Achievement self -evaluation: from new Ofsted handbook September 2014

School:
Northolt High
20 04 2014
Achievement (63)

SLT Achievement Lead:

N Bradford

Date:

Evidence to demonstrate: developments, key strengths, areas for

development, key risks

Year 11 2013-14

Context

All achievement

All progress

Pupil premium
disadvantaged
Including LAC

Cohort 234 (201 with KS2 APS 26.5) ( NAT AV = 27.9)

Students with KS2 data have significantly lower starting
points than students nationally
Attainment across all categories will be suppressed by the
inclusion of these students in the data
Progress measures not affected
A few students experiencing extreme circumstances
outside of school have lowered achievement figures
dramatically in the groups they belong to
5+A*-C including English and Maths ALL 49%, Yr. 7 starters
51% NAT 55%
Best 8 Capped point score ALL 292 Yr. 7 starters 297 NAT
307
Total points score ALL 338 NAT 362
Attainment of NHS students as indicated by threshold
significantly above NA for Science and languages
Attainment of NHS students as indicated by threshold
similar to NA for Mathematics
Attainment of NHS students as indicated by threshold
significantly below NA for EBACC basics and humanities
5A*-G (259 pupils) NHS 94 v NAT 92
Average points in English significantly below NA for all
pupils 37.3 v 38.7 ( yr7 starters (37.7)
Average points in Maths below NA for all pupils 36.0 v 38.0
( yr7 starters 36.2)
Best 8 VA 1005.1 rank 46th percentile
Subject VA and ranks English 999.9 (56) Maths 1001 (36)
Science 1003.7 S+ (6) Languages 1004.1 S+ (13)
Humanities 1001.6 S+ (31)
English Expected Progress 71 v 70 (NHS V NAT 14)
Maths Expected Progress 65 v 65 (NHS V NAT 14)
More than expected progress English 27 v 32 (2014)
More than expected progress Maths 25 v 29 (2014
New Progress 8 Measure +0.12
5+ A*-C Inc. E & M PP V NPP 42 v 52
Best 8 Capped point score PP V NPP 264 v 306
Attainment of disadvantaged pupils better than NA
disadvantaged for all threshold measures (5+A*-C
including English and Maths 5A*-C* 5A*-G English Bacc &
Basics)
Attainment of disadvantaged better than NA for Capped
and total point score
Attainment of disadvantaged better than NA
disadvantaged for all subjects reported and significantly
better in Science
Progress of disadvantaged pupils (VA) better than NA
disadvantaged in all reported subjects and significantly
better in Science Languages and Humanities

Expected Progress PP v NPP E 65 v 74 M 55 v 71

Expected progress disadvantaged pupils in English and
Maths better than NA
Closing gap analysis show better progress to other pupils
nationally from 14 starting points
Closing gap analysis show similar progress to other pupils
nationally from 5 starting points
Closing gap analysis show better progress to other pupils
nationally from 5 starting points
( check sub-levels for level 4)

Students without KS2

data

82 students without KS2

Those tested
5+A*-C Inc. EM 33% Best 8 capped 265
English A*-C 43 % Maths A*-C 63%

Pupils with SEN and

disable pupils

Attainment as measured by capped point score is just

below the NA for SEN
Attainment as measured by total point score is significantly
below the NA for SEN ( Your SEN likely to be lower ability
than NA SEN)
Attainment of SEN pupils is lower NA SEN for all measures
(5+A*-C including English and Maths 5A*-C* English Bacc &
Basics)
SEN best 8 VA significantly better than NA ( 1000.2 v
971.2)
SEN exceed 2014 national 3 levels of progress in both
English and Maths E 63 v 53 M 51 v 44

