Educational Diversity KS4 Results 2019/20 Updated: 01/09/2020
Educational Diversity
Academic Outcomes
Year 11 Students
Year: 2019-20
Version 1
Contents
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
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.
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%).
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)
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:
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.
73 students (72%) gained one or more GCSE qualifications or an equivalent Functional Skills grade.
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.
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%.
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.
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%).
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%).
No students studied subjects to qualify for the EBACC.
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.
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.
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.
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.
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.