Student Outcomes Maplewell Hall School

Summer 2017 Student Outcomes 2017 KS4 Outcomes KS4 Trends in 2014 2015 2016 2017 Attainment 2014-17 No. of students at the end of KS4 25 25 25 31

• More students achieved at least 1 (27) Students attaining at least 1 GCSE 19 20 23 27 (87%) full GCSE than ever before. Qualifications (Eng/Maths/Sci/Art/DT)

• A large number of GCSE entries (76) and No. of GCSE Entries (Eng/Maths/Sci/Art/DT) 70 78 57 76 reduced entry level entries (51) shows teachers are challenging students more No. of GCSE’s achieved 67 77 57 72 than In previous years. This has resulted in (Eng/Maths/Sci/Art/DT) more entries in core subjects and more No. of entry levels achieved 107 106 59 51 students attaining higher grades (9-4). No. of vocational/L1/L2/GCSE 9 11 10 39 • There were a total of 142 entries in all alternatives achieved GCSE/L1/L2 qualifications with 139 students passing their courses (98%). Students entered for GCSE Maths 8 14 15 20

• There were 174 year 11 entries overall. Students entered for GCSE English 11 13 13 18 On average, 6.2 entries per student (4.6 GCSE/L1/L2, 1.6 Entry Level) Students attaining A*-C (9-4) in Maths 1 2 1 6

• More students are being entered and Students attaining A*- C (9-4) in English 1 0 0 4 are achieving (39) a vocational/L1/L2/GCSE alternative than Students attaining A* - C (9-4) in 1 0 0 2 previously. English & Maths

• 100% of students gained at least 1 Students Attaining A* - G (9-1) in 7 11 11 12 (31%) GCSE/L1/L2 qualification. English & Maths The ‘Big Three’ (English, Maths, Science)

2013 2014 2015 2016 2017

English GCSE Entries 5 11 14 13 18

Entry as % of cohort 18.5% 44% 58% 52% 58%

% Entered achieving A*-G (9-1) 100% 100% 100% 100% 94%

Number entered achieving A*-C (9-4) 1 1 0 0 4

Maths GCSE Entries 6 8 13 15 20

Entry as % of cohort 22% 32% 54% 60% 65%

% Entered achieving A*-G (9-1) 100% 100% 100% 100% 85%

Number entered achieving A*-C (9-4) 1 1 2 1 6

Science GCSE Entries 13 11 14 18

Entry as % of cohort 52% 50% 56% 58%

% Entered achieving A*-G 100% 100% 100% 100%

Number entered achieving A*-C 1 0 0 1 The ‘Big Three’ (English, Maths, Science)

• This year saw a record number of GCSE entries in English, Maths, and Science. • Each department recorded their largest percentage of entries of the year 11 cohort compared to previous years. • The pass rate fell slightly in English and maths. This is reflected in the higher number of lower quartile student entries in each department. Evidence that staff and students alike, are aiming higher. • There has been a substantial rise in students achieving GCSE grades 4-9. Maplewell recorded 11 GCSE 5-9 grades in 2017beating the previous best of 2 in 2015. The ‘Big Three’ GCSE’s (English, Maths, Science)

