OFSTED 16 – 19 Study Programmes Inspection Dashboard
Strengths in 2017
- Value added was significantly above average and in the top 10% for A Levels.
- For disadvantaged learners, value added was significantly above average and in the top 10% for A Levels.
- Value added was significantly above average and in the top 10% for A Level learners with prior attainment grade: B.
- Progress score in English was at least three quarters of a grade above average.
- Progress score in English was at least three quarters of a grade above the average for learners with prior attainment GCSE grade: E.
- Progress score in Mathematics was at least three quarters of a grade above the average for attainment: GCSE grade: E.
The City of Leicester College Sixth Form is a popular destination with numbers consistently close to our capacity of 370.
Five key measures which help to show the achievement of a Sixth Form are:
- Progress measures
- Attainment measures
- GCSE Maths and English progress
- Retention measures
- Destinations measures
Used to measure the progress a student has made whilst studying a course within a Sixth Form. This is measured against a national database and shows how much ‘value’ is added to that student.
The three measures we use are the DfE Level 3 VALUE ADDED SUMMARY REPORT, DFE PERFORMANCE TABLES and the ALPS [A LEVEL PERFORMANCE SYSTEMS] report.
The Level 3 A Level DfE report shows whether a student, course or centre is making the expected [national average] progress over the year – indicated with a score of ‘0’ [zero], more than expected progress [a score greater than zero] or less than expected progress [a score less than zero].
The ALPS system works by grading a student, course or centre according to a comparison with other top performing sixth forms and colleges in the country. Its grading system ranges from:
- Grade 1-2 Outstanding
- Grade 3 excellent
- Grade 4 Very Good
- Grade 5 Good or satisfactory
- Grade 6 Below Average
- Grades 7-9 Less than satisfactory to poor
Data from ALPs 2016
A raw data comparison of student’s, courses and centres. This data looks at attainment in terms of the number of ‘A’s’, ‘B’s etc. achieved compared with the national average.
This is an equally important measure but does not take into account the starting position of students when they enter the course or centre. For example, their GCSE profile may consist of mainly C’s and B’s rather than A’s. This is an important point when comparing between courses and between centres.
GCSE Maths and English
|English Language||0.64 (-0.10)||0.98 (-0.02)||0.82 (0.06)
|Mathematics||0.51 (-0.13)||0.62 (0)||0.75 (0.05)|
The proportion of students who complete their main programme of study.
|A Levels||99%||97.7%||Not available|
|Applied General||59.60%||76.5%||Not available|
|Tech Level||55.6%||90.9%||Not available|
There is a strong emphasis on students progressing to University or other forms of education and training.
Official data from the DfE performance tables is shown below:
|% in Education / Employment or Training||93%||94%||91%|
These figures are all above the national average (in brackets)
UCAS data for 2018 – 90% of College leavers have been accepted onto a course at University.
School performance tables
Click here to visit the DfE School Performance website.