High attainers

Middle attainers

Attainment as measured by capped point score of High

Ability Students is below Nat Averages for 2014 369 v
385
Attainment as measured by total point score of High Ability
Students is similar to the Nat Averages for high ability
students in 2014 485 v 487
Attainment of High Ability students for all threshold
measures except EBACC is in line with the Nat Averages for
high ability students in 2014
High ability VA best 8 is below NA 983.4 v 1000.3
The proportion of high ability students making expected
progress in English is less than Nat Average 78 v 85
The proportion of high ability students making expected
progress in Maths is less than Nat Average 75 v 84
Attainment as measured by capped point score of Middle
Ability Students is similar to Nat Averages for 2014 295 v
302
Attainment as measured by total point score of Middle
Ability Students is similar to the Nat Averages for middle
ability students in 2014 340 v 344
Attainment of Middles Ability students for all threshold
measures is in line with National averages
VA best 8 is close to NA 995.6 v 999.9
Subject VA for Middle ability are similar for English Maths

Low attainers

Other key groups: gender

Other key groups:

Ethnicity

Attainment as measured by capped point score of Low

Ability Students is significantly above Nat Averages for
2014 229 v 183
Attainment as measured by total point score of Low Ability
Students is significantly above the Nat Averages forLow
ability students in 2014 237 v 191
Attainment of LowAbility students for all threshold
measures (except EBACC) is well above the Nat Averages
for Low ability students in 2014
Low ability VA best 8 is significantly above NA 1049.6 v
999.7 (44.8 pts up on 2014!!)
Subject VA are significantly above NA for all subjects
measured
The proportion of Low ability students making expected
progress in English is above Nat Average 71 v 47 sig +
The proportion of low ability students making expected
progress in Maths is above Nat Average 64 v 26 sig +
Girls starting KS2 starting point lower than boys ( 26.0 v
27.1 ) needs check
5A*-C including E & M Female 49 Male 49 Nat ( 61 v 50)
Boys have higher capped point score 296 v 286
Girls attainment sig below NA ( capped and total point
score)
Girls VA 1008.5 v Nat 1011.3 Boys VA 1001.3 v 988.9
Girls better but boys have bigger difference compared to
their NA
Subject VA show girls significantly better than NA in Maths
and Science
Subject VA show boys significantly better than NA in
Science and Languages
Girls V Boys Expected progress English 3+ 74 v 69 Maths
3+ 62 v 68
Boys better than NA English 69 v 64 Maths 68 v 62
Girls make less expected progress than NA English 74 v 76
Maths 62 v 67
( check sub-level)

Other Groups (for groups whose number exceeds 10)

and Humanities
Subject VA for Middle ability are significantly Science and
Languages
The proportion of Middles ability students making
expected progress in English is similar to Nat Average 68 v
69
The proportion of Middle Ability students making expected
progress in Maths is similar to Nat Average 62 v 65

Attainment of Ethnic groups as measures by capped and

total point score is variable comparing with respective
groups with British being the only group to be significantly
below.
For subject area thresholds with White British significantly
below national average for EBACC and English but
significantly above in Science
The any other white back ground are also significantly
below their National average subject threshold in EBACC

English
Basics 2013
and Humanities
2012
2014
Nat
Best 8 VA is significantly below for White British only. The
2013/2
picture for other groups is variable
but not significantly
014
different
from
national
averages
VA
991
998
1004.
1000
The white British disadvantaged
group v other white British
5
a very 67
big gap 73
897 v 98869/70
Englisshow64
h The very low performance of this group of 22 students
Mathlowers
70 the VA
67from 1018
65 to 1004.5
70/65 ( ROL data
management
tool
used)
s
The weakest 20 students lowered the VA from 1026 to
1005
The VA of the middle 80% 1013
Extremes at the low end affect overall impression of school
these students had a range of difficulties including
students who were home tutored
Subject VA is variable with Indian and White British English
significantly below. And White British sig below for Maths
Expected progress for all ethnic groups was not
significantly different than NA except for white British
Maths

Pupils progress over

last 3 yrs. 66
3 year attainment

Proportion making
expected progress and
exceeding expected in
English and Maths from
each starting point
compared with national
figures all pupils

5+ A*-C shows 4 years continuous improvement

2011

2012

2013

2014

no

231

229

235

261

5+A*-C
inc EM
Nat

40

45

46

49

57

58

60

55

Diff

-17

-13

-14

-6

Value added shows year on year improvement and now expected

to exceeds NA for the first time in 4 years. Progress in English has
improved year on year. Progress in Maths is just below national
figures.

