the degree of ‘gap closing’.
20
This KS5 subject attainment sheets is a similar template to pages 6, 9,13 and 16 and
generates an end-of-key stage subject level report alongside national comparators. It is
produced from the school’s pupil-level end of key stage 5 results sheet.
21
Similarly to page 18, and calculated from the school’s pupil-level KS5 results sheet, this
report compares attainment across subjects and references onto the national outcome.
22
Moving from micro-edumetrics to macro edumetrics, this graphs shows the school’s
position within a family of other schools. It could be a multi-academy trust or a
geographic or administrative region. Tracking this position over time has proved useful to
schools as evidence of direction of travel. For more about this measure look at Macroedumetrics. Similar pictures have been used for primary schools.
24
Proving value for money can be challenging. This last example considers the relationship
between ‘grant funding in’ and ‘pupil progress out’. Whilst a school’s own position is a
useful indicator of comparative efficiency, the map as a whole is of interest to those
responsible for organising all the schools in the set. . For more about this measure look
at Macro-edumetrics. Similar pictures have been used for primary schools.
Page 1
FS1 2013 progress over term 1 (all)
Listening and attention
Being imaginative
Understanding
8.00
Exploring and using media and
materials
Speaking
6.00
4.00
Technology
Moving and handling
2.00
0.00
The world
Health and self-care
-2.00
October
December
People and communities
Self-confidence and self-awareness
Shape, space and measures
Managing feelings and behaviour
Numbers
Making relationships
Writing
Reading
ECARDA 2013
Page 2
St George's Academy
Foundation Stage 2 Record: Child Level
2
3
4
5
6
7
8
9
Ref:
Age related standard
Dec-13
Date
Communication & Language
Prime Areas of Learning
Physical Development
Personal, Social & Emotional
Development
Literacy
Mathematics
Specific Areas of Learning
Understanding the World
Expressive Arts & Design
My Progress Star:
30-50 em
30-50 exp
-2
-1
0
1
14
2
3
4
5
6
Exceeding
expectation
Well above
expectation
7
8
9
X
X
Understanding
X
Speaking
X
X
Moving and handling
Health and self-care
X
X
Self-confidence and self-awareness
Managing feelings and behaviour
X
X
X
X
X
X
Making relationships
Reading
Writing
Numbers
Shape, space and measures
People and communities
X
X
The world
Technology
X
Exploring and using media and materials
X
Being imaginative
7
10
1
3
4
11
1
2
7
12
1
3
4
13
1
2
4
14
1
2
7
15
4
3
7
16
1
3
4
17
1
2
4
18
1
2
4
19
1
2
4
20
4
2
4
21
1
2
4
22
4
2
1
23
0
1
1
24
1
1
4
25
1
2
1
26
1
1
35
32.8
Comments
1
15
At expected
Just above
expected
Point score:
National END of FS2 average:
9
8
7
6
5
4
3
2
1
0
-1
-2
16
emerging
Confidently at
expected
Listening and attention
Dec-13
17
EXCEEDING
Just at
expected
3-point scale
below 30
EXPECTED
Just below
expected
October scores
EMERGING
only just
emerging
Index reference
ELG
1
2
3
4
5
6
7
8
9
10
11
12
13
14
15
16
17
FS 2
When your child's development is compared with the END of Foundation Stage national standard your child is assessed as ……….