GCSE English/Maths/Science All Girls Boys PPG Non/PPG ASD (Main) Other EAL MAP No.Entered 74 13 61 20 55 20 54 4 1 No. of passes (A-G) 52 9 43 14 38 14 38 3 1 % of passes (passes v fails) 70 69 70 70 69 70 70 75 100 No. in positive VA (incl 0) 67 12 55 19 48 16 51 4 1 % of positive VA (incl 0) 91 92 90 95 87 80 94 100 100 No. in negative VA 4 0 4 0 4 3 1 0 0 % in negative VA 5 0 7 0 7 15 2 0 0 No. hit exp target 45 10 39 11 36 11 36 4 1 % hit exp target 61 77 64 55 65 55 67 100 100 Average Value Added 1.4 0.8 1.5 1.3 1.6 1.3 1.4 1.0 • 91% of students entered recorded a positive value added score • On average, a core GCSE student achieved a positive value added score of 1.4 (that’s almost 1.5 grades) • Boys significantly out performed girls. • Very little difference in the progress scores of ASD and PPG students compared to the rest of school. • 45% of students hit their expected (mainstream) target grade All Vocational/L1/L2/ Qualifications All GCSE / L2 / L1 Qualifications All Girls Boys PPG Non/PPG ASD (main) Other EAL MAP No.Entered 142 27 115 45 98 29 113 6 1 No. of passes (A-G) 139 26 113 45 94 31 189 5 1 % of passes (passes v fails) 98 96 98 100 96 107 167 83 100 No. in positive VA (incl 0) 124 22 102 39 85 24 100 5 1 % of positive VA (incl 0) 87 81 89 87 87 83 88 83 100 No. in negative VA 25 6 19 9 16 7 18 1 0 % in negative VA 18 22 17 20 16 24 16 17 0 No. hit exp target 59 13 50 15 46 14 47 4 1 % hit exp target 42 48 43 33 47 48 42 67 100 Average Value Added 0.9 0.4 1.0 0.7 1.1 0.8 0.9 0.5 • 87% of students entered recorded a positive value added score • On average, a core GCSE student achieved a positive value added score of 0.9 (almost a whole grade) • Boys significantly out performed girls. • 42% of students hit their expected (mainstream) target grade • 48% of ASD students hit their expected grade. • 48% of girl entries hit their target grade. Student Outcomes 2017 KS5 Outcomes Yr 11 Exit Data K5 Exit Data Yr11 31 • 87% of year 11 students stay on at Stay 27 Maplewell in order to access the K5 Exit Data Left 4 work our school does in preparing No. of students that left K5 Overall 19 % stay 87 students for college, employment, % of students that left K5 51 K5 Exit Data and adulthood. Yr 12 Exit Data KS5 39 • 70% of K5 students leave before No. of students that left K5 5 Stay 19 year 14 as they feel ready and from year 12 LEFT 20 prepared to tackle college, % that left K5 from year 12 25 Yr 12 Exit Data adulthood, or college. Yr 13 Exit Data Yr 12 20 • Only 15% of K5 students were year No. of students that left K5 9 14 students last year which proves Stay 15 from year 13 Maplewell do a good job of moving Left 5 % that left K5 from year 13 69 students into college or Yr 13 Exit Data Yr 14 Exit Data employment swiftly and smoothly. No. of students that left K5 Yr 13 13 from year 14 6 Stay 4 % that left K5 from year 14 100 Left 9 Yr 14 Exit Data Yr 14 6 Stay 0 Left 6 1st Destination No. Loughborough 4 KS4&5 Destination Data College Apprenticeship/ 2 : BTEC Level 2: /Electrical Installation Traineeship Loughborough College: BTEC Level 1 Diploma: Sport and Active Leisure Apprenticeship/Traineeship Loughborough College: Steps to Success RNIB 3 RNIB Loughborough College: Steps to Success : Level 1 Motor Vehicle Engineering College: Vehicle Spraying Diploma Level 2 Brooksby 6 College Stephenson College: Uniform Services Diploma Level 2 Stephenson College: Animal Care Work Based Diploma FLT Level 1 Stephenson 5 Stephenson College: Hair and Beauty (Introduction to) VRQ Foundation College Leicester College Brooksby Melton College: Level 1 Motor Vehicle Engineering Leicester 3 Loughborough College: Level 1 Diploma: Computing and Media College Production Apprenticeship; Traineeship Unknown 1 Brooksby Melton College: Level 2 Agriculture Leicester College: Art and Design BTEC Diploma Level 1 RNIB Loughborough College: Steps to Success RNIB North Warwickshire and South Leicester College: • 96% of students leaving Foundation Route to Independent Living Maplewell have moved directly Stephenson College: Sport and Active Leisure Diploma Level 1 Brooksby Melton College: Level 1 Animal Care Progression onto a college course or Brooksby Melton College apprenticeship/Traineeship. Stephenson College: Level 1 Motor Vehicles • 5 students had a backup course Brooksby Melton College Leicester College: Information and Creative (ICT) BTEC confirmed ready just in case. Loughborough College: Steps to Success Student Outcomes 2017 KS3 Analysis have hit their mintarget have A value added score of added A value students, on average, students, on Maths and English The table shows the value added for KS3 overthe valuefor KS3 differentThe tableshows added 0 would mean all would 0 KS3 1.4 0.1 Value Added Overall 1.4 0.2

