7 exceptional schools in the provisional progress 8 data

[noblegiraffe]

The provisional progress 8 data have revealed 7 schools with a progress 8 score of 1 or more, so each child does on average a grade better in each subject than the national average for their intake.

The Steiner Academy in Hereford
The two Tauheedul Islam schools in Blackburn
St Andrew’s Catholic school in Surrey
City Academy Hackney
Ark King Solomon Academy
Harris Academy Battersea

educationdatalab.org.uk/2016/10/provisional-ks4-data-2016-superstars-and-under-the-bars/

Interesting stuff. I know a bit about the King Solomon Academy, which appears to be an extraordinary school. Does anyone know the others?

I don't, but I've also been looking at the data as I am in the process of selecting a secondary school. No top 10% schools near me, except the 2 Isalamic ones but my choices are all in the top 20%. Am in awe of the schools that help pupils make so much progress.

Mostly only know a bit about KSA.

Harris Academy Battersea is likely to have similar ethos and curriculum to KSA, I think.

I know the Tauheedal schools - their intake is pretty mixed re: previous attainment. Their culture of attainment is phenomenal though - but backed by a very traditional, teacher and school trusting culture, which helps.

Steiner Academy I know about - very very different system.

City academy is notorious for very strict discipline; very deprived catchment, amazing results.

ARK and Harris academies would probably be about the same when it comes to strict discipline.

Not sure whether it's the policies themselves or the fact that they are applied consistently with teachers being supported by the SLT when dealing with issues esp low level disruptive behaviour.

Noblegiraffe you obviously follow the same people on twitter as me! There was a suggestion in the report that they may be recruiting staff who are particularly dedicated and prepared to work long hours, longer than most teachers, so VERY long hours. This isn't something that can be replicated elsewhere.

Can you link to where you are getting your information from please sweetpeas please?

St Andrews - one of two secondaries in the town. Catholic obviously, with reputation for being nurturing. Very strict on discipline. Expects, and gets, lots of parental support. The other secondary is a true comp with average progress 8.

Data here:
https://www.compare-school-performance.service.gov.uk/find-a-school-in-england

Thanks

St Andrews - single-mindedly focussed on raising results year on year. Very strict. Those who choose it seem to love it. I think they are quite good at putting off parents who aren't focussed on results above all else.

Several of DD1s friends are at St Andrew's. I have heard them discussing whether they will be allowed to take a certain option, based on their year 9 exam results. When we were looking at secondary schools I also noticed that there were no GCSE results below a C in the entire year group. Based on that, admittedly sparse, evidence, I wonder whether there is a certain reluctance to enter those who won't make the grade. But I may be being unfair.

And atraight away we can see schools manipulating league tables, as per previous poster for st andrews, and of course the steiner kids will have had very low ks2 scores, as acknowledged by their ofsted, but this means they appear to make exceptional progress. Hope the government has thought abouut the advantage of low ks2 scores in all through schools

Generally speaking, when it comes to progress 8 scores, low KS2 scores are more of a disadvantage than an advantage. There's a positive correlation between KS2 APS and progress 8. Its one of the main criticisms of it.

That being said a low KS2 score that doesn't reflect a child's attainment will skew the results.

Oh sure rafals, i was thinking specifically about all through schools when i wrote that, for whom there will be a definate advantage in not pushing for ks2 results. In other circumstances of course low ks2 scores are a disadvantage.

I don't know if that would get through Ofsted these days. You'd have to assess low on entry in reception then have enough progress showing in books to keep Ofsted happy but not so much that children achieve what they are capable of while also meeting the floor standards and coasting standards at ks2. Its a huge gamble that's unlikely to come off.

Thanks for this. Just checked. We got above average (well I say we, I was on mat leave), in a difficult year group (that's difficult in our terms not absolute ones before anyone jumps on me for being a grammar).
Quick question. Does anyone (eg. Noble) know if they counted the IGCSEs in this year group? I can't remember when they were going to make the change.

Ooh I went to one of those schools in the nineties...at the time average results, diverse intake took in those who got expelled from other schools and was desperate for funding as I seem to remember. It was a very caring school though.

DS is at one of these schools, I am so impressed. He has an EHCP and there were not qualms about admitting him, unlike other schools I went to see. What I notice is the v strict disclipline and v generous reward structure. Lots of parental support expected and given and consistent messages given to the children of working hard to succeed. Success is not in doubt if you work hard!

As a teacher, admittedly primary, I notice tired teachers, v late email responses (in the evening, not delayed) and comparatively few older teachers, lots of young ones with no family but no NQTs!

Not sure how sustainable it is to work at the pace I think the school requires.

Whilst it may be difficult to gain decent prog8 with very low ks2 scores, it is conversely somewhat difficult to make superb progress with children arriving on (old money) 5A plus, as an A* is as high as can be assessed at GCSE ( until current, as yet untested, reforms).
Far, far easier to achieve "exceptional" progress with children arriving in UK from abroad during KS2, of normal ability, that have lowish KS2 results due to their acquisition of English. It's amazing how much children can learn once they speak the language they're being taught in!
I'd expect the 3 London schools to have been great beneficiaries of that. Not sure about Surrey/Blackburn though.
And yes, selecting which pupils may sit which exams is hardly providing an excellent education for all, is it?
I'd far rather an inclusive school with a Prog8 around +0.4/+0.5, that allowed my child to be fulfilled and receive a broad education, regardless of their ability.

I'd far rather an inclusive school with a Prog8 around +0.4/+0.5, that allowed my child to be fulfilled and receive a broad education, regardless of their ability.

DD's school got 0.39 so that seems good! She insisted on going in today despite being ill in the night so I think she's happy there.

undersmile

Yes, interesting points about recent arrivals. Tauheedal has some recent arrivals but the majority of it's students are British Asian of Pakistani/Bangladeshi heritage. Now, for various socio-economic and cultural reasons many children of such heritage under perform at primary. It will be interesting to see what happens over the next decade - I rather feel their progress will level off in correlation with the rate of education of the children's mothers (still the largest influence of a child's progress and attainment). Tauheedal girls will be well educated - and so will their children.

St Andrews tried to persuade a friend of mine who was looking round for their DS with mild SEN that they did not have the resources to support them, and started singing the praises of a local alternative. The same happened to a colleague who was looking for their DD for A level, but was not likely to be a straight A pupil. The opposite of nurturing in my book. I am surprised the DfE haven't investigated their selection by the back door.

And on the other end of the scale:

educationdatalab.org.uk/2016/10/the-greatest-challenge/

I hesitated about posting this as I worry I'll have all the grammar fans flooding over here but then thought if we're going to support comprehensives we ought to face up to this. How do we transfer what we learn from the succeeding schools into the struggling?