2008 Exam Performance Summary Issues and Trends. Key Stage 2.

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Presentation transcript:

2008 Exam Performance Summary Issues and Trends

Key Stage 2

Key Stage 2 – English L4+

Key Stage 2 – Maths L4+

Key Stage 2 – English L5+

Key Stage 2 – Maths L5+

Key Stage 2 - English & Maths L4+

Where our children live – the effect of deprivation at KS2 Typically, children living in deprived areas perform more weakly than children living in more affluent areas. ~60% of each Blackburn with Darwen cohort lives in areas amongst the 20% most deprived nationally.

KS2 English & Maths level 4 – by group

Ethnicity & Deprivation

Value added by BwD Primary Schools

Whole School Interventions Intensifying Support Programme Intervention consultant support Subject consultant support Leading Teacher Support Advanced Skills Teacher Support School Improvement Teacher Support EAL support (SEMA) MFL Extended Schools Service Support Wider Opportunities Programme

“year” specific interventions ALS, ELS, FLS, Springboard, Rainbow Writing, Wave 3 support Communication Language and Literacy Early Phonics support Assessing Pupils Progress (APP)

Conclusions Best ever performance at level 4 in all subjects Weakness at higher levels (level 5) persists Fewest ever number of schools beneath floor targets (5 in English & 7 in Maths) Improvement is driven by girls, although relative performance of boys remains stronger Asian heritage performance continues to strengthen, esp. Pakistani girls Issues around narrowing the gap to the lowest performing groups – gap wider in 2008 than in 2005 in new key measure

GCSEs

5 A*-C GCSE achievement by group

5 A*-C incl. English & Maths by group

Value added by BwD Secondary Schools Simple value added – not allowing for deprivation

Contextual Value Added for BwD Schools Adjusted for the social context of the children in the borough

School level value added – different VA models

Performance volatility year on year

Overall conclusions KS2 and GCSE continue to strengthen – best ever performance in both. Girls performance improved across all key stages Asian heritage children did very well Numbers beneath floor targets continued to diminish – lowest ever at Key Stage 2; only one school at GCSE. Narrowing of the gap has occurred in main threshold measures used over the past 5 years – however newer, measures pose greater challenges.