As above for
disadvantaged pupils

3+

Engli
sh
Math
s

As above for not

disadvantaged pupils

2012

60

63

66

Nat
2013/
2014
69/72

61

59

54

70/66

2014

Expected Progress
in English for
disadvantaged
students is
improving.

Progress of advantaged pupils in English has improved and now

exceeds the 2013 national average. Maths has shown a decline
but now matches 2014 national progress data.
3+
Englis
h
Maths

Achievement (63)

2013

2012

2013

2014

68

70

76

77

73

71

Nat NDA
2014
75
71

Evidence to demonstrate: developments, key strengths,

areas for development, key risks

Attainment over last 3

yrs. (66)
Pupil attainment in
relation to national
standards and compared
with all schools including
trends and current pupil
attainment:
Capped points scores,
average point scores,
English and Maths, other
subjects.

Pupil attainment either above green in line yellow or below

red with National Attainment data

KS2 APS
Best 8
English
Maths
Biology
Physics
Chemistry
Add Science
Core Science
History
Geography
French
German

2012

2013

2014

26.2
316
36.8
38.0
45.8
47.4
46.2
40.7
39.6
40.6
38.9
36.6
42.5

26.7
326
37.7
39.0
49.2
48.0
47.2
41.9
40.8
41.5
38.4
41.8
40.6

26.4
292
37.3
36.9
47.4
45.8
47.2
44.6
39.9
41
34.1
40.1
41.9

Nat
2014
27.9
305
39.4
39.1
46.6
46.9
46.8
39.0
38.1
40.7
40.9
41.0
41.5

Attainment of
disadvantaged pupils in
comparison to other
pupils with similar
starting points and
national averages for
non- disadvantaged
pupils closing of gaps
and any in school gaps

Gaps in the 5+ A*-C Inc EM performance of disadvantaged and

advantaged students has fluctuated over the last 3 years. The
2014 cohort has a wide gap at KS2 which will impact on
attainment as seen. Gap much smaller than National
The best capped point score difference has been minimal for the
last 2 years.
5+ A*-C
EM
Disadvan
tage
Advantag
e

2012

2013

2014

36

43

44

51

47

54

Best 8
Capped
Disadvan
tage
Advantag
e

2012

2013

2014

307

305

259

322

350

301

SEN and disabled

pupils (69)
Evaluation of learning
and progress of pupils
below expected
attainment for their age
due to cognitive
difficulties.
Identification of pupils
with SEN

Evaluation of intervention
programmes

See below

SEN students have well exceeded national progress rates

in English for 2013 & 2014. Maths has shown a big
improvement from 2013 to 2014 now exceeding the
national progress rate for SA+ by 11%
Best 8
Capped
SEN A
SEN A+

2012

2013

2014

250
149

262
280

241
196

3+
English
SEN A
SEN A+

2012

2013

2014

41
0

57
57

64
47

3+
Maths
SEN A
SEN A+

2012

2013

2014

18
0

23
38

46
50

2014
NAT
249
231
2014
NAT
53
44
2014
NAT
49
39

PIXL and in School strategies were highly effective in

raising achievement at 5A*-C inc E& M

Learning and progress across year groups of different groups of pupils currently on
roll at the school (65)
School systems, records
of progress including
those off-site

The School uses SIMs and 4matrix to record and evaluate school
performance for both KS3 & KS4 courses. ALPS and SIMs are used
for KS5
Predicted grade data is collected 5x per year for all years except
11 & 13 where 1 less collection is made

All (Latest Projections )

Pupil premium
disadvantaged
Including LAC

Year 10
Year 11
KS2
26.5
25.3
5+A*-C EM 64
51
Best 8
311
301
Value
1039
1016
Added
Attainment 0.52
4.5
8
Progress 8
4.93
0.09
English A*- 80
58
C
Maths A*-C 72
66
English 3+ 84
72
Maths 3+
83
75
*Non attending students removed

KS2
5+A*-C EM
Best 8
Value
Added
Attainment
8
Progress 8
English A*C
Maths A*-C
English 3+
Maths 3+

Year 10

Year 11*

67
316
1034

53
304
1020

5.02

4.63

0.46
86

0.13
62

75
90
79

65
72
74

Disabled pupils
n/a ?
Achievement (63)

Evidence to demonstrate: developments, key strengths,

areas for development, key risks.