EARLIER PHASE
AoL
18
40 - 60 months
December scores
Farr, Jennie
F
07 March 2009
n
n
F12
n
n
Name
Gender
Date of Birth
FSM eligibility
Additional needs
Group
2
Child
conversion
lookup
-2 0
3
-1 0
0 0
4
1 1
Teacher
2 1
3 1
5
4 2
5 2
6 2
13
7 3
6
Parents
8 3
9 3
12
7
11
8
10
9
ECARDA 2013
Page 3
any
Reynolds Primary School
School FS2: Index of Multiple Deprivation comparison (at or above expected)
Listening and attention
100
Being imaginative
Understanding
90
Exploring and using media and
80
Speaking
materials
70
60
50
40
Technology
Moving and handling
30
20
10
0
The World
Health and self-care
top 30% deprived
not top 30% deprived
People and communities
Self-confidence and self-awareness
Shape, space and measures
Managing feelings and behaviour
Numbers
Making relationships
Writing
Reading
ECARDA 2013
Page 4
FS2 Attainment of groups (summary)
Mean scores
N
School
National
All
43
1.95
1.93
Males
19
1.74
1.86
Females
24
2.13
2.01
FSM
8
1.85
1.76
not FSM
35
1.98
1.97
IMD highest deprivation
28
1.87
awaiting
IMD not highest deprivation
15
2.11
awaiting
Older
24
2.10
awaiting
Younger
19
1.77
awaiting
N
School
National
All
43
47%
52%
Males
19
21%
44%
Females
24
67%
60%
FSM
8
38%
35%
not FSM
35
49%
35%
IMD highest deprivation
28
39%
awaiting
IMD not highest deprivation
15
60%
awaiting
% Good level of Development (GLD)
ECARDA 2013
Page 5
Someplace Academy
FS2 Overall termly progress map
FS2 Baseline at start of Term 1
mean scores
40 to 60 months
October (base)
development level
EMERGING
EARLIER DEVELOPMENT PHASE
EXPECTED
Just below
expected
Just at
expected
EXCEEDING
Confidently
at expected
Just above
expected
Exceeding
expectation
Well above
expectation
30-50 em
"9-point" scale
-2
-1
0
1
2
3
4
5
6
7
8
9
number of children
2
8
15
15
8
6
5
1
0
0
0
0
60
3%
13%
25%
25%
13%
10%
8%
2%
0%
0%
0%
0%
100%
percentage
30-50 exp
only just
emerging
below 30
emerging
At expected
83% of children start FS2 with at least expected development in relation to 30-50 months
10% of children start FS2 with at least expected development in relation to 40-60 months
16% of children start FS2 below expected development for 30-50 months
December
development level
EMERGING
EARLIER DEVELOPMENT PHASE
only just
emerging
EXPECTED
Just below
expected
Just at
expected
EXCEEDING
Confidently
at expected
Just above
expected
Exceeding
expectation
Well above
expectation
below 30
30-50 em
30-50 exp
"9-point" scale
-2
-1
0
1
2
3
4
5
6
7
8
9
number of children
0
5
9
15
10
8
6
5
2
0
0
0
60
0%
8%
15%
25%
17%
13%
10%
8%
3%
0%
0%
0%
100%
percentage
emerging
At expected
92% of children by December are at least expected development in relation to 30-50 months
22% of children by December are at at least expected development in relation to 40-60 months
8% of children by December are at below expected development for 30-50 months
March
development level
"9-point" scale
EMERGING
EARLIER DEVELOPMENT PHASE
below 30
30-50 em
30-50 exp
only just
emerging
-2
-1
0
1
EXPECTED
emerging
Just below
expected
Just at
