We use a wide range of external data to evaluate how effectively we are performing, moderate our own assessment judgements through Years 7 to 11 and plan for ongoing, sustained improvement.
The following data can be found on this page:
- Examination Results Summer 2017
- Progress Analysis 2017-18: Key Stage 3 & Key Stage 4
- Progress Analysis 2016-17
- Department for Education Key Stage 4 Performance Data 2016
- Special Schools Performance Comparison 2017
- Analyse School Performance
- Ofsted Inspection Dashboard 2016
- FFT Aspire summary 2016
- Student Destinations
When viewing these sources it should be borne in mind that they are primarily designed for mainstream schools and have limited value in a special school context, as recognised by Ofsted:
“Inspectors will recognise that published data for very small groups of children should be treated with caution. For example, it will not be possible to draw conclusions about trends in relation to very small groups. Equally, it will be misleading to compare national rates of progress and attainment with progress and attainment rates for very small groups that have high proportions of pupils with special educational needs arising from their low cognitive abilities.”
Ofsted School Inspection Handbook, August 2015. Paragraph 174.
A. Examination Results Summer 2017
Last year's Year 11 students did themselves proud in their examinations.
- 50% of students achieving at least one GCSE
- 7% of students achieving GCSEs in both English and maths
- 7% of students achieving five or more GCSEs
- All students achieved a qualification (GCSE or Entry Level Certificate) in English and maths.
- Students achieved an average of 12 qualifications each (GCSE, BTEC, Entry Level Certificate and Functional Skills)
The success story was repeated across the full range of courses we offer.
Full details of our summer 2017 results can be viewed here: Year 11 Results 2017
Our Year 13 students also reaped the rewards of two years' hard work, improving on their KS4 results in core subjects and achieving a range of new vocational qualifications.
Their results can be viewed here: Year 13 Results 2017
B. Progress Analysis 2017-18
We will publish here the details of the number of pupils making expected progress in the core curriculum during 2017-18 on a term-by-term basis.
C. Progress Analysis 2016-17
The following document gives details of the number of students who made expected progress in the core curriculum in 2016-17: Expected progress 16-17
84% of Year 11 students made at least expected progress from KS2 to KS4 in both English and maths and 25% made greater than expected progress in both (see Pupil Premium page for more information).
D. Department for Education Key Stage 4 Performance Data 2017
The Department for Education publishes school performance data in January of each school year, this focuses on the performance of the previous year's Year 11 students. Our current most recent data is therefore for our Summer 2017 leavers.
Performance data for Castle Hill can be viewed and compared with that of other schools here: Compare school performance 2017
We are required to publish the following data for our 2017 Year 11 leavers:
- Attainment 8 score: 3.1
- Progress 8 score: -1.57
- Percentage of students who achieved grade C or above in English and maths: 0%
- Percentage of students achieving the English Baccalaureate subjects: 0%
Attainment 8 & Progress 8 explained
These are used to compare attainment and progress of all students and schools nationwide.
Attainment 8 measures the achievement of a student across 8 qualifications including mathematics (double weighted) and English (double weighted), 3 further qualifications that count in the English Baccalaureate measure and 3 further qualifications that can be GCSE qualifications or any other non-GCSE qualifications on the DfE approved list. The figure given above is the average for all Year 11 students in the 2016 cohort.
Progress 8 aims to capture the progress a student makes from the end of primary school to the end of secondary school in the same 8 qualifications as Attainment 8. It is a type of value added measure, which means that students’ results are compared to the actual achievements of other students with the same prior attainment. As with the Attainment 8 score the figure given above is the average for all Year 11 students in the 2016 cohort.
The floor standard for a school is the minimum standard for student achievement and/or progress that the government expects schools to meet. Schools will be below the floor standard if their Progress 8 score is below -0.5, however floor standards do not apply to special schools.
E. Special Schools Performance Comparison 2017
As none of our students take 8 GCSEs our Attainment 8 and Progress 8 measures are below those of mainstream schools. Our cohort sizes are also small (32 students in Year 11 in 2016-17) meaning that the performance of just one student can significantly alter any trends seen in data. The fact that floor standards do not apply to special schools is clear recognition of the very limited relevance of these measures to our provision.