Pupils with SEN

*Non attending students removed

Year 10 K
KS2
5+A*-C EM
Best 8
Value Added
Attainment 8
Progress 8
English A*-C
Maths A*-C
English 3+
Maths 3+

Students without KS2

data

Year 11
A*

Year 11
A+

26
260
1023
3.5
-0.1
33
41
57
62

20
259
1021
3.6
0.04
28
44
50
63

34
265
1038
4.03
0.5
67
41
80
62

Students without KS2 much weaker (suggest CATS check for

comparison)
5+A*-C EM
Best 8
Value
Added
Attainment
8
Progress 8
English A*C
Maths A*-C
English 3+
Maths 3+

Year 10
41
268

Year 11*
39
281
N/A

4.14

3.84

61

NA
32

59
NA
NA

52
NA
NA

Year 10

Year 11*

75
332
1039

56
305
1016

5.32

4.65

0.52
73

0.1
64

78
94
81

69
72
74

Students with KS2 Data

KS2
5+A*-C EM
Best 8
Value
Added
Attainment
8
Progress 8
English A*C
Maths A*-C
English 3+
Maths 3+

High Attainers
KS2
5+A*-C EM
Best 8
Value
Added
Attainment
8
Progress 8
English A*C
Maths A*-C
English 3+
Maths 3+

Year 10

Year 11*

100
388
1010

88
375
1000

6.4

6.2

0.03
100

-0.1
93

100
100
89

95
88
79

Year 10

Year 11*

78
324
1038

62
321
1036

5.2

4.94

0.56
92

0.38
72

81
92
82

80
75
82

Year 10

Year 11*

36
284
1087

22
251
1055

4.3

3.4

1.2
75

0.45
28

46
89
65

34
54
56

Middle Attainers
KS2
5+A*-C EM
Best 8
Value
Added
Attainment
8
Progress 8
English A*C
Maths A*-C
English 3+
Maths 3+
Low Attainers
KS2
5+A*-C EM
Best 8
Value
Added
Attainment
8
Progress 8
English A*C
Maths A*-C
English 3+
Maths 3+

Ethnic Monitoring Year 11

KS3 Subject Attainment

& Progress

ALL

WB
PP
45
297
993

WB
Other
48
324
1028

Black

White

Asian

5+A*-C EM
51
52
46
63
Best 8
301
283
302
329
Value
1016
1035 1027 1045
Added
Attainment
4.5
4.5
4.94
4.14
4.44
5.1
8
Progress 8
0.09
-0.3
024
0.25
0.22
0.52
English A*58
60
62
58
54
67
C
Maths A*-C
66
60
67
62
65
74
English 3+
72
65
65
61
70
81
Maths 3+
75
58
74
83
73
82
AT = KS3 APS Pr = Average no of SL progress from first
school assessment
Art
Drama
English
French
Geography
German
History
ICT
Maths
Music
PE
RE
Science
Technology

AT 7
21.84
25.02
27.18
18.63
28.32
19.21
26.64
21.68
27.16
21.45
23.92
26.57
27.73
20.29
24.2

Pr 7
1.43
1.36
0.58
1.7
1.19
0.8
0.85
0.94
0.94
0.52
1.22
1.26
2.9
0.75
1.21

AT 8
26.38
29.54
29.42
22.48
29.45
25.32
30.81
25.73
31.49
22.29
26.87
31.26
30.93
23.41
27.8

Pr 8
4.3
5.9
2.95
4.22
2.74
4.75
4.12
2.32
1.6
3.91
3.19
4.48
3.58
2.83
3.34

AT 9
32.55
35.79
33.46
30.21
34.55
29.23
34.8
30
33.59
22.69
33.61
35.42
34.56
31.09
32.33

Pr 9
8.84
8.68
3.95
6.88
4.36
5.86
4.89
6.23
3.91
-1.95
5.27
6.77
3.84
6.3
4.96

KS3 Progress of Groups

ALL
GIRL
BOY
PP
Other
High
Middle
Low
SEN
White Brit PP
White Brit Other
Black
White All
Asian All

