The progress our pupils make is judged from when they join us at the start of year 6 until when they leave us at the end of year 8. We use GL Assessment to provide externally validation of our pupils' progress. This is because we don’t have a clearly defined ‘end point’, unlike a 11-16 school would have with GCSE outcomes, for instance.

GL Assessments check pupils’ knowledge, understanding and application in the core subjects, track progress at individual and cohort level and indicate possible gaps in learning. As they are standardised on over 100,000 students, with benchmarks verified each year based on analysis of over half a million pupils, they are a robust tool to help us assess the impact of our curriculum. These assessments are marked externally. 

Usually, we baseline test pupils at the start of year 6, repeat this process at the start of year 7 (KS3) and then at the end of year 8.  Inevitably, the long-term impact of COVID on pupils’ educations in previous years has had some impact on test outcomes at individual and cohort levels.    Data collected links to the Standard Age Score (SAS), where a score of 100 is the expected score of an ‘average’ pupil in that particular year group, as based on the analysis GL assessments undertake. This is the fairest, and most accurate way of comparing the performance of pupils within or across a year group and/or different schools. 

Our outcomes validate our curriculum and show the strong progress pupils make in their time with us - the vast majority of pupils make at least expected progress, with many above expected and therefore often leave with outcomes that significantly exceed their entry points.

The table below shows the cohort and subgroup outcomes for pupils who were in year 6 during the 2021-22 academic year and left Bredon Hill Academy at the end of the 2023-24 academic year.

	English		Maths
	Start of Year 6 (Entry)	End of Year 8 (Exit)	Start of Year 6 (Entry)	End of Year 8 (Exit)
All Pupils	101.8	107.2	91.5	108.8
Boys	99.7	104.4	93.9	110.0
Girls	104.2	110.6	88.5	107.4
FSM	95.6	100.0	88.8	99.5
PP	96.3	100.2	91.3	100.0
SEN	92.7	96.1	76.9	91.3
EAL	110.0	111.6	103.2	113.4

 

Additionally, the table below shows the percentage of pupils making at least expected progress and better than expected progress, using the criteria defined by GL Assessment stanine progress grids. The data captures assessment outcomes for pupils who spent years 6-8 solely at Bredon Hill Academy.

 

English Data (overall)

										Number of Students	At Least Expected Progress	Above Expected Progress
All Students										138	96%	41%
Males										77	95%	36%
Females										61	98%	48%
FSM										16	100%	44%
Non FSM										122	96%	41%
SEN										20	100%	20%
Non SEN										118	96%	45%
PP										21	100%	43%
Not PP										117	96%	41%

Maths Data

	Number of Students	At Least Expected Progress	Above Expected Progress
All Students	138	99%	88%
Males	78	99%	88%
Females	61	100%	85%
FSM	15	100%	73%
Non FSM	123	99%	89%
SEN	21	100%	81%
Non SEN	117	99%	89%
PP	20	100%	75%
Not PP	118	99%	90%

 

Science Data

 

	Number of Students	At Least Expected Progress	Above Expected Progress
All Students	131	92%	31%
Males	73	92%	34%
Females	58	95%	28%
FSM	13	92%	31%
Non FSM	118	93%	31%
SEN	20	85%	20%
Non SEN	111	96%	32%
PP	18	94%	34%
Not PP	113	93%	31%