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2.  This is an OUTSTANDING school.  Leaders and Governors have sustained a trend of high performance. 2

3.  Achievement of all students is exceptionally high in all areas of the school. Disadvantaged students outperform non-disadvantaged students nationally at all levels. 3

4. Pupils said that they were happy, respected and cared for at the school. Bullying was not an issue. When it does occur, it is addressed promptly and sensitively – older pupils are excellent role models. 4

5.  88% A*-C  74% A*-C (against a national average in 2014 of 53.4%. Early indications for 2015 are 55%) including English and Maths)  92.1% achieved A*-C in English Literature and 82.5% in English Language (national figure 65.4)  86% achieved A*-C in Maths (national figure 62.4)  33% of students achieved 3 or more A*/A  27% of students achieved 5 or more A/A*  88% made 3 Levels of progress in Maths (National Ave= 65%)  43% made 4 Levels of progress in Maths (National Ave= 29%)  83% students made 3 levels of progress in English (National Ave= 70%)  39% students made 4 levels of progress in English (National Ave= 32%)  Arts and Humanities are strong performers with 100% A*-C for Music (50% with A/A*), Art 100% A*-C (64% A*/A), History 93.1A*-C (51%A*/A), Geography 87% A*-C and Religious Education 86.8%. 5

6. The DFE has announced significant reforms to the way in which schools are held accountable. In 2016, the headline measures of secondary performance will be:  Progress across 8 subjects (called Progress 8)  Attainment across 8 subjects (called Attainment 8)  The percentage of pupils achieving a C grade or better in both GCSE English and Maths  The English Baccalaureate 6

7. The new performance measures are designed to encourage schools to offer a broad and balanced curriculum at Key Stage 4 and reward schools for the teaching of all their pupils, measuring performance across 8 qualifications. Every increase in every grade a pupil achieves will attract additional points in the performance tables. 7

8. Schools are asked to focus on which qualifications are most suitable for individual pupils, as the grades pupils achieve will help them reach their goals for the next stage of their education or training. 8

9. Progress 8 aims to capture the progress a pupil makes from the end of primary school to the end of secondary school. It is a type of value added measure, which means that a pupils results are compared to the actual achievements of other pupils with the same prior attainment. 9

10. A pupil’s Progress 8 Score is defined as their Attainment 8 Score, minus their estimated Attainment 8 Score. The estimated Attainment 8 Score is the average Attainment 8 Score of all pupils nationally with the same prior attainment at Key Stage 2. 10

11. Attainment 8 will measure the average grade of a pupil across 8 subjects, including Mathematics (double weighted) and English (double weighted), three further qualifications that count in the English Baccalaureate (Ebacc) measure and three further qualifications that can be GCSE qualifications. 11

12. A Progress 8 Score will be calculated for each pupil by comparing their average grade (their Attainment 8 Score) with the average grade of all pupils nationally who had a similar starting point or ‘prior attainment’, calculated using assessment results from the end of primary school. 12

13. The greater the Progress 8 Score, the greater the progress made by the pupil compared to the average of pupils with similar prior attainment. 13

14.  English Language  English Literature  Mathematics  These will be the new GCSEs (first teaching Sept 2015 and first examinations in Summer 2017)  Maths and one of the English, double weighted in Progress 8  Grades 9-1  Pass mark pitched higher – Grade 5 (Low B/High C)  Linear examinations – no coursework or controlled assessments to boost marks 14

15.  English Language  English Literature  Mathematics  More examinations  Longer examinations  Longer examination period  No early entry  Increase in literacy demands 15

16.  Examination Board: Edexcel  Tiered – Foundation (grades 1-5) and Higher (grades 4-9).  3 x 1 hour 30 minutes examinations:  1 non-calculator and 2 calculator, each worth 80 marks.  All 3 papers sat must be from the same tier.  Each paper has a range of question types; some will be set in both mathematical and non mathematical contexts. 16

17.  There will not be a formulae sheet given in the papers but there will be limited formulae (volume of cone or sphere) given in the question itself.  A number of former grade B topics (eg, Trigonometry and simultaneous equations) are now also in the new Foundation paper (grades 1-5) so some Maths sets will be entered for the Foundation tier instead of the Higher tier. 17

18.  Examination Board: AQA  A single tier entry point  20% of marks will be awarded for SPELLING, GRAMMAR and PUNCTUATION ‘Candidates must use a range of vocabulary and sentence structures for clarity, purpose and effect, with accurate spelling and punctuation’. 18

19. Examinations: 1. Explorations in Creative Reading and Writing  1 hour 45 minutes  50% of the examination 2. Writers’ Viewpoints and Perspectives  1 hours 45 minutes  50% of the examination 3. Non examination – Spoken Language (separate endorsement) 19

20.  A single tier entry point  Examinations: 1. Shakespeare and the 19 th Century novel  1 hour 45 minutes  40% of the examination 2. Modern texts and poetry  2 hours 15 minutes  60% of the examination  Unseen poetry question 20

21.  Examination Board: AQA  Tiered – Foundation (grades G-C) and Higher (grades C-A*)  2 x 1 hour 30 minutes examinations – 75%  Investigative Skills Assessment (ISA) – 25%, CAU 2 papers, 45 and 50 minutes; in class practical  Exams in May 2016 – Year 10 21

