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KS4 Educational Diversity Exam Review September 2020 Academic Outcomes v 02
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Educational Diversity KS4 Results 2019/20                Updated: 01/09/2020

 

Educational Diversity

Academic Outcomes

Year 11 Students

 Year: 2019-20

Version 1

Contents

  1. Overview

  1. Our Performance Measures

  1. Measures of Engagement and Participation
  1. Students entered for at least 1 qualification
  2. Students entered for 5+ GCSEs or equivalent
  3. Key Subject: Students entered for a qualification in English
  4. Key Subject: Students entered for  a qualification in Maths

  1. Measures of Attainment
  1. Students gaining 1+ qualifications
  2. Students gaining 5+ qualifications
  3. Students gaining 5+ GCSE A*-G Grades or equivalent
  4. Higher GCSE Grades -  1+ GCSE A*-C or equivalent
  5. Higher GCSE Grades -  5+ GCSE A*-C or equivalent
  6.         Higher GCSE Grades -  5+ A*-C including English and Maths GCSE
  7. English Baccalaureate
  8. Key Subject: Any qualification in English
  9. Key Subject: Higher grades in English – A*-C or equivalent
  10. Key Subject: Any qualification in Maths
  11. Key Subject: Higher grades in Maths – A*-C or equivalent
  12. Key Subjects: A*-G or equivalent in English and Maths

  1. Comparison of 2019 and 2020 results

  1. Trends Over Time

  1. 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 220 at the beginning of the academic year, through to 255 in June.  The majority of these students tend to be in KS4, often having arrived from Out of Area, with significant gaps in their education.

Due to the Covid-19 Pandemic, the majority of students did not access school following the Government direction of school closure at the end of March 2020.  As the GCSE’s were cancelled, the outcomes have driven from teacher assessments in line with National legislation.

At the start of 2019 / 20, there were 88 learners in year 11, which subsequently increased to 101 by the end of the academic year which saw an increase of 12% in the year group

       Of the 101 in year 11, 18 (18%) of these students joined part way through year 11, with 6 of      these (6%) having only been with us only for a maximum of six months from January onwards.

     For the purposes of analysis, all statistics refer to all 101 students who were on the role of Educational Diversity at the end of the academic year.  

    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 our school / service 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 students, 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 the Progress 8 performance measures are used.

     However, as PRUs are not included in these national calculations, we have chosen measures that best reflect the aims of the service.

This report therefore recognises two aspects:

For self-evaluation, this report also compares our figures against Alternative Provision (AP) settings nationally.  Specific data from PRUs is not available.

We have used the 2016 / 17 national data, as DfE no longer publish these statistics.

Comparative data is taken from the DfE document:SFR01/2018: GCSE and equivalent results in England 2015/16 (Revised)


3.        Measures of Engagement and Participation

  1. Students entered for at least 1 qualification

99  students engaged with their learning and as such were able to be entered for examinations.

This represents 98% of the Year 11 cohort, well above the average for Alternative Provision settings nationally (57%), and is even slightly above  the 2015-16 average for all schools in England and Wales (97%).

This is in line with 2018/19 and 2017/18.

  1. Students entered for 5+ Qualifications

50 (49.5%) of students were entered for five or more qualifications.

The percentage of students being entered for 5+ qualifications has continued to increase   on a yearly basis. 2016/17 = 34%, 2017/18 = 41%, 2018/19 = 45% and 2019/20 = 49.5%

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

  1. Key Subject: Students entered for a qualification in English

91 students (90%) took exams for a recognised English qualification.

Within these, 39 students (38.5%) sat the GCSE English exams.

 83 students (82%) successfully completed a Functional Skills English course.

There are no available comparative data for PRUs nationally.

There has been a slight decrease in percentage of students being entered for qualifications (96% of students were entered for an English qualification in 2018/19)

  1. Key Subject: Students entered for a qualification in Maths

99 students (99%) took exams for a recognised Maths qualification.

Of these, 40 students (39.6%) sat the GCSE maths exams.

97 students (96%) successfully completed a Functional Skills Maths course.

16 students (16%) successfully completed the Edexcel Award in Number and Measure.

There are no available comparative data for PRUs nationally.

This is in line with data for the previous 3 academic years.