Value Added Year of student. groups 7 Starters - 1.6 0.3 Value Added New Intake 2.0 0.2

Boys mean all students, on average, have made footstep1 more thantheir min - - A A value addedscore of would 1 0.3 0.2

Girls 1.3 0.3

target Students with ASD - 1.1 0.4

Pupil Premium 1.6 0.4

Non-Pupil Premium Maths and English KS3 1.4 0.1 Value Added Overall ------factorsseveral toincluding: due have made students on Scorethat, average, shows Added ValueEnglish mathsTheand Most core subjects take take coresubjects Most place in the morning interventions Targeted day timetable for the school Revised Emphasis Increasing number of maths and English lessons of and English maths number Increasing staff support lessons useof in Effective success academic and behaviour for aspirations high Consistently accurate, rigorous rigorous accurate,aspirational and It average,thatstudentsshowsonIt because of the Value Added ofbecause ValueAdded the We know our target setting is is our targetsettingknowWe score for the whole of KS3. scorewhole forthe are hitting their targets. are hitting on quality first first quality Maths and English in KS3 English Maths and almost 1 (academic and social) (academic teaching teaching ퟐ ퟏ more footsteps then min target i.e 4 lessons before lunch before 4 lessons . This is . is This Student Outcomes Residential Impact Residence @ Maplewell

Promotion of Safe Behaviour & Understanding Risk

Outings Social Skills Swimming Links with Team Games Promotion of Choice Promotion of Health Life Skills Tuition Personal SLT Lead Activities Student Voice Organisation Homework House Challenges Fund Raising Active Lifestyles Personal Hygiene Rewarding Positive Medical Support Behaviour Promoted through Activities Key Skills Promoting a Healthy Diet Encouraging Support for families Problem Solving

Rewarding Effort

First Aid K5 Weeks D of E / Outdoor Ed Access – Students that access residential and after school clubs at Maplewell Y11 No. % Y8 No. %  48% of students in Year 11 made full All 23 All 19 advantage of the opportunity to further Residence 11 48 Residence 11 58 Non-Residence 12 52 Non-Residence 5 26 their study and enrich their learning. AS Club 3 16  69% of new year 7 students have been Y10 No. % Y7 No. % enthused and regularly attend residence. All 24 Residence 10 42 All 26 Residence 18 69  85% of our ASD students situated in The Non-Residence 11 46 Non-Residence 7 27 Eaves part of the school accessed either AS Club 3 12.5 AS Club 1 4 residence or after school club in 2016-17. Y9 No. % Eaves (7-11) No %  54.5% of year 9 students regularly attend All 22 All 20 residence and/or after school club Residence 11 50 Residence 7 35 Non-Residence 10 50 Non-Residence 11 50  The high percentages of students in each AS Club 3 15 year group accessing residential shows parents and carers value the contribution provided by the residential team. Access - % of students at Maplewell that access residential and after school club opportunities.

