2. Use of Data At start of each academic year, HODs are provided with the following data GCE and GCSE Broadsheets and summaries Residual data for courses, classes and individual pupils Summaries of expected grades v actual outcomes for GCSE and A2 This information is used to complete a Departmental Analysis.

3. Used Baseline Assessments for a number of years in order to evaluate school performance. Essential because of the range of abilities in any one year group and the significant fluctuation in ability from one cohort to another.

4. Progress is the most important determinant of evaluation of achievement and standards, where the school knows and can demonstrate clearly that pupils are making progress and the school in adding value. (ETI October 2014)

5. Baseline measurements are made at three stages (i)Entry into Year 8 – previously using CAT 3D and now CAT 4D assessments (ii)At the end of Year 10 – previously using CAT 3G and now CAT 4F assessments (iii)Following issue of GCSE Results – using average GCSE score More recently, pupils have also taken Progress in Maths and Progress in English assessments.

6. These measurements allow us to evaluate progression of individual pupils and to calculate a “Value-Added” figure over each of the key stages (i)Over KS3 – by comparison of outcomes in CATs at the start of Year 8 and the end of Year 10 (ii)Over KS4 - by comparison of GCSE indicators in CATs at the end of Year 10 and the actual GCSE Outcomes (iii)Over KS3 and KS4 by comparison of GCSE indicators in CATs at the start of Year 8 and the actual GCSE Outcomes

7. These measurements allow us to evaluate progression of individual pupils and to calculate a “Value-Added” figure over each of the key stages (iv)Over Post-16 – using C2k Progression Lines (v)Over KS4\Post-16 by comparison of AS\A2 Level indicators in CATs at the end of Year 10 and the actual AS\A2 Level Outcomes

8. All of the comparisons suggest that the level of “Value- Added” is very good. (i)On average, every pupil at the end of KS4 gains 0.5 grades per subject over what might be expected. Ie 10 x 0.5 = 5 additional GCSE points. (ii)On average, every grade at the end of Post-16 is 0.3 grade higher than expected. i.e every pupil is gaining an extra 3 x 0.3 = 1 grade above expectation. This improvement is on top of “Value-added” to GCSE scores. 50% of all A Level grades are at least one grade higher than expected. 90% are on target or better.

9. CAT4 Summary presentation for senior leaders What is the Cognitive Abilities Test Fourth Edition (CAT4)? Assesses developed abilities Verbal Reasoning Battery – thinking with words Quantitative (or Numerical) Reasoning Battery – thinking with numbers Non-verbal Reasoning Battery – thinking with shapes Spatial Ability Battery – thinking with shape and space Copyright © 2014 GL Assessment Limited Slide 2 of 13

10. CAT4 Summary presentation for senior leaders Why use CAT4? Overview of performance of group of students Comparison between groups of students Identifying students at risk of underachievement Monitoring ability profile of intakes Benchmark for value added Indicators for national tests and exams Copyright © 2014 GL Assessment Limited Slide 3 of 13

11. CAT4 Summary presentation for senior leaders Group analysis (by battery) Copyright © 2014 GL Assessment Limited Slide 5 of 13

12. CAT4 Summary presentation for senior leaders GCSE indicators There has always been a significant and positive correlation (that is, a link which is supported by statistical data) between students' scores on reasoning tests such as CAT4 and performance in national tests and examinations. CAT4, which provides a range of indicators of future attainment, demonstrates what can be achieved because the test has become established as a good predictor of subsequent attainment. Summary GCSE indicators FemalesMalesAll students 79% 93% 100% 504.3 - - - - 100% 79% 504.3 93% 5+ A*–C GCSEs including English and maths 5+ A*–C GCSEs Average point score 5+ A*–G GCSEs Percentage of students expected to achieve: 0103 368.1 103 -Average point score (best 8)368.1 Number of students Likely distribution of GCSE grades Copyright © 2014 GL Assessment Limited Slide 10 of 13

13. CAT4 Summary presentation for senior leaders How to make best use of your CAT4 data Individual reports for students can be shared with key members of staff to ensure that: – teaching is appropriate to a student's learning preferences – support or challenge is appropriate to need. Individual student reports for teachers should be shared with each student and form the basis, with other data, for: – setting targets – monitoring progress – adapting learning to suit the student's preferences. Group reports for teachers and Summary reports for senior leaders can: – inform decision making about curriculum and resources – provide a benchmark for monitoring and assessing value added. Copyright © 2014 GL Assessment Limited Slide 12 of 13

