Within the first half term of joining Highshore, all pupils are formally assessed, at the appropriate level, in all aspects of Literacy and Maths using ‘Progress in English and Progress in Maths’. They are also assessed in their expressive and receptive language using a battery of tests which, like those for English and Maths, yield statistically valid measures of ability from 4 years, and from Level 1 of the National Curriculum.
All pupils are then assessed annually on the same formal basis, so as to ensure a statistically valid and objective assessment of their progression across KS3 and KS4. Progress is monitored against both the school entry baseline of year 7 and across the preceding academic year. The results are then fed into CASPA,which is used to compare Highshore progression with that of other similar students nationally. The findings from this assessment, together with the equivalent National Curriculum/P Levels, are passed to class teachers to provide them with baselines and guidance as to student progress and attainment.
B-Squared is used as the tool for assessment in Reading, Writing, Speaking and Listening and Maths.
Data from B-Squared provides a valuable compliment to the macro-measurement of student progression across the school. In particular it provides data for KS5 where results for SLD students are fed into CASPA; and for a small number of low ability KS3 and 4 students, who score less than the statistically valid measures on their annual tests of progression.
New Data added of 2015/16 academic year (updated 07/09/16)
Please click on a title to view progress areas from 2012-2016.
Progress in reading is consistently outstanding. Over the past three years there has been a pattern of outstanding achievement. In the course of the academic year ending in the summer of 2013 98% of all pupils achieved in line with, or bettered their peers nationally, with 98% exceeding expectations.
In 2014 98% of pupils equalled, or bettered expected levels of progress .
In 2015 98% equalled or bettered expectations with 81% exceeding expected levels of progress.
In 2016 progress remained high with 96% 0f pupils meeting or exceeding expectations.