4.        Measures of Attainment

These include:

  1. Students gaining at least 1 qualification

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

This means that 99 students (98%) left with a recognised qualification.

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

These results are above the results in 2016 Alternative Provision settings nationally (57%) and is in line with the All Schools average (97%).

This is in line with data for the past 4 academic years.

  1. Students gaining 1 or more GCSE grades or equivalents

73 students (72%) gained one or more GCSE qualifications or an equivalent Functional Skills grade.

  1. Students gaining 5 or more qualifications

50 students (49.5%) 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 student's ability.

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

  1.  5+ GCSE  or Equivalent

29 students (29%) gained five or more qualifications that are either GCSE or the equivalent Functional Skills at Level 1 or Level 2.

This is well above the corresponding 2016 figure for Alternative Provision settings nationally (12%).

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

  1. Higher GCSE Grades -  1+ GCSE Grade 4 or above or equivalent

39 students (38.6%) gained one or more qualifications at the higher grades that are either GCSE grades 4 -9 or the equivalent at Functional Skills Level 2.

  1. Higher Grades - 5+ GCSE grades 4 -9 or Equivalent

This year, 7 students (7%) left with five higher grades, either in GCSEs or Functional Skills.

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%).

  1. Higher Grades - 5+ GCSE grades 4 -9 or Equivalent and including English and Maths GCSE

These same 7 students (7%) successfully gained five higher grades including English and Maths.

This is a little higher than the national figures for all Alternative Provision settings (1%).

  1. English Baccalaureate

No students studied subjects to qualify for the EBACC.

  1. Key Subject: Any Qualification in English

91 students (90%) 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.

  1. Key Subject: Higher Grades in English – Grades 4 -9 or Equivalent

Out of the 39 students entered for a GCSE in English, 20 (20%) students gained an English qualification at the higher grades, 4-9.  These results are well above the results in 2018 Alternative Provision settings nationally (12.6%)

22 students (22%) gained an English qualification at one of the higher grades, whether GCSE 4-9 or Functional Skills Level 2.

  1. Key Subject: Any Qualification in Maths

99 students (99%) 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.

  1. Key Subject: Higher Grades in Maths – Grades 4 -9 or Equivalent

Out of the 40 students entered for a GCSE in Maths, 20 students gained a maths qualification at the higher grades, 4-9.  These results are well above the results in 2018 Alternative Provision settings nationally (15%)

29 students (29%) gained a Maths qualification at one of the higher grades, whether GCSE 4-9,  Functional Skills Level 2 or Number & Measure Level 2.

  1. Key Subjects: GCSE grades 1-9 or Equivalent in Both English and Maths

51 students (51%) gained a grade in both key subjects.

For many students, the equivalent Level 1 or Level 2 Functional Skills qualifications was more appropriate than GCSE.

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


5.        Comparison of 2019 and 2020 results

2019

Results

2020 

Results

Proportion of students leaving with at least 1 recognised qualification

99%

99%

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

80%

72%

Proportion of students leaving with at least 5 GCSE grades or equivalents

35%

29%

Proportion of students leaving with a qualification in English

91%

90%

Proportion of students gaining a higher grade in English 4-9 or equivalent

25%

22%

Proportion of students leaving with a qualification in Maths

99%

99%

Proportion of students gaining a higher grade in Maths 4-9 or equivalent

30%

29%

6.        Year on Year Trends

2015

Results

2016

Results

2017

Results

2018

Results

2019

Results

2020

Results

Proportion of students leaving with at least 1 recognised qualification

90%

97%

97%

99%

99%

99%

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

48%

48%

42%

72%

80%

72%

Proportion of students leaving with at least 5 GCSE grades or equivalents

18%

24%

28%

33%

35%

29%

Proportion of students leaving with a qualification in English

92%

82%

87%

93%

91%

90%

Proportion of students gaining a higher grade in English – grades 4-9 or equivalent

11%

6%

19%

18%

25%

22%

Proportion of students leaving with a qualification in Maths

78%

96%

95%

99%

99%

99%

Proportion of students gaining a higher grade in Maths – grades 4-9 or equivalent

6%

13%

22%

24%

30%

29%


7.                External Students

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

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

This year the service supported 6 external students, all of whom successfully gained qualifications.