ANNUAL REPORT - 2014-15 Anonymised

ANONYMOUS FREE SCHOOL

ANNUAL REPORT 2014/15

Neil Barber (Education Consultant)

Mobile 07722 578742

Email [email protected]

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MANAGEMENT SUMMARY

Purpose of this Report:

• To analyse the development of Anonymous Free School at the end of its third year of operation.

• To demonstrate to governors and Ofsted the effectiveness of provision.

Areas for Analysis

The report is an analysis of student progress, behaviour and attendance for the 2014/15 academic year. Sources used are teacher assessments, GCSE/BTEC grades, staff behaviour reports, Arbor attendance data, attendance data from previous schools and sub-group data.

Analysis in this report covers students in Years 9, 10 and 11.

Types of Analysis Used

1. ASPA analysis of teacher assessments against “expected progress” since admission.

2. Comparative analysis of GCSE results against expected grades. 3. Analysis of progress by sub-groups. 4. Analysis of Year 11 attainment. 5. Analysis of GCSE grades against final teacher assessments. 6. Trend analysis for behaviour. 7. Overall attendance analysis. 8. Comparative attendance analysis against previous school attendance.

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PHOENIX

©Phoenix Progress System

The Phoenix Progress System used for measuring student progress is protected under copyright law and is available for use under license.

Phoenix Judgements

The Phoenix Progress System makes judgements regarding student progress by comparing actual progress made against expected progress in accordance with national standards.

Phoenix judgements made regarding behaviour and attendance take into account records from previous schools, records in present school and the nature and purpose of the present school. A judgement is then made against what would reasonably be expected of behaviour and of attendance.

All Phoenix judgements are made against “expectation”, as described above for progress and also for behaviour and attendance. Judgements are split into the four categories listed below.

Well above expected

Above expected

In line with expected

Below expected

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CONTENTS

Page 2 Management Summary Page 3 Phoenix Contents Page 5 Introduction Page 6 STUDENT PROGRESS Page 6 National Standards for Expected Progress Page 7 Well above Expected Progress Page 8 ©The Phoenix Progress System Page 9 Definitions Page 11 Whole School Analysis of Core Academic Progress Page 17 Sub-group Analysis Page 19 Attainment Analysis Page 25 Overall Core Attainment Analysis Page 29 Non-core Subjects Page 30 Comparative Attainment Page 32 Quality Assurance of Teacher Assessments

Page 33 BEHAVIOUR Page 33 Comparative Analysis of Positive and Negative Referrals. Page 35 Trend Analysis of Negative Referrals. Page 37 ATTENDANCE Page 37 Comparative Whole School Attendance. Page 38 Comparison with Attendance from Previous Schools

Page 40 CONCLUSIONS

Page 45 APPENDICES Page 46 Appendix 1: Student Progress Spreadsheet Page 47 Appendix 2: Sub-group Analysis Spreadsheet Page 48 Appendix 3 Comparative Attainment Spreadsheet

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INTRODUCTION

Anonymous Free School opened to students in September 2012. It aims to provide the highest quality alternative educational environment and experiences for young people aged 14 – 19. The main focus of the school is the support of young people who previously were not attending school or were at risk of exclusion. A range of accredited programmes are offered, with appropriately challenging English and maths at the centre, all tailored to the abilities and interests of the students. A very personalised curriculum is delivered, supported by local stakeholders from Further and Higher Education and Business. The school prides itself on a very inclusive approach with the highest expectations for all.

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STUDENT PROGRESS

National Standards for Expected Progress National Standards of three grades of progress from the end of key stage 2 to the end of key stage 4 are used to calculate annual expected progress as shown below. *A “step” refers to what was previously described as a sub-level or sub-grade of progress. Expected progress over one academic year is 1.8 steps*. Calculation: Expected progress from KS2 to KS4 = 3 grades = 9 steps Expected progress for 1 academic year = 9 steps ÷ 5 years = 1.8 steps per year Expected progress over one term is 0.6 steps. Calculation: Expected progress per term = 1.8 steps per year ÷ 3 = 0.6 steps per term Expected progress over a half term is 0.3 steps. Calculation: Expected progress per half term = 0.6 steps per half term ÷ 2 = 0.3 steps for half term

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Well above Expected Progress Four grades of progress from the end of key stage 2 to the end of key stage 4 have been used in calculating the threshold for “well above expected progress” as shown below. Progress in excess of this threshold has been judged as “well above expected progress”. “Well above expected progress” over one academic year is 2.4 steps. Calculation: Progress from KS2 to KS4 = 4 grades = 12 steps Progress for 1 academic year = 12 steps ÷ 5 years = 2.4 steps “Well above expected progress” over one term is 0.8 steps. Calculation: Progress per term = 2.4 steps per year ÷ 3 = 0.8 steps “Well above expected progress” over a half term is 0.4 steps. Calculation: Progress per half term = 0.8 steps per term ÷ 2 = 0.4 steps

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©THE PHOENIX PROGRESS SYSTEM: COMPARATIVE ANALYSIS OF ACTUAL PROGRESS AGAINST EXPECTED PROGRESS FROM BASELINE

ASSESSMENT ON ADMISSION TO PRESENT

Analysis of Progress from Baseline Assessment on Admission Anonymous Free School takes in students at various times during the academic year. The students admitted have all, for a variety of reasons, become disengaged or disaffected with education and may have underachieved for months, or even years, prior to joining the school. Consequently, it would be unfair to judge Anonymous Free School’s impact on students’ progress until they are actually admitted to the school. It is important that two key factors are taken into account so that progress can be measured fairly and realistically. They are:

1. Baseline assessments on admission to the school. 2. Number of school weeks since admission to the school as a proportion of

the full academic year (38 weeks). For this reason, a comparison of “actual progress since admission” against “expected progress since admission“ has been used to analyse performance (see definitions on next page).

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DEFINITIONS Whole School: The term “whole school” in this report refers to students in Years 9, 10

and 11. Expected Progress since Admission: National standards guidelines, as explained above, of 1.8 steps are used as

“expected progress” over one academic year. Number of school weeks since admission (out of the standard 38 weeks in an academic year) is used to calculate the proportion of the 1.8 steps to expect since their point of admission.

Calculation: Expected progress since admission = Number of school weeks since admission × 1.8 38 Well above Expected Progress: This uses the same criterion as that defined earlier i.e. in excess of 2.4

steps per year. This means that the 1.8 figure in the formula above is replaced by 2.4. Students above this threshold are categorised as “well above expected progress”.

Average Student Progress since Admission (ASPA) This is a key indicator of academic progress and measures progress across

all core subjects from admission to present. An average half termly core

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progress figure is calculated for each student. This can then be used to calculate an average ASPA figure for the whole school population.

“Average student progress since admission” (ASPA) can also be used to measure progress for sub-groups within the school in order to compare performance of that sub-group against the performance of the whole school population.

Calculation: Average half term length = 38 weeks = 6.3 weeks 6 Number of half terms since admission = Number of weeks since admission 6.3 ASPA = Average core progress since admission Number of half terms since admission

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WHOLE SCHOOL ANALYSIS OF CORE ACADEMIC PROGRESS

As explained above in “Definitions”, average student progress since admission (ASPA) is used to measure whole school progress.

The ASPA has been calculated for each student. The total for all students has then been calculated and divided by the number of students, giving the overall whole school ASPA.

Total ASPA = 23.5 steps per half term

Number of students = 74

Whole school ASPA = 𝟐𝟐𝟐𝟐.𝟓𝟓𝟕𝟕𝟕𝟕

= 0.32 steps per half term

This is 6.7% above the 0.3 steps per half term threshold for expected progress.

This demonstrates above expected core academic progress across the whole school.

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CORE SUBJECT ANALYSIS

This analysis shows the percentage of students with “actual progress” above, in line with or below “expected progress” for each core subject, from when they were admitted to the school until the end of the 2014/15 academic year. An average half termly progress figure for each core subject has also been calculated for the whole school population.