expected
2
3
4
EXCEEDING
At expected
Confidently
at expected
Just above
expected
Exceeding
expectation
Well above
expectation
5
6
7
8
9
Just above
expected
Exceeding
expectation
Well above
expectation
7
8
9
number of children
percentage
% of children by March are at least expected development in relation to 30-50 months
% of children by March are at at least expected development in relation to 40-60 months
% of children by March are at below expected development for 30-50 months
June
development level
"9-point" scale
EMERGING
EARLIER DEVELOPMENT PHASE
below 30
30-50 em
30-50 exp
only just
emerging
-2
-1
0
1
EXPECTED
EXCEEDING
emerging
Just below
expected
Just at
expected
At expected
Confidently
at expected
2
3
4
5
6
number of children
percentage
% of children by June are at least expected development in relation to 30-50 months
% of children by June are at at least expected development in relation to 40-60 months
% of children by June are at below expected development for 30-50 months
ECARDA 2014
Page 6
St Swithen's Primary School
"managing performance to improve outcomes for young people"
Analysis of Key Stage 1 results (subject level report)
SUBJECT:
English - Writing
L4
L3
L2A
L2B/2
L2C
L1
W
Dis
A
FEMALES
Input your female student numbers here
school % outcomes:
National % outcomes:
0.0
0
9
37.5
20
6
25.0
26
8
33.3
30
0
0.0
15
1
4.2
8
0
0.0
2
0.0
0
0.0
0
MALES
Input your male student numbers here
school % outcomes:
National % outcomes:
0.0
0
0
0.0
10
8
21.6
19
24
64.9
30
2
5.4
21
2
5.4
16
1
2.7
4
0.0
0
0.0
0
ALL
school outcomes:
school % outcomes:
National % outcomes:
0
0.0
0
9
14.8
15
14
23.0
22
32
52.5
30
2
3.3
18
3
4.9
12
1
1.6
3
0
0.0
0
0
0.0
0
YEAR:
2013
L2+
L2B+
L3+
24
23
95.8
91
23
95.8
76
9
37.5
20
37
34
91.9
80
32
86.5
59
0
0.0
10
61
57
93.4
85
55
90.2
67
9
14.8
15
females
males
all
4.8
11.9
8.4
19.8
27.5
23.2
17.5
-10.0
-0.2
school
national
diff
-9.3
-17.0
-7.7
No. of
entries
school / National differences:
Total QCA points:
Average QCA points per entry:
sch
nat
963 1490
15.8 14.9
diff
0.9
Gender difference (M-F) for 2B+:
National data is taken from DfE SFR37/2013 table 13
Report designed by ECARDA Ltd 2005
Page 7
St SWITHEN'S SCHOOL PROGRESS THROUGH KEY STAGE 1
2011 - 2013
"DISTANCE" (KS1 APS - FS2 ASPS)
ALL
9.5
FEMALES
10.1
MALES
9.0
FSM
9.4
FSM'
9.5
LAE (<6 ASPS)
7.5
MAE (=6 ASPS)
9.3
HAE (>7 ASPS)
10.4
National "distance"
8.8
ECARDA 2012
Page 8
AUTUMN TERM REPORT
First name
Surname
Date of birth
Gender
Year group
Class
Carrie
Burden
26/06/2005
F
4
4B
Pupil ref:
413
Current achievement
Reading
Writing
Mathematics
Attainment
(level)
3a
3b
3c
Overall
Attainment
(points)
23.0
21.0
19.0
Nationally
expected
attainment
19
19
19
21.0
19
Annual progress
rate over the key
stage
4.50
4.50
1.50
KS1 levels
2a
2b
2a
End of Key Stage 2
Reading
Writing
Mathematics
1
Projected at
current rate
5a
5b
3a
Two-level
projection
4a
4b
4a
ECARDA 2013
Page 9
St Swithen's School
"managing performance to improve outcomes for young people"
