The way that schools’ performance measures are now judged is very different to the way in which they have been judged previously.
A new key measure of performance this year is Progress 8. This enables us to judge how much improvement students have made regardless of the ability of those students.
Here is a simplified illustration to explain Progress 8. The score is calculated slightly differently to this method but this illustration is simpler and will serve our purposes.
The system of calculation uses Key Stage 2 results for each child to make an estimation about the grade that a student is expected to achieve.
(Difference in Points between Grades)
The progress score in a subject is calculated by looking at the difference between the actual grade and the expected grade.
+1 means the actual grade was one grade above the expected grade.
-2 means the actual grade was two grades below the expected grade.
We do this for students in Maths and English and the best 6 other subjects* (8 subjects in total) for each student.
The progress score for maths and English is doubled so we have 10 progress scores overall.
*. The subjects are grouped into EBacc and Non Ebacc subjects. We take each student’s best 3 Ebacc subjects and their best 3 non Ebacc subjects to work out the score.
Progress Scores Table
|PROGRESS 8 SCORE||-0.03|
- The progress score for each student is calculated by averaging the progress scores for each subject.
- The progress 8 score is calculated by averaging the progress scores of all the students in the year group.
- If every student achieved the result they were expected to achieve the Progress 8 Score would be 0.00.
- A positive progress 8 score means that on average there were more grades above expected than below.
- A negative progress 8 score means that on average there were more grades below expected than above.
The government has set a floor target. The floor target is -0.50. If a school achieves a Progress 8 score below this they will be inspected by OFSTED.
Performance 8 figures are published on the Government performance tables website – https://www.compare-school-performance.service.gov.uk/school/120297
The City of Leicester College Progress 8 score is -0.15
% English and Maths A* – C
The key figure that schools have focused on in the past has been the percentage of students who have achieved both English and maths GCSEs at a grade C or above. This was called the ‘basics’. However, rather than just English language results counting in this measure, now the best result for each student in either English language or English literature counts. There is no direct comparison between this figure and the results that we have previously published on our website.
For the year 11 cohort 2015 – 2016 our basics (threshold) figure was 55%. Our basics figure for 2014 – 2015 was 48% but that figure was the percentage of students gaining English Language only combined with maths at GCSE grade C or above so a direct comparison cannot be made.
For comparison purpose, we also calculated the expected progress and better than expected progress made for the 2015-16 year 11 cohort in best English (either language or literature) and maths. Our figures were as follows:
Best English expected or better than expected progress 72% and better than expected progress 28%.
Maths expected or better than expected progress 67% and better than expected progress 30%.
The EBacc is a measure that continues to be reported on. This year 15% students gained the EBacc. While lower than previous years, this is a positive figure since for this year group there was no policy of enforcing any particular option choices on students. Now that the Ebacc is featuring as a more significant measure we have in subsequent option years encouraged students to take the Ebacc option.
There is a final measure that schools do not have to publish but will be available. This is the average grade that a student will get in a GCSE at a school. Unlike progress 8, all students at the school count for this figure. This is a particular challenge for schools that have students who start mid-way through their school career or even mid-year.