COMPARISON OF “ACTUAL” AGAINST “EXPECTED” PROGRESS SINCE ADMISSION

Subject “Actual” well above “Expected”

“Actual” above

“Expected”

“Actual” above or in line with “Expected”

“Actual” below

“Expected” English 25% 31% 76% 23% Maths 21% 22% 74% 25% Science 17% 23% 70% 30%

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ACTUAL PROGRESS COMPARED TO EXPECTED PROGRESS SINCE ADMISSION

Well Above "Expected" Progress

Above "Expected" Progress

In Line with "Expected" Progress

Below "Expected" Progress

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English

76% of students are above or in line with “expected progress” since admission in English. 25% of students are well above “expected progress”. This demonstrates above expected progress by students in English from admission to present. Maths

74% of students are above or in line with “expected progress” since admission in maths. 21% of students are well above “expected progress”. This demonstrates above expected progress by students in maths from admission to present.

Science

70% of students are above or in line with “expected progress” since admission in science. 17% of students are well above “expected progress”. This demonstrates above expected progress by students in science from admission to present.

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Half Termly Progress Trends

HT1 HT2 HT3 HT4 HT5 ASPA 0.15 0.23 0.23 0.28 0.32

English 0.38 0.44 0.41 0.29 0.40 Maths 0.09 0.17 0.19 0.20 0.23

Science 0.02 0.06 0.09 0.18 0.20

A large number of new students were admitted towards the end of the 2013/14 academic year and also at the start of the 2014/15 academic year. These new students made a significant negative impact on half termly progress rates for maths, science and whole school ASPA at the start of the 2014/15 academic year. However, the chart shows that during the course of the year, there was a significant upward trend in all three of these areas.

In English, high rates of progress were recorded from the start of the academic year. This was maintained during the course of the year apart from a dip in half term 4.

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HALF TERMLY PROGRESS

ASPA

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Science

Trend (ASPA)

Trend (Maths)

Trend (English)

Trend (Science)

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This demonstrates above expected whole school core progress since admission. ( ASPA HT5)

This demonstrates significantly improving whole school core progress during 2014/15. The trend suggests that this improvement would be expected to continue. ( ASPA TREND)

This demonstrates significantly above expected progress in English since admission. ( ENGLISH HT5)

This demonstrates significantly improving progress in maths during 2014/15. The trend suggests that this improvement would be expected to continue. ( MATHS TREND)

This demonstrates significantly improving progress in science during 2014/15. The trend suggests that this improvement would be expected to continue. ( SCIENCE TREND)

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YEAR GROUP ANALYSIS

The ASPA for each year group was used to assess core academic progress. Year 11: Total ASPA = 11.5 Number of students = 37

Overall Year 11 ASPA = 11.537

= 0.31 steps per half term The Year 11 ASPA is 3% above the 0.3 steps per half term threshold for expected progress. It is also in line with the whole school ASPA of 0.32 steps per half term. This demonstrates above expected progress in Year 11. Year 10: Total ASPA = 10.9 Number of students = 30


= 0.36 steps per half term The Year 10 ASPA is 20% above the 0.3 steps per half term threshold for expected progress. It is also above the whole school ASPA of 0.32 steps per half term. This demonstrates above expected progress in Year 10.

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Year 9: Total ASPA = 1.0 Number of students = 7


= 0.14 steps per half term The Year 9 ASPA is below the 0.3 steps per half term threshold for expected progress. It is also below the whole school ASPA of 0.32 steps per half term. There are only seven Year 9 students included in the ASPA data. With this small amount of data, statistical analysis is of low significance for this group. Despite this, Year 9 should be considered as a possible area for development. SUB-GROUP ANALYSIS The ASPA for each sub-group was used to assess core academic progress. Full details and results of this analysis can be seen in appendix 2 of this report.

Gender: The ASPA for boys is 0.31 steps per half term. This is in line with

the whole school population ASPA of 0.32. The ASPA for girls is 0.33 steps per half term. This is in line with

the whole school population ASPA of 0.32. This demonstrates that there is no significant difference in

progress between boys and girls. Pupil Premium: The ASPA for pupil premium students is 0.23. This is below the

whole school population ASPA of 0.32. Progress of pupil premium students should be considered as a

possible area for development.

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Ethnicity: The ASPA for “White British” students is 0.35 steps per half term. This is slightly above the whole school population.

All except nine students are “White British”. Five other ethnicities are represented by these nine students. There is insufficient data for analysis to have any significance for each of these ethnicities. Details of progress for each of these students is shown in Appendix 2.

LAC: Only one student is a looked after child. This is insufficient data

for analysis to have any significance. Details of progress for this student are shown in Appendix 2. SEN: The ASPA for students with statements is 0.20 steps per half

term. There are only three students with statements, which is insufficient for this data to have statistical significance.

The ASPA for “School Action” students is 0.77. There are only three students on School Action, which is insufficient for this data to have significance.

The ASPA for “Support” students is 0.23. This is below the whole school population ASPA of 0.32.

Progress of “Support” students should be considered as a

possible area for development. EAL: There are only two students on role who speak English as an

additional language. This is insufficient data for analysis to have any significance.

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ATTAINMENT ANALYSIS

The spreadsheet below shows a breakdown of progress towards GCSE grades achieved in English, maths and science for Year 11 students. The table includes baseline assessment grades, final teacher assessment grades and expected progress from admission date, as well as the actual GCSE/BTEC grades achieved for all subjects by each Year 11 student. In addition to this, the blue subject grade columns also indicate whether each core GCSE grade achieved is above (↑), in line with (=) or below (↓) “expected progress” as defined earlier. (DD, DH, MS and OW are disregarded from this analysis.)

Last Name

YEAR 11

First Name

Expected Progress (

steps)

Maths B/L

Maths Final Teacher Assessm

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Maths GCSE Grade Achieved versu

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English B/L

English Final Teacher Asse

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English GCSE Grade Achieved versu

s Expected Progress

Science B/L

Science Final Teacher Assessm

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Science GCSE Grade Achieved versus Expected Progress

ASPA (Average core steps per HT)

Prep for Working Life

Sports Leadership Award

Dance Leadership Award

Ashton Paige 1.8 Db Da G↓ Cc Cc C= Dc Dc E↓ 0.1 L2Bentley Reah 1.8 Ec Ea F↓ Eb Dc D↑ Ec Ec E= 0.2 L1Cooke Leah 2.0 Gc Ga U↓ Gc Ea D↑ Gc Fa F↑ 0.8 L2 L1Cousins Katie 2.6 Ea Cc D= Da Cb C= Ea Da D= 0.4 L2Dick Christian 1.4 Cc Ca C= Cc Ca D↓ Eb Fc D↑ 0.3 L2 L1Dinnen Jordan 2.9 Fb Ec F↑ Fb Fa E= Gc Fb E↑ 0.2 L1Dixon David 2.7 Gb Ga G↓ Ga Fa G↓ Gc U+ F↑ 0.1 L1Doughty Daniel 1.3 Fb Eb FbEvans Ryan 1.8 Dc Ca D= Ea Dc E↓ Dc Fc F↓ 0.3 L1Evans Ted 3.3 Gc Fc F= Fc Fa F↓ Fc Cc E= 0.4 L1Gillis Stephen 3.3 Gb Fc F= U- Gc F↑ Fc Ec F↓ 0.2 L1Hall Dylan 2.9 Gc Gb U- U Ga X 0.1 L1Harkness Amy 1.4 Eb Dc E= Db Cc D= Eb Ec E= 0.3 UHart Molly 4.5 Fb Fc U↓ Fb Fa X Fc U U↓ 0.0 L2Hellon Khloe 1.8 Ec Fa U↓ Db Da F↓ Fa Ec F↓ 0.1 L1 L1Jeffers Carl 1.0 Ga Fc F= Ea Dc F↓ Fa U G↓ 0.2 UJones Emily 1.2 Cc Ea E↓ Cc Cc C= Dc Ec E↓ 0.0 L2Kelly Zack 3.1 U- U+ U↓ Ga Dc D↑ Fa Gc G↓ 0.3 L1 L1McShane Alfie 1.2 Dc Dc E↓ Dc Db E↓ Dc Dc F↓ 0.1 L2Mooney Joshua 3.3 U+ Ga G= Gc Fc G↓ Fc Fa F↓ 0.2 L1Morris Chelsey 1.4 Gc Fb X Fc Dc E↑ Fc Ec U↓ 0.9 L1O'Shaughnessy Bethany 2.0 Gc Fa G= Gb Ea E↑ Ga Dc G↓ 1.0 L1Ord Lewis 1.5 Fb Eb F= Dc Dc F↓ Dc Ec F↓ 0.2 L1Palombella Ellis 1.2 Ec Ea G↓ Dc Db F↓ Ec Ec F↓ 0.2 L1 L1Quinn Daniel 1.3 Fc Fb U↓ Dc Dc F↓ Ec Fc F↓ 0.3 L1Ricketts Alex-Louise 3.6 Eb Bc C↑ Eb Da D= Ea Cc D= 0.5 L2Robinson Josh 1.5 Gc Gb U↓ Gc Fc F↑ Gc Ga F↑ 0.4 L1 L1Simon Mulue 0.6 Uc USzekelyova Angela 0.8 Eb Eb G↓ Db Db F↓ Eb Eb F↓ 0.0 L1Thomas Jack 1.3 Eb Ea D↑ Db Da E↓ Eb Dc E= 0.3 L2Trinka Benni 0.7 Db Ca B↑ Eb Ea C↑ Db Ec E↓ 0.5 L1Vaughan Liam 3.0 Ea Ca D= Ea Dc C↑ Dc Da E↓ 0.3 L2 L1Wall Sophie 2.0 Gb Ga G↓ Ga Fa F= Ga Fc F= 0.3 L1Wells Katie 2.0 Fb Cb D↑ Gb Dc C↑ Ga Cc D↑ 1.4 L2Wilbraham Connor 1.4 Ga Ea E↑ Fb Fa E↑ Fc Ec E↑ 0.7 L1Williams John 1.8 Dc Ec G↓ Db Da E↓ Dc Gc E↓ 0.1 L1 L1Wilson Reece 1.5 Dc Db F↓ Dc Dc E↓ Dc Fc F↓ 0.1 L2 L1Wood Owen 1.8 Gc Gc X Gb Gb Gb U X 0.0 L1Woolerton Jack 2.6 Fb Fa F↓ Fc Fa E↑ Fa Ec F↓ 0.2 L1