10

AT 7

Pr 7

AT 8

Pr 8

24.2
24.5
24
24
24.4

1.21
1.2
1.3
1.1
1.3

22.4
22.7
24.7
23.6
23.9
24.2

0.69
0.79
1.3
1
1.2
1.2

27.8
28.9
27
28.9
26
31.6
28.6
26.3
26.5
28
29.7
29.9
27
27.5

3.34
3.8
2.9
3.5
3
3.8
3.2
3
2.8
3.1
3.3
3.8
2.9
3.9

AT 9
32.3
3
33
31.8
32.6
32.1
36.4
32.6
28.6
30.1
30.6
33.7
32.7
31.8
32.9

Pr 9
5
5
5
4.9
5
5.7
4.7
4.1
4.2
4.4
5
5
4.9
4.7

Year 13 LS4 Monitoring

ALPS red 50% (3) Blue 21% (5) T score = 4
Biology
Chemistry
Economics
English
Geography
History
Maths F
Maths
Physics
Psychology
Sociology
Business
Photography

APS
42.4
44.2
45.5
43
42.6
48
44.3
44.9
41.9
42.2
41.3
42.4
41.9

Number
6
3
4
7
4
1
4
6
3
5
4
3
4

A*-B
25
100
40
100
50
67
20
20
25

A*-C
50
33
100
43
40
100
100
83
80
100
40
100

ALPS T
2
4
2
7
5
3
1
2
5
2
5
5
3

Year 12 LS4 Monitoring

ALPS red 44% (3) blue 28% (5) T
score = 4

Biology
Chemistry
Economics
English
G&P
Geography
History
Maths Fur
Maths Pure
Maths Stat
Physics
Psychology
Sociology

N0
20
12
5
11
6
8
11
3
15
5
10
13
15

APS
45.1
45.6
43.9
45.4
42.2
47
43.6
48.4
47.1
45.7
44.1
44.6

A*-B%
21
8
40
36
67
67
18
33
27
40
40
8
20

A*-C%
68
58
100
91
100
100
55
100
53
80
60
38
47

ALPS
5
5
2
5
2
3
7
1
2
5
5
6

Achievement

Use of assessment
information to identify
pupils who are falling
behind or who need
additional support
including the most able
Progress

11

According to recent staff projections the risk groups appear to be

1. White British
2. High ability
3. Subjects history Business PE

Pupils have knowledge

understanding and skills
expected for their age
Pupils are set aspirational
targets and they are on
track to meet or exceed
them

All students set FFTD targets

Progress towards target monitored 4/5 x per year

Assessment, including
test results and targets,
expected standards are
used to ensure pupils
make progress

Assessments are frequent (data collected 5 x per years

7,8,8,10,12 and 4 x per year 11, 13) Formative assessment
frequently used to inform projections.
Use of Transition matrices for levels of progress, subject
residuals are used at each data point to assess progress
made.
Progress 8 measure used to assess overall progress of each
child ( replacing VA)

Progress in literacy and

mathematics are
assessed by drawing on
evidence from other
subjects in the curriculum
Pupils strengths and
misconceptions are
identified and acted upon
by teachers during
lessons

Progress in all subjects is comprehensively assessed as

outlined in the data collection point cycle

Lesson observation data?

