Key Stage 4 Exam Data - Brownhill pupils
- 0% of pupils gained a good pass at GCSE English, 1 pupil gained a grade E and 1 pupil a grade F.
- 0% of pupils gained a good pass at GCSE Maths, 2 gained a grade G and 3 a grade U
- Out of 12 pupils who left our centre age 16, 11 pupils went on to further education, employment or training, only 1 pupil was NEET, (not in employment, education or training)
Number of year 11 pupils academic year 2015-16 = 73
Impact Statement for Key Stage 4 - Year 11 Centre
- We offer a range of academic and vocational courses to meet the needs of all our pupils.
- We offer courses at a level so that pupils can access the next phase of their career path, starting with Entry Level, Level 1 and 2 courses alongside GCSE courses
- All pupils who regularly attended in Year 11 are entered for GCSE
- All pupils who regularly attended in Year 11 gained at least 1 nationally recognised qualification
- 31 pupils gained 5 nationally recognised qualifications
- All pupils who completed GCSE English and Science gained a grade if they attended the exam
- All pupils who completed Maths internal exam were entered for GCSE
- 39 pupils are now attending college, 12 pupils at training providers and 7 have gained employment
- 86.5% of pupils who attended BLC in 2015-2016 are in employment, education or training
Impact Statement for Key Stage 4 - Darnhill Site
- 11 out of 12 pupils made progress in at least one area of English, Maths, WRATS, RAGS and PIVATS
- 8 pupils improved their PIVATS
- 7 pupils made expected progress in English
- 2 pupils made expected progress in Maths
- 5 pupils improved their RAG scores
- 7 pupils improved with WRAT scores
- Most of key stage 4 pupils are keen to attend, engage in lessons and other activities. They make efforts to learn and progress and this is evident
Expected Progress - 1 Pearson Step
Progress - 1 sub-step
Explanation - For Primary, the range is age related. Each set of age related expectations are broken down into sub-divisions, i.e. 1 Emerging, 1 Developing, 1 Secure. To make expected progress, they have to complete all 3 sub-divisions in an academic year.
Progress is based on individual need and will not look the same for every pupil. For example, some pupils arrive with us with very little or no attendance at main stream, therefore if their attendance is substantially increased and they are engaging in school, this could be good progress for a particular child.
For some children, they may not have left their house or attended a school for some time. Any engagement out of the house would be good progress.
Some pupils behaviour presents a barrier to engaging well in the classroom. Any engagement with the Youth Team or working 1:1 with various staff, with short periods in the classroom would be good progress.
Expected progress would be if a pupil's attendance is improving and is engaging well in class and with the curriculum.
For some pupils, we offer extended work experience or alternative provision when they are not succeeding within the centres. If they engage well with this provision this would mean they would make expected progress.
We feel that if students leave us with an offer of employment, education or training post 16 they will have made expected progress.