11.5Disregarded Students B 1/35 = 2.9% 11.5/37 = 0.31

C 2/35 = 5.7% C 6/35 = 17.1% C 0/35 = 0.0% L2 12/35 = 34.3%D 5/35 = 14.3% D 6/35 = 17.1% D 4/35 = 11.4% L1 21/35 = 60.0% L1 7/7 = 100% L1 2/2 = 100%E 4/35 = 11.4% E 10/35 = 28.6% E 11/35 = 31.4%F 8/35 = 22.9% F 10/35 = 28.6% F 15/35 = 42.9%G 8/35 = 22.9% G 2/35 = 5.7% G 3/35 = 8.6%

A*-C 3/35 = 8.6% A*-C 6/35 = 17.1% A*-C 0/35 = 0.0% A*-C Eng + Ma A*-G 28/35 = 80.0% A*-G 34/35 = 97.1% A*-G 33/35 = 94.3% 1/35 = 2.8%

A*-G Eng + Ma GCSE v. Target GCSE v. Target GCSE v. Target 28/35 = 80.0%↑ 6/34 = 17.6% ↑ 12/34 = 35.3% ↑ 7/35 = 20.0% A*-C Eng + Ma + Sci = 11/34 = 32.4% = 7/34 = 20.6% = 7/35 = 20.0% 0/35 = 0.0%↓ 17/34 = 50.0% ↓ 15/34 = 44.1% ↓ 21/35 = 60.0% A*-G Eng + Ma + Sci

28/35 = 80.0%

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CORE SUBJECT ANALYSIS

English: A* - C 635

= 17%

A* - G 3435

= 97%

Comparison of GCSE Grade Achieved against Expected Progress.

35% of students achieved GCSE grades in English above expected progress since admission.

56% of students achieved GCSE grades in English above or in line with expected progress since admission.

This demonstrates above expected attainment in English, by a significant number of students.

GCSE above Expected Progress

GCSE above or in line with Expected Progress

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COMPARISON OF GCSE GRADE IN ENGLISH AGAINST EXPECTED PROGRESS SINCE ADMISSION

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Maths: A* - C 335

= 9%

A* - G 2835

= 80%


18% of students achieved GCSE grades in maths above expected progress since admission.

50% of students achieved GCSE grades in maths above or in line with expected progress since admission.

This demonstrates above or in line with expected attainment in maths, by a significant number of students.



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COMPARISON OF GCSE GRADE IN MATHS AGAINST EXPECTED PROGRESS SINCE ADMISSION

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Science: A* - C 035

= 0%

A* - G 3335

= 94%


20% of students achieved GCSE grades in science above expected progress since admission.

40% of students achieved GCSE grades in science above or in line with expected progress since admission.

This demonstrates above or in line with expected attainment in science, by a significant number of students.



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COMPARISON OF GCSE GRADE IN SCIENCE AGAINST EXPECTED PROGRESS SINCE ADMISSION

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The chart below shows a comparison of English, maths and science GCSE grades achieved against expected progress since admission for Year 11 students.

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COMPARISON OF GCSE GRADES ACHIEVED AGAINST EXPECTED PROGRESS

Below Expected Progress In line with Expected Progress Above Expected Progress

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OVERALL CORE ATTAINMENT ANALYSIS

3% of students achieved grades A* - C in English and maths.

80% of students achieved grades A* - G in English and maths.

0% of students achieved grades A* - C in English, maths and science.

80% of students achieved grades A* - G in English, maths and science.

COMPARISON OF GCSE GRADES ACHIEVED AGAINST TARGETS SET

Targets for maths, English and science were based on expected progress using national guidelines from baseline assessments on students’ admission to the school. The following table and chart show a comparison of GCSE grades achieved against GCSE target percentage.

Category Target Percentage Percentage Achieved English A* - C 11% 17% Maths A* - C 6% 9% Science A* - C 3% 0% Maths + English A* - C 6% 3%

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It can be seen from the chart that in both English and maths, the percentage of grade A* - C grades achieved was significantly higher than the target percentage.

In English, the percentage of A* - C grades achieved was 55% higher than the target percentage.

This demonstrates well above expected attainment in English.

In maths, the percentage of A* - C grades achieved was 50% higher than the target percentage.

This demonstrates well above expected attainment in maths.

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AGAINST TARGETS SET

Target Percentage Percentage Achieved

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In science, no students achieved A* - C grades which was below the target of 3%. The school is fully aware of difficulties in science caused by lack of laboratory facilities while the new school was being built. This meant students had to travel to off-site facilities for science lessons which caused a certain amount of disruption for students. These problems will certainly have contributed to the disappointing GCSE results. This has now been resolved by the excellent laboratories in the new school.

This should, however, be seen as a possible area for development.

Focusing on English/maths “crossover” students throughout Year 11 should help to increase the percentage of students achieving A* - C grades in English + maths in line with the target percentage.

This should be seen as a possible area for development.

English and Maths

The table and chart below show attainment specifically for English and maths.

CATEGORY 2012/13 2013/14 2014/15 English A* – G 82% 90% 97% English A* – C 0% 30% 17% Maths A* – G 91% 80% 80% Maths A* – C 27% 31% 9%

English and Maths A* – G 82% 73% 80% English and Maths A* – C 0% 15% 3%

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The school puts English and maths at the heart of the curriculum for all students. A key priority for Anonymous Free School is for all students to receive appropriate and challenging teaching in English and maths.

A high proportion of students achieved GCSE grades at A* – G in both English and maths. In English, this figure showed a significant increase to 97% for 2014/15. In maths, the figure was maintained from 2013/14 at 80%.

The proportion of students achieving GCSE grades A* - C decreased in both English and maths in 2014/15. However, the baseline assessments on admission for this cohort were much lower than those for the 2013/14 cohort. This is very clearly reflected in the target percentages for English and maths A* - C grades (see P25). These targets are calculated using national standards for expected progress from the baseline assessments on admission. Although GCSE grades A* - C decreased for English and maths in 2014/15, both of these subjects achieved well above their target percentage. English achieved 55% above the target. Maths achieved 50% above the target.

