It can be hard to gauge a school’s performance on a single year’s data. Each cohort of pupils is unique and the numbers can move up and down. For this reason, a four-year rolling average is used to smooth out innate variability between cohorts. For Horringer Court, the four-year rolling average for the percentage of pupils reaching expected in Reading, Writing and Maths is shown below.
This chart plots the amount by which our school is above the four-year rolling average in the National Average.
The Department for Education requires us to publish the following data from our most recent Key Stage 2 results (2018/19)
|Percentage of pupils who’ve achieved the expected standard in reading, writing and maths||60%|
|Average progress that pupils have made in reading between KS1 and KS2||-1.3|
|Average progress that pupils have made in writing between KS1 and KS2||-0.1|
|Average progress that pupils have made in maths between KS1 and KS2||-1.1|
|Percentage of pupils who’ve achieved a higher standard in reading, writing and maths||16%|
|Pupils’ average score in the reading test||103|
|Pupils’ average score in the maths test||104|
The value of a middle phase
The All-Through Trust has retained a distinct middle phase because we believe it fits best with the developmental needs of pupils. Nationally, the move to secondary school is often accompanied by pupils falling back in their studies as they adjust to a new, much bigger, school, new staff and with GCSEs a long way off.
In stark contrast, here at Horringer Court, pupils experience accelerated progress as they move into Key Stage 3 in years 7 and 8. A big part of why this happens is that after two years at Horringer Court, we really know our pupils. We know ‘what makes them tick’ and we know in detail, pupil by pupil, their next learning steps. This means that as they move on from the KS2 SATs stepping stone, pupils at Horringer Court consistently show accelerated progress (see figure 1)... and as explained below, that pays big dividends at GCSE.
Continued excellent progress in the Trust
The vast majority of our pupils move onto the Trust’s upper school for their GCSEs. Here their accelerated progress continues leading to them performing well above the national average at GCSE. For example, in 2015, County Upper’s pupils results were 16 percentage points above the national average on the 5 A*-C (Including English and Maths) measure.
For those pupils who moved to County Upper from the Trust's middle phase, the break down is:
- All Trust middle pupils come out at 75% on the GCSE measure
- The national average of all pupils was 54%
- The disadvantaged cohort come out at 55% on the GCSE measure
- The national average of disadvantaged pupils was 37%
This shows that the Trust's All-Through approach is helping all pupils to achieve their best, and the disadvantaged pupils reach the national average of all pupils ‐ and the accelerated progress pupils make in the middle phase is a key element in this success.
How does the Trust make this happen? Working within the Trust has allowed sharing of good practice, sound moderation and access to a wealth of subject knowledge and expertise across all schools. Alongside this has been the benefit of cross-phase (i.e. primary and secondary) working for the pupils and opportunities to experience a wider variety of activities.
Finding out more
If you would like to understand more about these performance measures you are very welcome to contact Mr Palmer on email@example.com. To find out more about the school in general, or to arrange a visit, please contact the office on firstname.lastname@example.org.