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 2020
- Progress Analysis 2020-21
- Progress Analysis 2019-20
- Department for Education Key Stage 4 Performance Data 2019
- Special Schools Performance Comparison 2019
- FFT Aspire summary 2018
- 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 2020
Last year's Year 11 students did themselves proud in their examinations.
- 68% of students achieving at least one GCSE
- 20% of students achieving GCSEs in both English and maths
- 26% of students achieving four or more GCSEs
- Average GCSE (and equivalent) entries per pupils: 1.6
- All students achieved a qualification (GCSE or Entry Level Certificate) in English and maths.
- Students achieved an average of 11 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 2020 results can be viewed here:
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:
B. Progress Analysis 2020-21
We will publish here the details of the number of pupils making expected progress in the core curriculum during 2020-21 on a term-by-term basis.
C. Progress Analysis 2019-20
Due to the Covid-19 school closure we do not have data for 2019-20.
As a guide, the following document gives details of the number of students who made expected progress in the core curriculum in 2018-19: Expected progress 18-19
93% of Year 11 students made at least expected progress from KS2 to KS4 in both English and maths and 43% made greater than expected progress in both.
D. Department for Education Key Stage 4 Performance Data 2019
The Department for Education usually publishes school performance data in January of each school year, this focuses on the performance of the previous year's Year 11 students. The Government has announced that it will not publish any school educational performance data based on tests, assessments or exams for 2020. The most recent data is therefore for our Summer 2019 leavers.
This performance data for Castle Hill can be viewed and compared with that of other schools here: Compare school performance 2019
We are required to publish the following data for our 2019 Year 11 leavers:
- Attainment 8 score: 3.4
- Progress 8 score: -1.79
- Percentage of students who achieved grade C or above in English and maths: 0%
- Percentage of students achieving the English Baccalaureate subjects: 0%
Past 3 years
Progress 8 - all
Progress 8 - disadvantaged
|Attainment 8 - all||3.1||5.3||3.4|
|Attainment 8 - disadvantaged||32.9||4.1||2.9|
Note close correlation between all pupils and disadvantaged.
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 2019 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 2019 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.
NB. The Department for Education has not published any data on the 16-18 section of the school's performance tables page.
E. Special Schools Performance Comparison 2019
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 (39 students in Year 11 in 2018-19) 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 2019' 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:
F. 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 2018 FFT analysis are:
KS4 Progress (Contextual Value Added, CVA)
- Progress 8 is in line with the national average.
Higher performing student groups (all subjects):
- Free school meals (the majority of our Pupil Premium students)
- Not free school meals
High performing subjects
- English (average point score 2.4 points, progress score of + 0.33)
- Biology (average point score 2.5 points, progress score of + 0.62)
- Performing Arts (average point score 4.2 points, progress score of + 1.75)
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.
G. Student Destinations
|Destinations||2015 cohort||2016 cohort||2017 cohort|
|% of all students still in education, employment or training||82*||89||91|
|% of disadvantaged students still in education, employment or training||**||88||88|
* 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 not published by the Department for Education.
The following document gives the destinations of our 2020 Year 11 and Year 13 leavers (correct as of November 2020):
All 2019-2020 Year 11 and Year 13 students continued in education or training.
|% of student group||0||0||0|
|Fixed term exclusions||2014-15||2015-16||2016-17|
|% of student group||0.57||0.48||5.99|
- 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.