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English A* - G English A* - C Maths A* - G Maths A* - C Eng + MathsA* - G

Eng + MathsA* - C

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ATTAINMENT IN ENGLISH AND MATHS

2012/13 2013/14 2014/15

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Non-core Subjects

The chart below shows the percentage of grades achieved in subjects other than English, maths and science by Year 11 students.

94% of students entered for Preparation for Working Life achieved a pass grade. 34% passed at level 2.

100% of students entered for the Sports Leadership Award achieved a pass grade. All of these were at level 1.

100% of students entered for the Dance Leadership Award achieved a pass grade. All of these were at level 1.

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GRADES ACHIEVED IN OTHER SUBJECTS

Level 1

Level 2

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COMPARATIVE ATTAINMENT

This section compares Anonymous Free School’s attainment with that for alternative provision establishments across geographical areas. The data used for this comparison is:

5 or more A* - G GCSE grades 5 or more A* - C GCSE grades Average GCSE points score.

This data can be seen in full in appendix 3.

The table and chart below show comparative data for Liverpool, North West England and the whole of England.

5 or More A* - G GCSE Grades

5 or More A* - C GCSE Grades

Average GCSE Points Score

Anonymous F.S. 14.3% 0.0% 110.7 Liverpool 3.1% 0.0% 33 North West 21.9% 0.8% 84 England 5.4% 1.5% 95

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5 or more A* - G GCSE grades 5 or more A* - C GCSE grades Average GCSE Points Score

COMPARATIVE ATTAINMENT WITH AREAS

Everton Free School Liverpool North West England

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It can be seen from the chart that Anonymous Free School’s attainment compares very favourably to these geographical areas. The percentage of 5 or more A* - G grades is well above that for Liverpool and England. The average GCSE points score is well above that for Liverpool, North West England and England. The zero percentage for 5 or more A* - C grades is the same as for the Liverpool area. The very low figures of 0.8% and 1.5% for North West England and England, respectively, show that the zero percentage for this category is very typical in the A.P. sector.

This demonstrates that attainment compares very favourably to similar types of schools.

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QUALITY ASSURANCE OF TEACHER ASSESSMENTS

This section is to ensure that teacher assessments used to measure student progress are accurate and reliable, and therefore justify conclusions drawn. In order to quality assure teacher assessments, the final teacher assessment is compared to the GCSE grade achieved in English, maths and science. The acceptable error bound used is that a teacher assessment error is recorded if the GCSE grade achieved is more than one grade below the final teacher assessment.

The chart below shows the error percentage for final teacher assessments in English, maths and science for Year 11 students.

ERROR PERCENTAGE OF FINAL TEACHER ASSESSMENTS English Maths Science 17.6% 20.6% 14.3%

The chart shows that the final teacher assessment error percentage is low for all three core subjects.

This demonstrates that teacher assessments are accurate and reliable.

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33

BEHAVIOUR

COMPARATIVE ANALYSIS OF POSITIVE AND NEGATIVE REFERRALS

Due to the nature of Anonymous Free School, a very significant proportion of its students have failed to conform to behaviour expectations in mainstream schools despite the varied range of sanctions applied. Anonymous’s rationale is to develop a culture of good behaviour by promoting the use and recognition of positive behaviour referrals.

Positive and negative referrals are recorded as proportions of total referrals in the chart below.

0

10

20

30

40

50

60

70

80

90

100

HT12013-14

HT2 HT3 HT4 HT5 HT6 HT12014-15

HT2 HT3 HT4 HT5

Perc

enta

ge o

f Tot

al R

efer

rals

COMPARATIVE HALF TERMLY PERCENTAGES OF POSITIVE AND NEGATIVE REFERRALS - 2013/14 AND 2014/15

Positive ReferralsPercentage

Negative ReferralsPercentage

Positive Trend

Negative Trend

34

The chart below shows the overall number of positive and negative behaviour referrals for the 2014/15 academic year.

Overall for half terms 1 – 5 of the 2014/15 academic year Positive: 4852

5857 × 100 = 83% Negative: 1005

5857 × 100 = 17%

4852 – 1005 = 3847 3847

4852 × 100 = 79%

Overall there are 79% more positive than negative referrals.

This demonstrates that staff are using positive referrals to promote engagement amongst students.

0

1000

2000

3000

4000

5000

Num

ber o

f Ref

erra

ls

TOTAL NUMBER OF POSITIVE AND NEGATIVE REFERRALS2014/15

Positive Negative

35

TREND ANALYSIS OF NEGATIVE REFERRALS

The chart below shows half termly negative behaviour referrals.

The chart shows a significant downward trend in the number of negative behaviour referrals.

Three Point Moving Average

A three point moving average is used to measure this downward trend.

175+164+165 = 168 165+180+117 = 154 3 3

Decrease = 168 – 154 = 14

Percentage decrease = 14 × 100 = 8.3% 168

0

20

40

60

80

100

120

140

160

180

200

HT1 HT2 HT3 HT4 HT5

Num

ber o

f Ref

erra

ls

HALF TERMLY NEGATIVE REFERRALS2014/15

NegativeReferrals

Trend

36

This represents an 8.3% decrease in the number of negative behaviour referrals over the 2014/15 academic year.

This demonstrates significantly improving behaviour over the 2014/15 academic year.

This demonstrates that the use of positive referrals is significantly improving behaviour.

37

ATTENDANCE

Whole school attendance for the 2014/15 academic year is 89.2%. The chart below shows the attendance trend from 2012/13 to the present.

Whole school attendance of 89.2% is extremely high for a school of this type. A very high level of attendance has been maintained throughout Anonymous Free School’s first three years.

This demonstrates well above expected whole school attendance.

This demonstrates an upward trend in attendance.

80

82

84

86

88

90

92

94

96

98

100

2012/13 2013/14 2014/15

ATTE

ND

ANCE

PER

CEN

TAG

E

WHOLE SCHOOL ATTENDANCE TREND

Whole SchoolAttendance

Trend

38

COMPARISON WITH ATTENDANCE FROM PREVIOUS SCHOOLS

In order to analyse the impact that Anonymous Free School has had on students’ attendance, a comparison was made with attendance from their previous schools. All available data was included for the results shown in the table below.

Percentage of Students with

Decreased Attendance

Percentage of Students with

Increased Attendance Overall 35% 65% By 20% or more 3% 23% By 50% or more 0% 8% By 100% or more 0% 5%

0

10

20

30

40

50

60

70

3

35

65

23

85

Perc

enta

ge o

f Stu

dent

s

Percentage Change

PERCENTAGE CHANGE IN ATTENDANCE COMPARED TO PREVIOUS SCHOOL

Decreased by 20% or more

Decreased

Increased

Increased by 20% or more



39

Although there are some concerns over a number of students whose attendance has decreased, the majority of students’ attendances have increased. Furthermore, those increases are frequently very significant.

23% of students have increased their attendance by at least 20%.



Average percentage increase in attendance:

1413.526

= 54.3%

Average percentage decrease in attendance:

158.514

= 11.3%

The average increase in attendance is much higher than the average decrease in attendance. Where students’ attendances have decreased, the decrease is relatively small. This shows that the school is making a significant impact on attendance of students.

This demonstrates significant improvements in attendance in a large majority of the students.

40

CONCLUSIONS

Above expected core academic progress across the whole school. (6.7% above the 0.3 steps per half term threshold for expected progress.) Significantly improving whole school core progress during 2014/15. The trend suggests that this improvement would be expected to continue. (See “ ASPA trend” half termly progress graph P14.) Significantly above expected progress by students in English from admission to present. (76% of students are above or in line with expected progress since admission in English. 25% of students are well above expected progress. See “ English HT5” half termly progress graph P14.) Above expected progress by students in maths from admission to present. (74% of students are above or in line with expected progress since admission in maths. 21% of students are well above expected progress.) Significantly improving progress in maths during 2014/15. The trend suggests that this improvement would be expected to continue. (See “ ASPA trend” half termly progress graph P14.) Above expected progress by students in science from admission to present. (70% of students are above or in line with expected progress since admission in science. 17% of students are well above expected progress.)

41

Significantly improving progress in science during 2014/15. The trend suggests that this improvement would be expected to continue. (See “ ASPA trend” half termly progress graph P14.)