The Attainment 8 and Progress 8 measures also only take into account GCSEs and a small number of BTEC qualifications and focus on the expected performance of students in mainstream schools. Whilst many of our students do achieve GCSE and BTEC qualifications we also offer a wide range of other qualifications, such as Entry Level Certificates and Functional Skills.
A more useful interpretation of the Performance Data can be found in our 'Performance Comparison 2017' document which compares our performance with that of similar special schools across the northwest and shows Castle Hill to be outperforming other schools.
This document can be viewed here: Performance Comparison 2017
F. RAISEonline / Analyse School Performance
RAISEonline closed on 31 July 2017. Analyse School Performance is a new Department for Education service, still under development, that gives access to detailed performance data that was previously available on RAISEonline. Information from this will be published here as it becomes available.
In the meantime summary of our last RAISEonline report can be viewed here:
G. Ofsted Inspection Dashboard
The Ofsted Inspection Dashboard is a tool designed by Ofsted to provide schools with a high level summary of information about their performance. The document focuses largely on Attainment 8 and Progress 8 so again is of limited relevance to Castle Hill for the reasons outlined above.
Our Inspection Dashboard for 2016 Key Stage 4 (the most recent report available) can be viewed here: Ofsted Inspection Dashboard
Headlines from the RAISEonline and Inspection Dashboard documents:
- Students achieved GCSE success from very low 'end of Key Stage 2' starting points, in the majority of cases achieving grade F and above.
- All students entered for GCSEs passed and there were few grade Gs, indicating that staff make accurate judgements about students' abilities and enter them for appropriate qualifications.
- Whilst Attainment 8 and Progress 8 only take into account our GCSEs and BTEC Performing Arts, there is recognition in the RAISEonline report that we also offered 26 other qualifications at a range of levels - GCSE short courses, Entry Level Certificates, Functional Skills, BTECs and VRQs - such that all pupils accessed formal qualifications at an appropriate level.
- Our 'Disadvantaged' (a Department for Education classification relating to those students who receive Pupil Premium) students performed at least as well as 'Others' in terms of Attainment 8 and Progress 8
- Our 'Disadvantaged' students did as well as 'Others' in English and slightly better in maths.
- Our 'Ethnic Minority' students performed strongly.
- English and maths performance were broadly on a par, attainment was slightly higher in maths but more students were entered for English.
- Attainment in BTEC Performing Arts was a strength.
H. FFT Aspire
This tool has been developed by the Fischer Family Trust in partnership the National Governors’ Association and the Wellcome Trust. It provides a range of information to help governors support and challenge the school leadership team.
FFT Aspire analyses information about results and pupil progress, subject performance, progress of student groups, school context and attendance and highlights some of the strengths and weaknesses of the school.
Headlines from the 2016 FFT analysis are:
KS4 Progress (Contextual Value Added, CVA)
- Attainment 8 and Progress 8 are significantly above the national average when CVA is taken into account with a score of +0.36.
Higher performing student groups (all subjects):
- All students
- Free school meals (the majority of our Pupil Premium students)
- Lower attainers
- Not free school meals
- Students who joined before Year 10
- Low attainers
High performing subjects
- Maths (progress score of + 1.18)
- English (progress score of + 0.41)
- Science (progress score of + 0.15)
- Drama (progress score of + 1.14)
A progress score of +1.0 means that students scored a whole GCSE grade higher than would be expected based on their end of KS2 attainment.
I. Student Destinations
|Destinations||2013 cohort||2014 cohort||2015 cohort|
|% of all students still in education, employment or training||94||89||82 *|
|% of disadvantaged students still in education, employment or training||94||94||**|
* The 2015 cohort was unusually small with only 22 pupils. The 18% not in sustained education, employment or training equates to four students who were chronic poor attenders whilst with us. It is noteworthy that all students who moved on to our own 6th Form provision sustained 100% through Years 12 and 13 and have all moved on to training or employment.
** This data is no longer published by the Department for Education.
The following document gives the destinations of our 2017 Year 11 and Year 13 leavers:
|% of students||0||0||0|
|Fixed term exclusions||2013||2014||2015|
|% of students||0.0||1.29||0.57|
- These figures are significantly better than the national average for both special and mainstream schools.
- There were no fixed term exclusions for 'Ethnic Minority' or 'Disadvantaged' students in any of the three years.