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.

 

Student numbers

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.

Year2014201520162017
Numbers375350375360

Achievement

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

Progress 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].

 201420152016
Academic0.070.000.04
A level0.100.070.21
Applied General0.070.200.16
Tech Levels0.26

 

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
 2014201520162017
A Level3532
Vocational4355

Data from ALPs 2016

 

Attainment measures

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.

 20152016
2017
A LEVEL
A*-B46.546.749.1
A*- C72.372.979
A*- E95.998.899.3

 

AVERAGE GRADES

 2016
A LevelC-
AcademicC-
Applied GeneralDist*
Tech LevelsDist

 

GCSE Maths and English

GCSE2015
A*-C%
2015
Performance Tables
Progress Measure
(National Figures)
2016
A* - C%
2016
Performance Tables
Progress Measure
(National Figures)
English Language52%0.55 (-0.18)52%0.64 (-0.10)
Mathematics38%0.76 (-0.29)40%0.51 (-0.13)

 

RETENTION

The proportion of students who complete their main programme of study.

 2016
A Levels99%
Academic99%
Applied General59.6%
Tech Level55.6%

 

Destinations

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:

 201220132014
% in Education / Employment or Training86%84%88%
% in Sustained Higher Education Destinations73%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.

 

School Performance Tables

www.education.gov.uk/cgi-bin/schools/performance/school.pl?urn=120297