Above expected progress in Year 11. (The Year 11 ASPA is 3% above the 0.3 steps per half term threshold for expected progress.) Above expected progress in Year 10. (The Year 10 ASPA is 20% above the 0.3 steps per half term threshold for expected progress.)

No significant difference in progress between boys and girls. (The ASPA for boys is 0.31 steps per half term. The ASPA for girls is 0.33 steps per half term.) Above expected attainment in English, by a significant number of students. (17% GCSE grades A* - C compared to target of 11%. 35% achieved GCSE grades above expected progress since admission. 56% achieved GCSE grades above or in line with expected progress since admission.) Above or in line with expected attainment in maths, by a significant number of students. (9% GCSE grades A* - C achieved compared to target of 6%. 18% achieved GCSE grades above expected progress since admission. 50% achieved GCSE grades above or in line with expected progress since admission.)

42

Above or in line with expected attainment in science, by a significant number of students. (20% achieved GCSE grades above expected progress since admission. 40% achieved GCSE grades above or in line with expected progress since admission.) Well above expected attainment in English. (Percentage of GCSE grades A* - C achieved was 55% higher than the target percentage.) Well above expected attainment in maths. (Percentage of GCSE grades A* - C achieved was 50% higher than the target percentage.) Attainment compares very favourably to similar types of schools. (Percentage of 5 or more A* - G grades well above that for Liverpool and England. Average GCSE points score well above that for Liverpool, North West England and England.) Teacher assessments are accurate and reliable. (Final teacher assessment error percentage is low for all three core subjects.) Staff are using positive referrals to promote engagement amongst students. (79% more positive than negative referrals.) Significantly improving behaviour over the 2014/15 academic year. (8.3% decrease in the number of negative behaviour referrals over the 2014/15 academic year.)

43

The use of positive referrals is significantly improving behaviour. (79% more positive than negative referrals. 8.3% decrease in the number of negative behaviour referrals over the 2014/15 academic year.) Well above expected whole school attendance. (Whole school attendance of 89.2% is extremely high for a school of this type.) Upward trend in whole school attendance. (See trend line on attendance graph P35.) Significant improvements in attendance in a large majority of the students. (Average percentage attendance increase is 54.3%. Average percentage attendance decrease is 11.3%. 23% of students have increased their attendance by at least 20%. 8% of students have increased their attendance by at least 50%. 5% of students have increased their attendance by at least 100%.) Progress in Year 9 should be considered as a possible area for development. (The Year 9 ASPA is below the 0.3 steps per half term threshold for expected progress. Only seven Year 9 students included in the ASPA data, so statistical significance is low.) Progress of pupil premium students should be considered as a possible area for development. (The ASPA for pupil premium students is below the whole school population ASPA of 0.32.)

44

Progress of SEN “support” students should be considered as a possible area for development. (The ASPA for SEN “support” students is below the whole school population ASPA of 0.32.) Attainment in science should be seen as a possible area for development. (No students achieved A* - C grades, which was below the target of 3%.) English/maths “crossover” students should be seen as a possible area for development. (Percentage of students achieving GCSE A* - C grades in English + maths is below target.

45

APPENDICES

Appendix 1 Student Progress Spreadsheet Appendix 2 Sub-group Analysis Spreadsheet Appendix 3 Comparative Attainment Spreadsheet

Key for progress spreadsheet:

↑↑ Well above expected progress

↑ Above expected progress

= In line with expected progress

↓ Below expected progress

46

APPENDIX 1: STUDENT PROGRESS SPREADSHEET

Last Name

First Name

KS2 Maths KS2 English KS2 Science Attendance %Admissio

n Date No. of Weeks sin

ce admission (W

)

Expected Progress (W/38×1.8)

Well Above Exp. Progress (

W/38×2.4)

Number of HTs (W/6.3)

Maths B/L Maths Present Grade

Progress since Admissio

n (steps)

Maths Above/Below Expected Grade

Maths Half Termly Progress

English B/L English Present Grade

Progress since Admissio

n (steps)

Eng Above/Below Expected Grade

English Half Termly Progress

Science B/L Science Present Grade

Sci Progress since Admissio

n (steps)

Sci Above/Below Expected Grade

Science Half Termly Progress

ASPA (Average core steps per HT)

Sport B/L

Sport Present Grade

Sport Progress s

ince Admission (ste

ps)

Sport Above/Below Expected Progre

Year Group

Ashton

Paige

88%6/2

/2014

381.8

2.46.0

3Db

Da1

=0.2

CcCc

0↓

0.0Dc

Dc0

↓0.0

0.111

Bentley

Reah

87%6/9

/2014

371.8

2.35.8

7Ec

Ea2

↑0.3

EbDc

2↑

0.3Ec

Ec0

↓0.0

0.211

Cooke

Leah

97%4/2

3/2014

422.0

2.76.6

7Gc

Ga2

=0.3

GcEa

8↑↑

1.2Gc

Fa5

↑↑0.8

0.811

Cousins

Katie

94%1/1

3/2014

542.6

3.48.5

7Ea

Cc4

↑↑0.5

DaCb

2 =

0.2Ea

Da3

↑0.4

0.411

Dick

Christia

n84%

9/16/2

01430

1.41.9

4.76

CcCa

2↑↑

0.4Cc

Ca2

↑↑0.4

EbFc

0↓

0.00.3

DbDa

1 =

11Din

nenJord

an87%

10/30/

2013

622.9

3.99.8

4Fb

Ec2

=0.2

FbFa

1↓

0.1Gc

Fb4

↑↑0.4

0.211

Dixon

David

82%11/

28/201

358

2.73.7

9.21

GbGa

1↓

0.1Ga

Fa3

↑0.3

GcU+

0↓

0.00.1

11Dou

ghty

Daniel

53%9/2

9/2014

281.3

1.84.4

4Fb

0.0Eb

0.0Fb

0.011

Evans

Ryan

89%6/2

/2014

381.8

2.46.0

3Dc

Ca5

↑↑0.8

EaDc

1 =

0.2Dc

Fc0

↓0.0

0.311

Evans

Ted99%

9/6/20

1369

3.34.4

10.95

GcFc

3 =

0.3Fc

Fa2

↓0.2

FcCc

9↑↑

0.80.4

11Gill

isSte

phen

71%9/6

/2013

693.3

4.410.

95Gb

Fc2

↓0.2

U-Gc

3 =

0.3Fc

Ec3

=0.3

0.211

Hall

Dylan

79%10/

30/201

362

2.93.9

9.84

GcGb

1↓

0.1U

U0

↓0.0

Ga0.0

0.111

Harkne

ssAm

y75%

9/15/2

01430

1.41.9

4.76

EbDc

2↑↑

0.4Db

Cc2

↑↑0.4

EbEc

0↓

0.00.3

11Har

tMo

lly53%

11/26/

2012

964.5

6.115.

24Fb

Fc0

↓0.0

FbFa

1↓

0.1Fc

U0

↓0.0

0.011

Hellon

Chloe

84%6/9

/2014

371.8

2.35.8

7Ec

Fa0

↓0.0

DbDa

1 =

0.2Fa

Ec1

=0.2

0.111

Jeffers

Carl

75%11/

12/201

422

1.01.4

3.49

GaFc

1 =

0.3Ea

Dc1

=0.3

FaU

0↓

0.00.2

11Jon

esEm

ily93%

10/13/

2014

261.2

1.64.1

3Cc

Ea0

↓0.0

CcCc

0↓

0.0Dc

Ec0

↓0.0

0.011

Kelly

Zack

92%10/

6/2013

653.1

4.110.