Grade descriptors Achievement of pupils at the school

Note: These descriptors should not to be used as a checklist. They must be applied adopting a best fit
approach which relies on the professional judgement of the inspection team.
Outstanding (1)
Pupils make substantial and sustained progress throughout year groups across
many subjects, including English and mathematics, and learn exceptionally well.
From eachdifferent starting point, the proportions of pupilsmaking expected
progress and the proportions exceeding expected progress in English and in
mathematics are high compared with national figures. For disadvantaged pupils, the
proportions are similar to, or are rapidly approaching, those for other pupils
nationally and in the school.
The attainment and progress of disadvantaged pupils at least match or are rapidly
approaching1 those of other pupils nationally and in the school.
Pupils read widely and often across all subjects to a high standard.
Pupils acquire knowledge and develop and apply a wide range of skills to great
effect in reading, writing, communication and mathematics. They are exceptionally
well prepared for the next stage in their education, training or employment.
Pupils, including those in sixth form provision and those in the Early Years
Foundation Stage, acquire knowledge quickly and develop their understanding
rapidly in a wide range of different subjects across the curriculum.
The learning of groups of pupils, particularly those who are disabled, those who
have special educational needs, disadvantaged pupils and the most able, is
consistently good or better.
The standards of attainment of almost all groups of pupils are likely to be at least in

1Where the attainment of disadvantaged pupils is high, any in-school attainment gaps need
not be closing rapidly.
12

line with national averages with many pupils attaining above this. In exceptional
circumstances, an outstanding grade can be awarded where standards of
attainment of any group of pupils are below those of all pupils nationally, but the
gap is closing rapidly, as shown by trends in a range of attainment indicators. This
may include attainment in reading.

Good (2)

Progress across year groups in a wide range of subjects, including English and
mathematics, is consistently strong and evidence in pupils work indicates that they
achieve well.
From each different starting point, the proportions ofpupils making expected
progress and the proportions exceeding expected progress in English and in
mathematics areclose to or above national figures.For disadvantaged pupils, the
proportions are similar to, or improving in relation to, those for other pupils
nationally and in the school.
The attainment and progress of disadvantaged pupils are similar to or improving 2 in
relation to those of other pupils nationally and in the school.
Pupils read widely and often.
Pupils acquire knowledge and develop understanding quickly and securely in a wide
range of subjects. They develop and apply a wide range of skills, in reading, writing,
communication and mathematics. This ensures that they are well prepared for the
next stage in their education, training or employment.
The learning of groups of pupils, particularly those who are disabled, those who
have special educational needs, disadvantaged pupils and the most able, is
generally good.
Where attainment, including that in reading in primary schools, is low overall, it is
improving at a faster rate than nationally, over a sustained period.

Requires improvement (3)

Pupils achievement requires improvement because it is not good.

Inadequate (4)
Achievement is likely to be inadequate if any of the following apply.
From their different starting points, the proportions ofpupils making expected
progress, or the proportions exceeding expected progress, in English or
mathematics are consistently below national figures and show little or no
improvement.
For disadvantaged pupils, the proportions making expected progress or exceeding
expected progress from the different starting points in English or in mathematics
are consistently well below those of other pupils either nationally or in the school,
and show little or no improvement.
Pupils learning and progress in any key subject3or key stage, which may, depending
on the impact on overall achievement, includesixth form provision or the Early Years
Foundation Stage as appropriate, indicate they are underachieving.
Groups of pupils, particularly disabled pupils and/or those who have special
educational needs and/or disadvantaged pupils and/or the most able, are
underachieving.
Pupils communication skills (including reading and/or writing) or proficiency in

2 Where the attainment of disadvantaged pupils is high, in-school attainment gaps may exist.
3 Key subjects in primary schools are English and mathematics. In secondary schools, they
are English, mathematics, scienceand any specialist school subjects and/or GCSE subjects
with very high levels of entry.
13

mathematics are not sufficiently strong for them to succeed in the next stage of
education, training or employment.
Attainment is consistently below floor standards4 or is in decline and shows little,
fragile or inconsistent improvement.
There are wide gaps in the attainment and/or the learning and progress of different
groups.

4Floor standards for 2013, 2014 and 2015 refer to the expected levels of performance set by
the government in relation to standards of attainment at Key Stages 2 and 4 and the
proportion of pupils exceeding the threshold in 2014 and 2015 for the number of national
curriculum levels of progress made in English and mathematics between Key Stages 1 and 2
or between Key Stages 2 and 4.
14

15