Analysis of Key Stage 2 results (subject level report)
SUBJECT:
Grammar & Spelling
No. of
entries
2013
L3-
L4+
L5+
B
A
0
0.0
2
0
0.0
2
0
0.0
0
20
6
30.0
21
14
70.0
79
11
55.0
54
0
0.0
1
4.8
4
0
0.0
4
0
0.0
0
21
6
28.6
31
15
71.4
69
9
42.9
42
0
0.0
1
2.4
3
0
0.0
3
0
0.0
0
41
12
29.3
26
29
70.7
74
20
48.8
48
females
males
all
9.0
-2.4
3.3
-9.0
2.4
-3.3
1.0
0.9
0.8
Gender difference (M-F) for 4+:
school
national
diff
1.4
-10.0
-11.4
L6
L5
L4
L3
L2
FEMALES
Input your female student numbers here
school % outcomes:
National % outcomes:
0
0.0
2
11
55.0
52
3
15.0
25
6
30.0
17
0
0.0
MALES
Input your male student numbers here
school % outcomes:
National % outcomes:
0
0.0
1
9
42.9
41
6
28.6
27
5
23.8
23
ALL
school outcomes:
school % outcomes:
National % outcomes:
0
0.0
2
20
48.8
46
9
22.0
26
11
26.8
20
N
YEAR:
school / National differences:
sch
nat
Total QCA points: 1149 2808
Average QCA points per entry: 28.0 28.08
diff
-0.1
2013 National data is taken from DfE SFR34-2013 table 3
Report designed by ECARDA Ltd 2005
Page 10
ATTAINMENT GAP ANALYSIS: KEY STAGE 2
READ
WRITE MATHS
ALL
2013 FSM
25.0
25.0
25.7
25.2
FSM'
28.7
26.4
27.2
27.4
GAP
-3.7
-1.4
-1.5
-2.2
NATIONAL
-2.3
-2.3
-2.5
-2.4
2012 FSM
24.7
24.3
23.2
24.1
FSM'
27.9
27.0
27.0
27.3
GAP
-3.2
-2.7
-3.8
-3.2
CHANGE
-0.5
1.3
2.3
1.0
ECARDA 2013
Page 11
Absolute progress rates over KS2
3.80
3.65
3.60
3.58
3.40
3.38
NC points per year
3.35
3.28
3.25
3.23
3.20
3.23
3.25
3.18
3.13
3.08
3.10
3.13
school
3.13
national
3.08
3.00
3.00
3.03
2.80
2.60
2005
2006
2007
2008
2009
Year of exit
2010
2011
2012
2013
Page 12
End of Y4 Current
APS
APS
In-year
progress
Y5
N
KS1 APS
Maths All
41
13.88
21.05
23.49
2.44
YEAR 5
Maths boys
20
13.10
20.26
22.80
2.54
TERM 2
Maths girls
21
14.62
21.76
24.14
2.38
Maths FSM
4
7.50
15.00
17.50
2.50
Group attainment &
progress report
Maths SENA
4
10.50
18.00
21.50
3.50
Maths SENP
5
8.60
17.00
17.80
0.80
Maths SENS
3
9.67
18.33
20.22
1.89
Maths Gypsy Roma
2
6.00
14.00
16.00
2.00
Maths EAL
1
3.00
21.00
23.00
2.00
Maths EM
6
12.00
21.00
23.67
2.67
Maths G&T
0
Reading all
41
14.12
21.39
23.29
1.90
Reading boys
20
13.40
20.20
22.30
2.10
Reading girls
21
14.81
22.52
24.24
1.72
Expected progress
Reading FSM
4
7.00
13.50
16.00
2.50
over 2 terms
Readin SEN A
4
12.00
19.00
21.00
2.00
is 2 points
Reading SENP
5
6.60
13.40
15.80
2.40
Reading SENS
3
9.67
17.00
18.33
1.33
Reading Gypsy Roma
2
6.00
13.00
14.00
1.00
Reading EAL
1
3.00
19.00
21.00
2.00
Reading EM
6
13.33
21.67
24.00
2.33
Reading G&T
2
20.00
27.00
31.00
4.00
Writing all
41
13.00
19.34
21.39
2.05
Writing boys
20
12.10
17.70
20.00
2.30
Writing girls
21
13.86
20.90
22.71
1.81
Writing FSM
4
6.00
11.50
13.50
2.00
Writing SENA
4
10.50
16.50
19.00
2.50
Writing SENP
5
6.60
11.00
13.80
2.80
Writing SENS
3
8.33
13.67
15.00
1.33
Writing Gypsy Roma
2
6.00
10.00
11.00
1.00
Writing EAL
1
3.00
19.00
23.00
4.00
Writing EM
6
11.67
20.00
22.67
2.67
Writing G&T
3
20.00
28.00
30.00
2.00
>25
<21
≥2.3
<1.7
Page 13
Archimedes Academy
"managing performance to improve outcomes for young people"