32U-

U+2

↓0.2

GaDc

7↑↑

0.7Fa

Gc0

↓0.0

0.3Da

Cc1

↓11

McShan

eAlfi

e95%

10/13/

2014

261.2

1.64.1

3Dc

Dc0

↓0.0

DcDb

1 =

0.2Dc

Dc0

↓0.0

0.111

Moone

yJos

hua86%

9/6/20

1369

3.34.4

10.95

U+Ga

3 =

0.3Gc

Fc3

=0.3

FcFa

2↓

0.20.2

11Mo

rrisChe

lsey77%

9/24/2

01429

1.41.8

4.60

GcFb

4↑↑

0.9Fc

Dc6

↑↑1.3

FcEc

3↑↑

0.70.9

11O'S

haughn

essy

Bethan

y79%

4/23/2

01442

2.02.7

6.67

GcFa

5↑↑

0.8Gb

Ea7

↑↑1.1

GaDc

7↑↑

1.11.0

11Ord

Lewis

82%9/1

0/2014

311.5

2.04.9

2Fb

Eb3

↑↑0.6

DcDc

0↓

0.0Dc

Ec0

↓0.0

0.211

Palom

bella

Ellis99%

10/13/

2014

261.2

1.64.1

3Ec

Ea2

↑↑0.5

DcDb

1 =

0.2Ec

Ec0

↓0.0

0.2Ec

Dc3

↑↑11

Quinn

Daniel

97%10/

8/2014

271.3

1.74.2

9Fc

Fb1

=0.2

DcDc

0↓

0.0Ec

Fc3

↑↑0.7

0.311

Ricketts

Alex-Lo

uise89%

6/10/2

01375

3.64.7

11.90

EbBc

8↑↑

0.7Eb

Da4

↑0.3

EaCc

7↑↑

0.60.5

11Rob

inson

Josh

89%9/1

0/2014

311.5

2.04.9

2Gc

Gb1

=0.2

GcFc

3↑↑

0.6Gc

Ga2

↑0.4

0.4Eb

Dc2

↑11

Simon

Mulue

100%

2/9/20

1512

0.60.8

1.90

0.0Uc

0.00.0

11Sze

kelyova

Angela

94%1/6

/2015

170.8

1.12.7

0Eb

Eb0

=0.0

DbDb

0 =

0.0Eb

Eb0

=0.0

0.011

Thoma

sJac

k94%

9/26/2

01428

1.31.8

4.44

EbEa

1 =

0.2Db

Da1

=0.2

EbDc

2↑↑

0.50.3

11Trin

kaBen

ni99%

1/26/2

01514

0.70.9

2.22

DbCa

2 ↑↑

0.9Eb

Ea1

↑↑0.5

DbEc

0 =

0.00.5

11Vau

ghan

Liam89%

9/6/20

1364

3.04.0

10.16

EaCa

6↑↑

0.6Ea

Dc1

↓0.1

DcDa

2↓

0.20.3

CcCb

1↓

11Wa

llSop

hie78%

4/23/2

01442

2.02.7

6.67

GbGa

1↓

0.2Ga

Fa3

↑↑0.5

GaFc

1↓

0.20.3

11We

llsKat

ie85%

4/23/2

01442

2.02.7

6.67

FbCb

9↑↑

1.4Gb

Dc8

↑↑1.2

GaCc

10↑↑

1.51.4

11Wil

braham

Connor

90%9/1

7/2014

301.4

1.94.7

6Ga

Ea6

↑↑1.3

FbFa

1 =

0.2Fc

Ec3

↑↑0.6

0.711

William

sJoh

n84%

6/2/20

1438

1.82.4

6.03

DcEc

0↓

0.0Db

Da1

=0.2

DcGc

0↓

0.00.1

DcDb

1 =

11Wil

sonRee

ce95%

9/11/2

01431

1.52.0

4.92

DcDb

1 =

0.2Dc

Dc0

↓0.0

DcFc

0↓

0.00.1

EaDc

1 =

11Wo

odOw

en67%

6/2/20

1438

1.82.4

6.03

GcGc

0↓

0.0Gb

Gb0

↓0.0

GbU

0↓

0.00.0

11Wo

olerton

Jack

96%1/1

3/2014

542.6

3.48.5

7Fb

Fa1

↓0.1

FcFa

2 =

0.2Fa

Ec1

↓0.1

0.211

47

Last Name

First N

ame

KS2 Math

s KS2 English KS2 Sc

ience Attendance %

Admission Date No. of W

eeks sin

ce admission (W

)

Expected Progre

ss (W/38×1.8)

Well Above Exp. Progress (

W/38×2.4)

Number of H

Ts (W/6.3)

Maths B

/L

Maths P

resent Grad

e

Progress s

ince Admission (st

eps)

Maths A

bove/Below Expecte

d Grade

Maths H

alf Term

ly Progress

English B/L Englis

h Present Grade

Progress s

ince Admission (st

eps)

Eng Above/Below Ex

pected Grade

English Half T

ermly P

rogress

Science B/L Sci

ence Present Grade

Sci Progre

ss since Admissi

on (steps)

Sci Above/Below Expecte

d Grade

Science Half T

ermly Progre

ss

ASPA (Average co

re steps p

er HT)

Sport B/L

Sport Present G

rade

Sport Progress s

ince Admission (st

eps)

Sport Above/Below Ex

pected Progre

Year Group

Bella

donn

eDy

lan74

%6/1

0/201

437

1.82.3

5.87

FbFb

0↓

0.0Ea

Dc1

=0.2

EaDc

1 =

0.20.1

EaEb

0↓

10Bro

wnRy

an86

%4/2

7/201

54

0.20.3

0.63

0.00.0

0.010

Conn

olly

Thom

as3a

4c4

92%

6/2/20

1438

1.82.4

6.03

EcEb

1 =

0.2Dc

Dc0

↓0.0

EcEa

2 ↑

0.30.2

DcEb

0↓

10Co

ulton

Conn

or3a

3b3b

95%

7/7/20

1433

1.62.1

5.24

FbFa

1 =

0.2Eb

Ea1

=0.2

FbFa

1 =

0.20.2

EbEc

0↓

10Da

vies

Casey

71%

1/12/2

015

160.8

1.02.5

4U+

U+0

=0.0

Fa0.0

GaGa

0 =

0.00.0

10Do

oley

Erin

44

477

%2/2

4/201

511

0.50.7

1.75

FbFb

0 =

0.0Ea

Ea0

=0.0

EaEa

0 =

0.00.0

10Do

uglas

Danie

l5

593

%3/2

/2015

100.5

0.61.5

9Ca

Ca0

=0.0

CaCa

0 =

0.0Cb

Ec0

=0.0

0.010

Durin

ger

Natha

n10

0%4/2

7/201

54

0.20.3

0.63

0.00.0

0.010

Finley

Steve

n4

466

%9/2

2/201

429

1.41.8

4.60

DcDc

0↓

0.0Dc

Dc0

↓0.0

UaGc

1 =

0.20.1

10Ga

lnaAla

n3

385

%5/6

/2015

20.1

0.10.3

20.0

EbEb

0 =

0.00.0

0.010

Guad

eriPa

reesa

(G)

62%

1/26/2

015

140.7

0.92.2

2Ba

Ba0

=0.0

Ba0.0

CaFc

0 =

0.00.0

10Ha

thawa

yMe

gan

77%

11/17

/2014

221.0

1.43.4

9Dc

Fb0

↓0.0

DcDa

2↑↑

0.6Ec

Eb1

=0.3

0.310

Hewi

ttCh

risty

(B)50

%5/1

8/201

51

0.00.1

0.16

0.0Fc

Fb1

↑↑6.3

0.06.3

10Hin

dley

Krysta

l86

%9/1

1/201

430

1.41.9

4.76

GaFc

1 =

0.2Ea

Ea0

↓0.0

FcFb

1 =

0.20.1

Fc10

Holde

nOli

via90

%9/1

2/201

430

1.41.9

4.76

FaGb

0↓

0.0Fb

Fb0

↓0.0

FaEc

1 =

0.20.1

10Hu

ghes

Mia

3b4a

4c98

%4/2

8/201

54

0.20.3

0.63

0.0Ea

Dc1

↑↑1.6

0.01.6

10Hy

land

Meliss

a4c

4b4c

91%

11/17

/2014

221.0

1.43.4

9Ga

Gb0

↓0.0

0.0Fa

Ec1

=0.3

0.310

Irving

Curtis

100%

5/11/2

015

20.1

0.10.3

20.0

EaEa

0 =

0.00.0

0.010

Kava

nnag

hCh

ris2

22

92%

5/6/20

152

0.10.1

0.32

0.0Ea

0.00.0

10Ma

rtin

Thom

as84

%1/1

9/201

515

0.70.9

2.38

GaGa

0 =

0.0Ga

Fb2

↑↑0.8

GaGa

0 =

0.00.3

10Mc

Caw

Paisle

y (G)

