Examination Results
|
|
2009
|
2010
|
2011 |
|
5+A* - C, including English & Maths
|
32%
|
40%
|
52.3% |
Summary of 2011 Key Stage 4 Results
Number of pupils in school aged 15+ pupils = 215
|
Key Stage 4 Results
|
Boys %
|
Girls %
|
Total %
|
|
Pupils aged 15+
|
47%
|
53%
|
100%
|
| Achieved 5+ A*-C (Inc. English & Maths) | 58% | 47% | 52.3% |
|
Achieved 5+ A* - C
|
77%
|
66%
|
70%
|
| Achieved 5+ A*-G (Inc. English & Maths) | 91% | 92% | 91% |
|
Achieved 5+ A* - G
|
91%
|
93%
|
92%
|
|
Entered 1+ GCSEs (or equivalent)
|
100%
|
100%
|
100%
|
|
Achieved 1+ A* - G (or equivalent)
|
99%
|
99%
|
99%
|
|
No Passes
|
1%
|
1%
|
1%
|
Key Stage 3 Teacher Assessments 2011
This table shows the percentage of pupils at each level at the end of Key Stage 3 2011.
The number of pupils at the end of Key Stage 3 is 296
Figures may not total 100 percent because of rounding.
|
TEACHER ASSESSMENT
|
||||||||||||
|
|
Percentage at each level
|
|||||||||||
|
|
W
|
1
|
2
|
3
|
4
|
5
|
6
|
7
|
8
|
|||
|
English
|
0%
|
0%
|
1%
|
3%
|
25%
|
40%
|
22%
|
5%
|
0%
|
|||
|
Mathematics
|
0%
|
3%
|
1%
|
10%
|
20%
|
29%
|
26%
|
10%
|
1%
|
|||
|
Science
|
0%
|
1%
|
3%
|
6%
|
24%
|
21%
|
24%
|
15%
|
0%
|
|||
|
MFL
|
0%
|
0%
|
1%
|
3%
|
14%
|
37%
|
42%
|
3%
|
0%
|
|||
|
Art and Design
|
0%
|
0%
|
0%
|
5%
|
27%
|
45%
|
20%
|
1%
|
0%
|
|||
|
Geography
|
0%
|
0%
|
1%
|
6%
|
20%
|
54%
|
17%
|
3%
|
0%
|
|||
|
History
|
0%
|
1%
|
2%
|
6%
|
34%
|
40%
|
15%
|
2%
|
0%
|
|||
|
ICT
|
0%
|
1%
|
2%
|
10%
|
45%
|
40%
|
2%
|
0%
|
0%
|
|||
|
Music
|
0%
|
0%
|
0%
|
2%
|
13%
|
60%
|
23%
|
3%
|
0%
|
|||
|
PE
|
0%
|
0%
|
0%
|
1%
|
16%
|
62%
|
18%
|
1%
|
1%
|
|||
|
Technology
|
0%
|
2%
|
2%
|
5%
|
35%
|
54%
|
2%
|
0%
|
0%
|
|||
Internal Assessment Recording and Reporting
At Cumberland School we believe that for all pupils to achieve, they need to understand what level/grade they are currently working at and why - and more importantly what skills, concepts and knowledge they need to develop to make further progress. We achieve this through a variety of means.
· Target setting. All pupils receive targets for the end of the Key Stage they are currently in. In Key Stage 3 we use their Key Stage 2 results, Cognitive Ability Tests, FISCHER estimates and subject Teacher Assessments.
· For Key Stage 4 we use the same information plus their KS3 Teacher Assessments.
· We set challenging targets in line with the Government recommendations of 2 levels across a key stage (this equals 2 sub-levels a year in KS3) and converting a KS3 Level 2 to at least an F, Level 3 to an E, Level 4 to a D, Level 5 to a C, Level 6 to a B, Level 7 to an A and Level 8 to an A*.
· For specific SEN needs we assess on the P Scale and Foundation tier.
· All pupils receive targets after half term in the Autumn term, along with the Level/Grade they are currently working at. We provide current levels/grades at the end of each term.
· If a teacher is concerned that a pupil will not achieve their target, the main barrier to their progress is indicated in the ‘Barrier to progress column’ on their Tracking Report.
· All pupils bring home their Tracking Report, indicating their targets and current levels on a termly basis.
· Within the subject, the teacher; through assessment, marking, peer assessment and self assessment, will ensure the pupil understanding their current skills and the crucial next steps they need to take to meet their target.
· Targets are reviewed by the subject teacher at least annually to ensure they are challenging.