OFSTED 16 – 19 Study Programmes Inspection Dashboard
Strengths in 2016
- Value added was significantly above average for the qualification type: GCE A Level.
- For disadvantaged learners, value added was significantly above average for the qualification type: GCE A Level.
- For disadvantaged learners, applied general value was significantly above average for those with prior attainment grade: D or below.
- A-Level size and above value added was significantly above average or not significantly different from average in all subjects.
- Applied general value added was significantly above average or not significantly different from average in all subjects.
Our Sixth Form has continued to increase in popularity with numbers now at a historic high. In 2013 all places were taken up and this is projected to be the case over the coming years.
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
A* - C%
|English Language||52%||0.55 (-0.18)||52%||0.64 (-0.10)|
|Mathematics||38%||0.76 (-0.29)||40%||0.51 (-0.13)|
The proportion of students who complete their main programme of study.
There is a strong emphasis on students progressing to University of other forms of education and training.
Official data from the DfE performance tables is shown below for 2012-14:
|% in Education / Employment or Training||86%||84%||88%|
|% in Sustained Higher Education Destinations||73%||75%||70%|
These figures are all above the national average
UCAS Data 2016 – 91% of students applied to higher education
Current internal data shows that of the students who completed Year 13 in 2016 94% of them are currently in Education, Employment or Training.