66%

11/17

/2014

221.0

1.43.4

9U+

Gc1

=0.3

EbEa

1 =

0.3Ga

Fc1

=0.3

0.310

Mello

rCh

loe81

%6/9

/2014

371.8

2.35.8

7Db

Da1

=0.2

1 =

0.2Db

Da1

=0.2

0.2Eb

Da4

↑↑10

Myers

Jake

93%

5/19/2

014

391.8

2.56.1

9Ec

Eb1

=0.2

EbEa

1 =

0.2Gc

14

↑↑0.6

0.310

Nicho

llsJay

43

385

%3/2

/2015

100.5

0.61.5

9Ec

Ec0

=0.0

DcDc

0 =

0.0Ec

Ec0

=0.0

0.010

O'Re

illyAd

am4b

4b4b

95%

5/6/20

152

0.10.1

0.32

0.0Ea

Ea0

=0.0

0.00.0

10Po

tter

Natha

n4a

4c4b

84%

9/15/2

014

301.4

1.94.7

6Eb

Ea1

=0.2

EbEa

1 =

0.2Eb

Ea1

=0.2

0.2Eb

10Ro

berts

Lois

67%

1/26/2

015

140.7

0.92.2

2Dc

Dc0

=0.0

Ea0.0

DcEc

0 =

0.00.0

10Ro

binso

n-Doy

leJam

es4

44

75%

1/12/2

015

160.8

1.02.5

4Fa

Fa0

=0.0

Ea0.0

FaEc

1↑

0.40.2

10Ru

ssell

Katie

91%

4/27/2

015

40.2

0.30.6

30.0

EaEa

0 =

0.00.0

0.010

Sears

onLo

uise

89%

6/9/20

1437

1.82.3

5.87

DbDa

1 =

0.2Ea

Db2

↑0.3

EaDc

1 =

0.20.2

Ea10

Shep

herd

James

83%

2/23/2

015

110.5

0.71.7

5Ec

Ec0

=0.0

EaEa

0 =

0.0Ec

Ec0

=0.0

0.010

Warha

mMi

chae

l4

388

%5/5

/2015

30.1

0.20.4

80.0

0.00.0

10Wh

itehe

adEm

ily5

44

97%

4/27/2

015

40.2

0.30.6

30.0

CaCa

0 =

0.00.0

0.010

Willia

msDil

lon76

%3/2

/2015

100.5

0.61.5

9Fc

Fc0

=0.0

GaGa

0 =

0.0Fc

Fc0

=0.0

0.010

Willia

msTh

omas

4c3b

3a92

%5/1

8/201

51

0.00.1

0.16

0.00.0

0.010

Wilso

nAd

am85

%2/3

/2015

130.6

0.82.0

6Fc

Fc0

=0.0

Ec0.0

FcGc

0 =

0.00.0

9Bra

ndwo

odLe

wis

89%

9/17/2

014

301.4

1.94.7

6Ga

Fb2

↑↑0.4

FcEa

5↑↑

1.1Ec

Eb1

=0.2

0.69

Bujor

Elise

(B)2b

2b2b

72%

1/19/2

015

150.7

0.92.3

8Fa

Fa0

=0.0

0.0Ea

Ea0

=0.0

0.09

Dodd

Ellie

33

360

%3/2

/2015

100.5

0.61.5

9Fa

Fa0

=0.0

0.0Fc

Fc0

=0.0

0.09

Hawk

head

Parry

Shau

n3

484

%3/2

/2015

100.5

0.61.5

9Ea

Ea0

=0.0

0.0Ca

Ea0

=0.0

0.09

McKe

own

Josep

h68

%5/1

1/201

52

0.10.1

0.32

0.00.0

0.09

Styles

Jack

83%

5/6/20

152

0.10.1

0.32

0.00.0

0.09

Thom

pson

Callu

m4

353

%1/6

/2015

170.8

1.12.7

0Gc

Gc0

=0.0

0.0Gc

Gc0

=0.0

0.09

Trubs

haw

Ellis

78%

2/2/20

1513

0.60.8

2.06

FbFb

0 =

0.0Fb

Eb3

↑↑1.5

EcEc

0 =

0.00.5

9Va

ugha

nKie

ran54

%5/1

8/201

51

0.00.1

0.16

0.00.0

0.09

15.2

25.3

13.4

23.5

↑↑14

/67 =

21%

↑↑16

/64 =

25%

↑↑11

/66 =

17%

↑↑2/

11 =

18%

Y11 1

1.5/3

7 = 0.

31↑1

/67 =

1%15

.2/67

= 0.2

3↑

4/64

= 6%

25.3/

64 =

0.40

↑ 4/

66 =

6%13

.4/66

= 0.2

023

.5/74

= 0.3

2↑

1/11

= 9%

Y10 1

0.9/3

0 = 0.

36 =3

5/67

= 52

% =

29/6

4 = 45

% =

31/

66 =

47%

= 3

/11 =

27%

Y9

1.0/

7 = 0.

14↓1

7/67

= 25

%↓

15/6

4 = 23

%↓

20/6

6 = 30

% ↓

5/11

= 45

%

48

APPENDIX 2: SUB-GROUP ANALYSIS SPREADSHEET

Last Name

First Name

Year Group

GenderPupil P

remium

Ethnicity

EAL FSM SEN LAC

Ashton Paige 11 g W/BritBentley Reah 11 g W/BritCooke Leah 11 g W/BritCousins Katie 11 g W/BritDick Christian 11 b Other Mixed Background SEN SupportDinnen Jordan 11 b W/Brit SEN SupportDixon David 11 b W/Brit SEN SupportDoughty Daniel 11 b y W/Brit y SEN SupportEvans Ryan 11 b y W/Brit yEvans Ted 11 b W/Brit SEN SupportGillis Stephen 11 b y W/Brit y StatementHall Dylan 11 b y W/Brit y StatementHarkness Amy 11 g W/Brit SEN SupportHart Molly 11 g y W/Brit y SEN SupportHellon Chloe 11 g W/BritJeffers Carl 11 b W/BritJones Emily 11 g W/BritKelly Zack 11 b y W/Brit y StatementMcShane Alfie 11 b W/Brit SEN SupportMooney Joshua 11 b W/Brit SEN SupportMorris Chelsey 11 g W/BritO'Shaughnessy Bethany 11 g y W/Brit y SEN SupportOrd Lewis 11 b W/BritPalombella Ellis 11 b y W/Brit y SEN SupportQuinn Daniel 11 b W/Brit SEN SupportRicketts Alex-Louise 11 g y W/Brit yRobinson Josh 11 b W/Brit SEN SupportSimon Mulue 11 b y Black African y ySzekelyova Angela 11 g W/Eastern European yThomas Jack 11 b W/BritTrinka Benni 11 b W/Eastern EuropeanVaughan Liam 11 b y W/Brit y SEN SupportWall Sophie 11 g W/Brit SEN SupportWells Katie 11 g W/Brit SAWilbraham Connor 11 b y W/Brit y SAWilliams John 11 b y W/Brit y SEN SupportWilson Reece 11 b W/BritWood Owen 11 b W/Brit SEN SupportWoolerton Jack 11 b y W/Brit y SA