Overall percentages of students has fallen due to residence staff making a more conscious effort to target those students in need After School Club 2015/ 2016/ of intervention and enrichment in order to enhance their 2016 2017 personal, social, and self management skills. % of KS3/4 students that 13 7 accessed after school club Residential 2015/ 2016/ 2016 2017 % of KS3 students that 14 9 accessed after school club % of all students that 51 54 accessed residential % of KS4 students that 12 5 accessed after school club % of KS3 students that 63 58 accessed residential Residential & After School 2015/ 2016/ % of KS4 students 59 42 Club 2016 2017 accessed residential % of all students that 57 49 % of KS3/4 students that 60 51 accessed either residential or accessed residential after school % of KS5 students that 20 24 % of KS3/4 students accessed 66 59 accessed residential either residential or after school club Residential Impact on Student Progress in 2016-17

• Key stage 3 Students that access residential Year Group Value Added Footsteps opportunities on a regular basis, significantly progress Y7 Cohort 0.4 3 more (0.83) at school than those that do not (-0.4). Residence Students 0.7 3 • A more conscious effort has been made to target those students that would benefit from residential Non-Residence Students 0.1 3 opportunities due to their social, learning, cultural, and socio-economic background. After School Club Students -1.8 1 Y8 Cohort • Students from The Eaves area of the school (Autistic 0.2 5 Spectrum) have significantly benefitted from Residence Students 1.0 6 opportunities provided in residential. This is reflected in the value added scores of residential students (0.4) Non-Residence Students 0.1 5 and non-residential students (-1.2). After School Club Students 0.7 6 • Having an after school that extends to 7.30pm each Y9 Cohort -0.4 7 evening Monday-Thursday has significantly enhanced the academic progress of year 8 (0.7)and Eaves students Residence Students 0.8 9 (3.2). Non-Residence Students -1.3 6 • Only 4 students accessed after school club in KS4 as after school opportunities are centred around tuition After School Club Students n/a n/a rather than time in residential. The KS4 students accessing after school tended to be entry level students rather than GCSE/L2/L1 learners. Residential - Personal Development Targets Residential staff set all students specific targets to improve their ability to manage themselves and further their personal and social development. Students are assessed on the following independent skills: Can Recite Make a phone call Unpack bags and Use Washing Make a hot Recite Home Tie Shoes Phone Number unaided use coat hangers Machine drink Address Compose an Make a bed Put a quilt Set the Table Washing Up Student Targets (1-5) Autumn Summer email fit sheet cover on 2016 2017 Total target points achieved 2229 2558 • On average, each student progressed from a score of 3.3 by students collectively Average Total points score by 40.5 44.9 to 3.7 per target. each student • Targets that saw the biggest improvement from Average student score per 3.3 3.7 Autumn to summer was that of reciting their phone target number (+1.1), making a bed(+0.4), and putting a quilt Average points score of: cover on(+0.6). Year 7 32.5 40.6 Year 8 36.2 43.3 • All residential students improved upon their Autumn Year 9 42.4 45.4 score. Year 10 47.6 49.6 • On average year 7 students improve their target score Year 11 44.3 45.8 Average points score of: by over 8 points. KS3 36.7 42.9 • Boys progress significantly more than girls, improving KS4 45.9 47.7 Girls 38.3 40.6 their target score by an average of 5.4. Boys 41.6 47.0 Rewards – Residential students school

performance Residential Students

When in Residential  There was a total of 17,170 green tokens handed out in 2015/16. A massive 89.7% of those tokens were achieved • In 2015/16, 76% of Residential students by students who have accessed residential at some point in achieved more green tokens in school the year. In 2016/17, this remained similar with a 19,034 when they were in residential rather green tokens handed out with 83.3% of tokens achieved by than when they were not. This rose to residential students. 78% in 2016/17.

• On average, when in residential (half This proves the values taught and reinforced in residential are termly), a Maplewell student will achieve successfully transferred into the whole school setting. In 34.2 green tokens. When not in addition, illustrating the work of residential staff in shaping residential, a Maplewell student will whole school ethos. achieve only 29.4 green tokens