SAssessment is an integral part of our curriculum planning and is inseparable from the teaching and learning process.  It has a major role to play in increasing levels of achievement within Stanborough School.We believe the key purpose of assessment is to move pupils on in their learning. Continued monitoring of each pupil’s progress gives a clear picture of what each pupil is doing. 


GCSE examinations

The school has made a holistic, professional judgement about each student’s likely grade taking into account evidence suThe school has made a holistic, professional judgement about each student’s grade taking into account evidence such as any mock results, other assessments, assignments, performances in subjects such as music, classwork and homework. To help us make realistic judgements, we were also asked to take into account how this year’s students compared to those of previous years, the prior attainment of this year’s students relative to that of previous students and previous results in the school for the subject. Ofqual then made clear that these Centre Assessment Grades (CAGs) would be subject to a process of standardisation that would combine a range of evidence including:

  • Expected grade distributions at national level
  • Results in previous years at individual centre level
  • The prior attainment profile of students at centre level

WWe would like to congratulate our Year 11 students on their excellent results at GCSE level. Students showed great resilience in rising to the challenge of a very different school year and have performed superbly, earning excellent results across the board. They have been able to develop much greater ICT and independent learning skills than we would usually expect of Year 11s. The support of parents and carers has been crucial as students dealt with remote learning, the continual worry about potential isolation and a challenging period of rigorous assessment in school. School staff have risen to the challenge of taking on many of the functions of the exam boards this year and have worked incredibly hard to ensure that students have had the opportunity to achieve the grades they deserve. The main highlights are as follows:

National comparisons

Centre comparisons

Our cumulative percentage outcome is 94.35. There is no significant difference between our attainment and the attainment of independent schools nationally.

Number of GCSEs School 2021 National 2021
80%24.6%
912.5%27.1%
10+87.5%15.0%

Table 1. Percentage of students by the number of GCSEs taken per student
School 2021 National 2021
Average GCSEs10.257.85
Table 2 Average number of GCSE qualifications per student

GL Assessments

GL Assessment is the leading provider of formative assessments to UK schools. The Standard Age Score (SAS) is based on the students’ raw score, which has been adjusted for age and placed on a scale that makes a comparison with the students in the standardisation sample. The average score is 100. The SAS is key to benchmarking and tracking progress, and is the fairest way to compare the performance of different students within a year group or across year groups. 

See below an example of how the diagnostic helps teachers to teach to gaps:  

English Value added Maths Value added Science Value added
Year 7113.3-0.7105.8+5.8115.4+11.3
Year 8107.2+7.999.4-0.6103.2-2.4
Year 9104.1-2.9107.1+4.2115.6+13.8
Year 10102.0+2.7100.8-0.8100.3-10.1
Mean Scale Age Scores July 2021
EnglishMathsScience
Year 7  105100.399.1
Mean Scale Score – September 2021 baseline assessment for year 7

What does this data tell us?  

Attainment

  • This year, we are above national average for all year groups and subjects except year 8 Math (last years’ cohort)

Value Added

Value-added is a term used when discussing how much additional learning, experience or development a school offers beyond the ‘average’. The measurements typically attempt to quantify how much more (or less) student achievement improved in comparison to what would be expected based on past test scores and personal and demographic factors. Our value added is positive for many subject (see table 1 – green boxes). For the subjects highlighted in yellow, progress is relatively expected or the negative value added is non-significant. The only subjects where students have not made expected progress is year 9 English and year 10 mathematics. This data is particularly impressive given the fact that half of the curriculum was taught remotely due to lockdown. In year 7 and year 9 science the value added indicates that students have made accelerated progress well above their national peers. 

Progress

  • 84% of students made expected progress in English
  • 77% of students made expected progress in Maths
  • 88% of students made expected progress in Science 
  • Around ¼ of the cohort are making better than expected progress in all subjects
  • Contrary to the low value added, most students in year 10 science actually made expected progress

Music Assessment

MAT (Musical Aptitude Test)

MAT is used by schools nationwide as part the 11+ scholarship entrance tests. This is an aptitude test for music, used to identify student’s musical aptitude in general music education. From 2020, we run the MAT as a baseline test in September for every student in KS3 and every student in ks4 that studied music. The results can be found below: 

  • Overall, in this year, 72% students achieved the national benchmark score and above compared to 29% the year before. 
  • 25% students achieved the higher-grade boundary (for more able students) compared to 5% the year before.

Every student (except 3 students), achieved a greater percentage score, compared to the previous year. The 3 students who didn’t make accelerated progress achieved the same grade as they did before.

Form2020 –20212021-2022Difference 
Year 759% 63%+4%
Year 863%72%+9%
Year 964%70%+6%
Year 10 (GCSE Music Students only)72%80%+8%
Year 11 (GCSE Music Students only)71%80%+9%
Mean percentage score in each form (National benchmark score in percentage is 72%)