49

Last Name

First N

ame

Year Group

GenderPupil P

remium

Ethnicity

EAL FSMSEN LAC

Belladonne Dylan 10 b y W/Brit y SEN SupportBrown Ryan 10 b y White & Black African y yConnolly Thomas 10 b W/Brit SEN SupportCoulton Connor 10 b W/Brit SEN SupportDavies Casey 10 b y W/Irish yDooley Erin 10 g y W/Brit yDouglas Daniel 10 b W/BritDuringer Nathan 10 b W/BritFinley Steven 10 b y W/Brit y SEN Support yGalna Alan 10 b y W/Brit yGuaderi Pareesa (G) 10 g y Iranian yHathaway Megan 10 g W/BritHewitt Christy (B) 10 b W/BritHindley Krystal 10 g y W/Brit y SEN SupportHolden Olivia 10 g y W/Brit y SEN SupportHughes Mia 10 g y W/Brit yHyland Melissa 10 g W/BritIrving Curtis 10 b y W/Brit yKavannagh Chris 10 b W/BritMartin Thomas 10 b W/BritMcCaw Paisley (G) 10 g y W/Brit y SEN SupportMellor Chloe 10 g W/Brit SEN SupportMyers Jake 10 b W/Brit SEN SupportNicholls Jay 10 b W/BritO'Reilly Adam 10 b White & Black AfricanPotter Nathan 10 b y Other Mixed Background y SEN SupportRoberts Lois 10 g y W/Brit yRobinson-Doyle James 10 b W/BritRussell Katie 10 g y W/Brit ySearson Louise 10 g y W/Brit yShepherd James 10 b y W/Brit yWarham Michael 10 b y W/Brit yWhitehead Emily 10 g W/BritWilliams Dillon 10 b y W/Brit yWilliams Thomas 10 b W/BritWilson Adam 9 b y W/Brit y SEN SupportBrandwood Lewis 9 b y W/Brit y SEN SupportBujor Elise (B) 9 b y Gypsey/Roma y y SEN SupportDodd Ellie 9 g y W/Brit yHawkhead Parry Shaun 9 b W/IrishMcKeown Joseph 9 b W/BritStyles Jack 9 b y W/Brit yThompson Callum 9 b W/BritTrubshaw Ellis 9 b y W/Brit yVaughan Kieran 9 b y W/Brit y

Y11 11.5/37 = 0.31 Boys Pupil Premium Other Mixed Background EAL FSM Statement LACY10 10.9/30 = 0.36 14.4/46 = 0.31 7.7/34 = 0.23 0.5/2 = 0.25 0.0/2 = 0.0 7.7/34 = 0.23 0.6/3 = 0.20 0.1/1 = 0.1Y9 1.0/7 = 0.14

Girls White Eastern European School Action9.1/28 = 0.33 0.5/2 = 0.25 2.3/3 = 0.77

White and Black African Support0.0/1 = 0.0 6.6/29 = 0.23

White - British22.5/65 = 0.35

White - Irish0.0/2 = 0.0

Gypsy/Roma0.0/1 = 0.0

Iranian0.0/1 = 0.0

50

APPENDIX 2: COMPARATIVE ATTAINMENT SPREADSHEET

Last

Name

YEAR 1

1

First

Name

Math

s GCS

E Gra

de A

chiev

ed

Point

sEn

glish

GCS

E Gra

de Ac

hieve

d

Point

sSc

ience

GCS

E Gra

de A

chiev

ed

Point

sCo

re To

tal Po

ints

Prep

for W

orkin

g Life

Point

sSp

orts

Lead

ersh

ip Aw

ard

Point

sDan

ce Le

ader

ship

Award

Point

sPS

EPo

ints

All Sub

jects

Tota

l Poin

ts

Numbe

r of A

*-Gs

E+M

A*-

G

Numbe

r of A

*-Cs

E+M

A*-

C

Asht

onPa

igeG

16.0

C40

.0E

28.0

84.0

L249

133

4ye

s2

noBe

ntle

yRe

ahF

22.0

D34

.0E

28.0

84.0

L125

109

4ye

s0

noCo

oke

Leah

U0.

0D

34.0

F22

.056

.0L2

49L1

2513

04

no1

noCo

usin

sKa

tieD

34.0

C40

.0D

34.0

108.

0L2

4915

74

yes

2no

Dick

Chris

tian

C40

.0D

34.0

D34

.010

8.0

L249

L125

182

5ye

s2

noDi

nnen

Jord

anF

22.0

E28

.0E

28.0

78.0

L125

103

4ye

s0

noDi

xon

David

G16

.0G

16.0

F22

.054

.0L1

2579

4ye

s0

noDo

ught

yDa

niel

Evan

sRy

anD

34.0

E28

.0F

22.0

84.0

L125

109

4ye

s0

noEv

ans

Ted

F22

.0F

22.0

E28

.072

.0L1

2597

4ye

s0

noGi

llis

Step

hen

F22

.0F

22.0

F22

.066

.0L1

2591

4ye

s0

noHa

llDy

lanX

L1Ha

rkne

ssAm

yE

28.0

D34

.0E

28.0

90.0

U0

903

yes

noHa

rtM

olly

U0.

0X

0.0

U0.

00.

0L2

4949

1no

1no

Hello

nKh

loe

U0.

0F

22.0

F22

.044

.0L1

25L1

2594

4no

0no

Jeffe

rsCa

rlF

22.0

F22

.0G

16.0

60.0

U0

603

yes

0no

Jone

sEm

ilyE

28.0

C40

.0E

28.0

96.0

L249

145

4ye

s2

noKe

llyZa

ckU

0.0

D34

.0G

16.0

50.0

L125

L125

100

4no

0no

McS

hane

Alfie

E28

.0E

28.0

F22

.078

.0L2

4912

74

yes

1no

Moo

ney

Josh

uaG

16.0

G16

.0F

22.0

54.0

L125

794

yes

0no

Mor

risCh

elsey

X0.

0E

28.0

U0.

028

.0L1

2553

2no

0no

O'Sh

augh

ness

yBe

than

yG

16.0

E28

.0G

16.0

60.0

L125

854

yes

0no

Ord

Lewi

sF

22.0

F22

.0F

22.0

66.0

L125

914

yes

0no

Palo

mbe

llaEll

isG

16.0

F22

.0F

22.0

60.0

L125

L125

110

5ye

s0

noQu

inn

Dani

elU

0.0

F22

.0F

22.0

44.0

L125

693

no0

noRi

cket

tsAl

ex-L

ouise

C40

.0D

34.0

D34

.010

8.0

L249

157

4ye

s2

noRo

bins

onJo

shU

0.0

F22

.0F

22.0

44.0

L125

L125

944

no0

noSim

onM

ulue

USz

ekel

yova

Ange

laG

16.0

F22

.0F

22.0

60.0

L125

854

yes

0no

Thom

asJa

ckD

34.0

E28

.0E

28.0

90.0

L249

139

4ye

s1

noTr

inka

Benn

iB

46.0

C40

.0E

28.0

114.

0L1

2513

94

yes

2ye

sVa

ugha

nLia

mD

34.0

C40

.0E

28.0

102.

0L2

49L1

2517

65

yes

2no

Wal

lSo

phie

G16

.0F

22.0

F22

.060

.0L1

2585

4ye

s0

noW

ells

Katie

D34

.0C

40.0

D34

.010

8.0

L249

157

4ye

s2

noW

ilbra

ham

Conn

orE

28.0

E28

.0E

28.0

84.0

L125

109

4ye

s0

noW

illia

ms

John

G16

.0E

28.0

E28

.072

.0L1

25L1

25L1

2514

76

yes

0no

Wils

onRe

ece

F22

.0E

28.0

F22

.072

.0L2

49L1

2514

65

yes

1no

Woo

dOw

enX

0.0

XL1

Woo

lerto

nJa

ckF

22.0

E28

.0F

22.0

72.0

L125

974

yes

0no

712.

097

6.0

822.

025

10.0

1113

175

5025

3873

Disre

gard

edSt

uden

tsM

aths

APS

= En

glish

APS

=Sc

ience

APS

=Co

re A

PS =

APS =

≥5A*

-G≥5

A*-G

incE

+M≥5

A*-C

≥5A*

-C in

cE+M

712/

35 =

20.3

976/

35 =

27.9

822/

35 =

23.5

2510

/35 =

71.7

3873

/35 =

110.

75/

35 =

14.3

%5/

35 =

14.3

%0/

35 =

0%0/

35 =

0%

≥3A*

-G≥3

A*-G

incE

+M≥3

A*-C

≥3A*

-C in

cE+M

33/3

5 = 94

.3%

28/3

5 = 80

.0%

0/35

= 0%

0/35

= 0%

≥1A*

-G≥1

A*-G

incE

+M≥1

A*-C

≥1A*

-C in

cE+M

35/3

5 = 10

0%28

/35 =

80.0

%13

/35 =

37.1

%1/

35 =

2.9%

A*-G

E+M

A*-C

E+M

80.0

%2.

9%

ANNUAL REPORT - 2014-15 Anonymised

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