22.  Examination Board: AQA  Tiered – Foundation (grades G-C) and Higher (grades C-A*)  2 x 1 hour 30 minutes examinations – 75%  Investigative Skills Assessment (ISA) – 25%, CAU 2 papers, 45 and 50 minutes; in class practical  Exams in May 2017 – Year 11 22

23.  Examination Board: AQA  3 GCSEs: Biology, Chemistry, Physics Each GCSE:  3 x 1 hour examinations – 75%  Investigative Skills Assessment (ISA) – 25%, CAU 2 papers, 45 and 50 minutes; in class practical  ALL exams in May 2017 – Year 11 23

24. (NEW GCSEs for these subjects will be introduced in September 2016, with first examinations Summer 2018) Other compulsory subjects:  Religious Education  Science:  Core Science and Additional Science  OR Biology, Chemistry and Physics  French (for most students) 24

25.  Optional subjects:  Art  Computer Science  Drama  Geography  History  Music  Physical Education  Product Design  Spanish  Textiles 25

26.  Students will be marked on the accuracy of spelling, punctuation and grammar and their use of specialist terms.  Especially important in Geography, History and Religious Education.  5-10% of total marks 26

27. Controlled assessments are an important and integral part of GCSE courses undertaken in Years 10 and 11 27

28.  Work assigned to and completed by a student during a course of study  Makes up a percentage of the final exam mark (different percentages across different subjects)  Controlled assessments are subject to examining body and JCQ regulations 28

29.  Controlled assessments are run under examination conditions, the exact degree of supervision required is laid down for each subject by the relevant exam board  For example in History students may research background information freely, but the actual questions must be answered in examination conditions.  The History assessments will take place in class and at the end of each session candidates’ work must be handed in and kept secure until the next session, they may not continue the answers at home.  Students who miss controlled assessment sessions will, where practical, be given the opportunity to attend an after school session to make up the time missed 29

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31.  A copy of the Controlled Assessment Calendar has been provided for each family. This indicates when each subject is running controlled assessment. Some controlled assessments will also take place in Year 11.  A hard copy of this is displayed in every form room and around the school.  St. Ursula’s Policy on Controlled Assessments and related policies are available on the school website at www.stursulas.com 31

32. And finally, Controlled assessments completed to a high standard can improve your daughter’s GCSE result by at least one grade. 32

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35.  GCSE gradings of A*-U will be phased out and will be replaced with a new numerical grading system of 9-1.  The new numerical gradings will be first introduced to year 10 students in the subjects English and Mathematics with the other subjects your daughter has chosen being awarded an A*-U grade. The government is introducing a phased approach to this and it will take two years before all subjects fall into line with English and Maths. 35

36.  At St Ursula’s we will continue to fine grade using 1, 2 & 3 for all other subjects and use +, = or – in English and Maths. This is used to demonstrate security or vulnerability within each grading. 36

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38. Learning Support 38

39. Pupils are here to learn. They are expected to be in perfect uniform and to represent the school and year group in a positive way. 39

40. STRETCH and CHALLENGE is for EVERY GIRL Pupils must be willing to co-operate with others, learn in a collaborative way and should be encouraged to work with their peers. Pupils are expected to come to the classroom engaged, willing to show curiosity for their learning experience 40

41.  Check homework is completed to a high standard -Check and sign the school journal  Help her to organise her time – perhaps create a recreational/ homework timetable  Designate an area for study at home  Purchase revision aids and make sure she uses them - Ask her to explain it to you. If she understands it, she will be able to tell you!  Visit museums, galleries, the Theatre etc. - relevant to her topics 41

42. Encourage regular revision. It needs to be regular…..(daily, weekly)...not last minute! Encourage peer revision sessions -talking about their work to their friends can help. Take it in turns to house these sessions at home -this way you can monitor how much work is being done. Reward effort – praise her for a job well done. It is important for your daughter to take time out too. She should ensure she has some free time to relax and have fun. 42

43.  Does her work look detailed, professional, substantial?  Get her to explain what it means; teaching is learning!- green pen comment ◦ Become her Editing Partner ◦ Enforce the Green Pen Policy and DIT – The Purple Pen Policy 43

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45. Use internet access as a reward Ensure that she is not distracted by social media sites whilst studying Be aware of what social media sites she is using Have access to her social media accounts 45

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47.  Encourage her to attend homework club & Saturday Learning  Be aware of and encourage her to attend Subject Support Sessions after school  Encourage her to use both the School and the local Library  Encourage her to use the school’s I.C.T. facilities  Support the School if she is given a Study Detention  Support School Policies 47

48. Regular monitoring of attendance, punctuality and behaviour (Form Tutors) All staff will offer corrections when needed to support pupil progress Regular monitoring of progress, by way of tests, assessments and exams (Subject Teachers and HODs) Regular monitoring of progress to identify underachievers (HOY and SLT) Intervention strategies (ST,HOD,HOY,SLT) 48

49.  What does “Good Attendance” mean? 49

50.  This is Mary. She is in Year 10 and has 90% attendance.  Is that good?  What does this mean? 50

51.  Mary thinks this is pretty good, so do her parents. Are they right?  90% attendance = ½ day missed every week!! Absent half a day every week 51

52.  90% attendance over 5 years of secondary school…. = ½ a school year missed! 52

53.  What impact might this have on Mary’s life……? Research suggests that 17 missed school days a year 1 GCSE grade DROP in achievement. = 1 GCSE grade DROP in achievement. (DfES) The greater the attendance the greater the achievement. 53

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