Analysis of Key Stage 3 results (subject level report)
SUBJECT:
NATIONAL YEAR:
ACADEMY YEAR:
Mathematics TA
2008
2013
L8
L7
L6
L5
L4
L3
L2
L1
W
A
Number
eligible
L5+
L6+
L7+
FEMALES
Input your female student numbers here
Academy % outcomes:
National % outcomes:
0
0.0
8
0
0.0
23
49
65.3
31
26
34.7
22
0
0.0
11
0
0.0
4
0
0.0
1
0
0.0
0
0.0
0
0.0
1
75
100.0
101
75
100.0
84
49
65.3
62
0
0.0
31
MALES
Input your male student numbers here
Academy % outcomes:
National % outcomes:
1
1.1
9
0
0.0
23
53
57.0
29
35
37.6
22
3
3.2
11
0
0.0
4
0
0.0
1
0
0.0
0
0.0
0
1
1.1
1
93
100.0
100
89
95.7
83
54
58.1
61
1
1.1
32
ALL
Academy outcomes:
Academy % outcomes:
National % outcomes:
1
0.6
8
0
0.0
23
102
60.7
30
61
36.3
22
3
1.8
11
0
0.0
4
0
0.0
1
0
0.0
0
0
0.0
0
1
0.6
1
168
100.0
100
164
97.6
83
103
61.3
61
1
0.6
31
females
males
all
16.0
12.7
14.6
3.3
-2.9
0.3
-31.0
-30.9
-30.4
Gender difference (M-F) for 6+: Academy
national
-7.3
-1.0
Academy / National differences:
sch
nat
Total QCA points: 6123 3735
Average QCA points per entry: 36.4 37.4
2012 National data is taken from DfE SFR25/2012 table 1
Report designed by ECARDA Ltd 2005
Page 14
KS3 ATTAINMENT OF GROUPS
N
Group
APS
All
35.83
75
Females
36.01
92
Males
35.67
67
FSM
34.82
100
FSM'
36.50
167
Page 15
PROGRESS (POINTS PER YEAR) THROUGH KS3 (YEARS 7 AND 8)
N
167
Group
Progress
All
4.28
75
Females
4.33
92
Males
4.24
67
FSM
4.22
100
FSM'
4.33
24
LAE
5.24
101
MAE
4.24
42
HAE
3.83
10
SEN(A)
5.17
0
SEN(P)
N/A
The national progress rate through Key Stage 3 (Y7 - Y9) = 2.85 points per year
Page 16
Archimedes Academy
"managing performance to improve outcomes for young people"
Analysis of GCSE results (subject level report)
SUBJECT:
Mathematics
Number
of entries
YEAR:
2013
A* - G
A* - C
A* - A
A*
A
B
C
D
E
F
G
Other
FEMALES
Input your female student numbers here
School % outcomes:
National % outcomes:
0
-4.7
2
2.4
9.3
17
20.0
16.0
34
40.0
27.3
11
12.9
18.6
9
10.6
10.1
6
7.1
6.9
3
3.5
4.5
3
3.5
2.6
85
82
96.5
97.4
53
62.4
57.3
2
2.4
14.0
MALES
Input your male student numbers here
School % outcomes:
National % outcomes:
0
-5.2
2
2.9
9.4
12
17.1
16.3
36
51.4
27.1
10
14.3
17.6
3
4.3
9.7
6
8.6
7.0
1
1.4
4.8
0
-2.9
70
70
100.0
97.1
50
71.4
58.0
2
2.9
14.6
ALL
School outcomes:
School % outcomes:
National % outcomes:
0
-4.9
4
2.6
9.4
29
18.7
16.2
70
45.2
27.1
21
13.5
18.1
12
7.7
10.0
12
7.7
6.9
4
2.6
4.7
3
1.9
2.7
155
152
98.1
97.3
103
66.5
57.6
4
2.6
14.3
school
nat
diff
4.6
-0.1
-0.9
2.9
0.8
5.1
13.4
8.9
-11.6
-11.7
-11.7
37.5
-0.4
0
Total GCSE points: 700
Average GCSE points per entry: 4.5
Total QCA points: 5750
Average QCA points per entry: 37.1
VA:
National data is taken from JCQ tables
School / National differences:
females
males
all
Gender difference (M-F) for A*school
to C grades:9.1
national
0.7
diff
8.4
Report designed by ECARDA Ltd 2005
Page 17
..Cleethorpes Academy
Archimedes Academy GCSE % A*- C variation from national
Religious Studies Short
French Short
Statistics
Science
Religious Studies
