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Performance Information

Performance Tables Explanation

There is a great deal of confusion and misunderstanding around how to interpret the new headline Performance Measures that schools are judged on.

Firstly, Progress 8 is a range and not a fixed score. Every school has a range that is between 2 confidence intervals.

For instance, if a school claims that it has a Progress 8 score of +0.16 and that it is performing above national average, this is misleading.

Every school has a range so in this case this school could be within the range of -0.04 to +0.24 and because the range crosses “0” the performance of the school is average.

Therefore a fixed score should not be used by any school.

If any part of a school’s confidence interval overlaps another school’s confidence interval, overall performance and progress is the same.

The Department for Education explains Progress 8 as: “Progress 8 results are calculated for a school based on a specific cohort of pupils. A school may have been just as effective but have performed differently with a different set of pupils. Similarly some pupils may be more likely to achieve high or low grades independently of which school they attend. To account for this natural uncertainty 95% confidence intervals around Progress 8 scores are provided as a proxy for the range of scores within which each school’s underlying performance measure can be confidently said to lie. The results of schools with a small cohort tend to have wider confidence intervals; this reflects the fact that the performance of a small number of pupils taking their key stage 4 exams can have a disproportionate effect on the school’s overall results. Both the Progress 8 score and the confidence interval for a school should be taken into account when comparing with other schools, pupil groups or national averages.”


 

Matravers School places a great value on high-quality traditional GCSE qualifications. As a school we do not “game” the system by offering our students easier qualifications that may make the school look good in published Performance Tables but be of little value in the real world. Our students may also take combinations of subjects that do not enable the school to score well in Performance Tables.
Our bespoke curriculum offer demands the highest expectations of our students. We aim to enable our students to develop and progress as young people gaining high-quality qualifications. Our students do not always fit into “buckets” within the Performance Tables.
We prioritise your son or daughter as an individual and not as a performance statistic.

 

 

  2014-2015 2015-2016 2016-2017
 Progress 8 Range  -0.23 - +0.17  -0.41 - -0.08 -0.41 - +0.02 
 Attainment 8 48.40  47.39 42.9 
 % student achieving EBACC combination  15  17  4
 Student Destinations (%) Continuing to education, training or employment 97 94  -

 

Post-16

   2016-2017 2017-2018
Progress in English +0.17  -0.09
Progress in Maths -0.09  -0.08
Progress compared to National - Academic -0.4 -0.29
Progress compared to National - Applied General -0.06 +0.6
Average Grades at KS5 - Academic C- C-
Average Grades at KS5 - Applied General Dist+ Dist*-
Student Retention (%) TBC  TBC
Student Destinations (%) TBC TBC

 

Please click on the link below to take you to the DfE Performance Tables website:

http://www.education.gov.uk/schools/performance/