14. CAT4 Summary presentation for senior leaders How to make best use of your CAT4 data Individual reports for parents provide the parent or carer with a copy of their child's results to help them understand the process and how they can offer support at home. Data about students' abilities based on CAT4 can be used very effectively with other information such as that provided by attainment tests and teacher assessment to help set targets for learning and public examinations. Individual reports for students provide each student with a copy of his or her results to take away. Copyright © 2014 GL Assessment Limited Slide 13 of 13

15. Whilst the “Value-added” figures are encouraging and can be used for evaluating performance, we want to use this data more effectively in driving School Improvement in order to meet individual pupil needs and, as a consequence, further improve the headline figures and standards in Public Examinations.

16. We have adopted strategies which coordinate the following key elements, many of which have been in place for some time (i)Departmental Target Setting. Using a combination of CAT indicators, internal school examinations, previous “Value-added” figures and other factors, each pupil in Year 11 and 13 is set a target grade which has to be both challenging and realistic. (ii)Scores in internal examinations are standardised to allow a more reliable comparison of individual pupil performance between subjects and between one set of internal examinations and the next.

17. We have adopted strategies which coordinate the following key elements, many of which have been in place for some time. (iii)An intervention system has been formalised. At several stages in the year pupil performance is assessed on a four point scale of progress levels in relation to target grades. In cases where pupil falls below the target grade an appropriate intervention is put in place by HODs. (iv)A system of pupil tracking on SIMS has been introduced. This uses Assessment Manager and the marksheets include CAT data, departmental targets, standardised scores and progress levels..

18. We have adopted strategies which coordinate the following key elements, many of which have been in place for some time (v)The Learning Guidance Programme was introduced to coordinate the pastoral, academic and careers aspects of an individual pupil’s education. Extended Interviews at Year 13 Induction have been introduced to assist pupils in making more informed subject choices. These interviews make use of previous “Value-added” data in order to predict outcomes based on average GCSE scores. Further Learning Guidance Interventions take place following “Mock” examinations for pupils in Years 12, 13 and 14.

19. We have adopted strategies which coordinate the following key elements, many of which have been in place for some time (vi)Assertive Mentoring was introduced, initially for Years 13 and 14. This is now taking place in Years 11 and 12. Pupils are interviewed on a regular basis with discussion centring on Aspirational Grades, Target Grades and Progress Levels. Where a need for individual subject support is identified by the pupil, this is fed back to the subject teacher. (vii) Additional Assertive Mentoring has been introduced for selected pupils on the borderline of 3 A*-C at A2 Level and 7 A* - C at GCSE level. This is an enhanced version of the Assertive Mentoring Programme with meetings taking place on a weekly basis.

20. We have adopted strategies which coordinate the following key elements, many of which have been in place for some time (viii) Guided Learning Logs have been introduced for Y13 and 14 pupils and a similar system has been introduced for some Y12 pupils. The aim of these is to direct learning during private study time. (ix)Three School Improvement Groups (KS3, KS4 and Post-16) meet on a regular basis to focus on Learning and Teaching. These provide forums for sharing good practice and monitoring of issues identified in Departmental Self Evaluations and highlighted in Departmental Action Plans.

21. GCSE Value added measurements have improved over time. The average value added score of 0.2 grades per subject entry (2008) has risen steadily to average 0.5 grades per subject entry over the years 2012-2014. There is evidence through the pupil tracking mechanism and impact reviews of the Assertive Mentoring Programme that there has been an improvement in pupil achievement and individual self- esteem. In 2014 90% of grades at A2 level met or exceeded expectation with over 50% being at least one grade higher when using C2k Progression Lines.

22. For the Additional Assertive Mentoring Programme at Post 16 level, there is evidence through results that many of the D grades achieved at AS level were changed to C grades at A2 Level resulting in the highest % of 3 A*-C since 2006. 73 ‘expected’ D grades resulted in 36 actual D grades An interim survey on the use of Guided Learning Logs was carried out with parental and student responses being very favourable. A much fuller survey is in the process of being completed in order to review and evaluate the initiative.

23. Monitoring of pupil work has identified an improved focus on Marking for Improvement Strategies. A programme of Learner Observations has indicated a increase in the range of Learning and Teaching strategies being employed in classroom practice.

24. .

25. .

26. .

27. .

28. Use of Stanines – Grade C

29. Use of Stanines – Grade B

30. Use of Stanines – Grade A