Physical Education
Performing / Expressive Arts
Music
Media / Film / TV Studies (1)
Mathematics
History
Geography
French
English Literature
English
Design & Technology
Business Studies
Additional Science
Art and Design subjects (1)
Performing Arts Double
-60.0
-50.0
-40.0
-30.0
-20.0
-10.0
0.0
10.0
20.0
30.0
40.0
ECARDA 2013
Page 18
Student progress rates from Y7 start to Y11 end
4.50
4.00
4.0
3.9
average progress rate in points per year
3.8
3.9
3.7
3.50
3.5
3.4
3.2
3.2
3.1
3.00
3.0
academy
2.9
2.8
national
2.8
2.50
2.0
2.00
2.1
1.9
1.9
1.6
1.50
2004
2005
2006
2007
2008
2009
Year of exit
2010
2011
2012
2013
Page 19
.. Cleethorpes Academy
KS4 Progress from KS2 by group (points per year)
2012
2013
Overall
3.94
3.87
Females
4.01
4.04
Males
3.86
3.66
FSM
3.69
3.55
FSM'
4.01
4.03
EAL
5.38
4.97
SEN (A)
3.72
3.96
SEN (P)
0.76
3.44
LAE
4.23
4.18
MAE
3.70
3.74
HAE
4.08
4.05
Gap
-0.32
-0.48
ECARDA 2013
Page 20
Redworth Sixth Form Centre
"managing performance to improve outcomes for young people"
Analysis of A level results (subject level report)
SUBJECT:
English
A*
A
B
C
D
E
U
FEMALES
Input your female student numbers here
College % outcomes:
National % outcomes:
0.0
6.1
1
5.9
14.8
8
47.1
28.8
4
23.5
31.0
4
23.5
15.6
0.0
3.3
0.0
0.4
MALES
Input your male student numbers here
College % outcomes:
National % outcomes:
0.0
6.3
0.0
13.7
2
66.7
26.0
1
33.3
30.2
0.0
18.5
0.0
4.6
0.0
0.7
ALL
College outcomes:
College % outcomes:
National % outcomes:
0
0.0
6.2
1
5.0
14.5
10
50.0
27.9
5
25.0
30.8
4
20.0
16.4
0
0.0
3.7
0
0.0
0.5
Total college QCA points:
Average college QCA points per entry:
Average national QCA points per entry:
Difference:
4440
222.0
224.5
-2.5
APS start
VA
YEAR:
2013
A* - E
A* - C
A* - B
17
17
100.0
99.6
13
76.5
80.7
9
52.9
49.7
3
3
100.0
99.3
3
100.0
76.2
2
66.7
46.0
20
20
100.0
99.5
16
80.0
79.4
11
55.0
48.6
0.4
0.7
0.5
-4.2
23.8
0.6
3.2
20.7
6.4
college
national
23.5
-4.5
No of
entries
College / national diffs:
females
males
all
Gender difference (M-F) for A to C grades:
National data is taken from JCQ all UK 2013
Report designed by ECARDA Ltd 2005
Page 21
Redworth: A level subject A* - B variance from national
Physical Education (11)
Music (1)
Religious Studies (4)
Spanish (4)
French (3)
English (20)
Art and Design subjects (3)
Psychology (18)
History (15)
Geography (14)
Economics (11)
Business Studies (19)
ICT (8)
Mathematics (12)
Physics (3)
Chemistry (11)
Biology (14)
-50.0
-40.0
-30.0
-20.0
-10.0
0.0
10.0
20.0
30.0
40.0
Percentage points distance from national
ECARDA 2013
Page 22
1060.0
Productivity: Eastshire Secondary Schools 2013
1040.0
your academy
1020.0
Attainment: percent 5A*-C with En+Ma 2013
30%
40%
50%
70%
80%
90%
100%
980.0
960.0
940.0
Progress: value added 2013
20%
1000.0
60%
920.0
ECARDA 2014
Page 23
1060.0
Efficiency: Eastshire Secondary Schools 2013
1040.0
your academy
1020.0
£ Grant funding per pupil 2011-12
1000.0
8000
7500
7000
6500
6000
5500
5000
4500
4000
980.0
Progress: value added 2013
8500
960.0
940.0
920.0
ECARDA 2014