Exam result analysis for bottom set students

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Hello,

Last year I taught the lowest set in year 11 (maths)

Im being asked to analyse the results and do a write up.

All the data they are asking me to analyse doesn’t look very good.

School used a single target grade for each student (lowest being a D as more motivational than F/G )
primary school data is mostly inaccurate as all were given at least a level 3 even though many of them would actually not have reached that by the end of year 11.

does anyone have any nice sounding lines I can put in this analysis that makes it clear that from the students I had in the room no Us is actually a big success and means we set our groups appropriately?

thanks

Are you not teaching the 1-9 GCSE? IVE not heard of a A-F grades In England any more but maybe you are in a different part of the uk?

You need to be objective.

You need to analyse whole class and student groups PP EAL LAC SEND SEX and state why they did not meet their target grades rather than why it was good for them.

Break down performance by paper. Which paper was better and why.

Barriers to learning include safeguarding/ Attendance/ literacY access / social/ safeguarding /send are all reasons

Then suggest how you can address these next year what step you have put in place.

Are you in Wales? How were the target grades generated?

Sorry yes I’m in wales.

The target grades for the whole class was D, this was a global grade for these students for all of their subjects.
It was generated because they decided average improvement from level 3 at ks2 should equate to an E grade but that wasn’t motivational so all these students have had stickers in books saying target D. I understood the reasoning for this but felt that the school should have a realistic target for ourselves, even if this was kept private.

80% SEN and 60% free school meals.

I taught foundation gcse and entry level course (including 4 class tests and prep for final exam) over 1 year because they had supply the year before while I was in mat leave.

the most accurate thing to say would be that they didn’t reach their target because the targets were complete fiction. They didn’t have reasonable standards of teaching pre year 11, entry level and foundation was too much content for 1 year and their self esteem/ resilience/ behaviour standards were abysmal when I took them over. I’m not sure it’s what they want from me though.

Always super annoying with fictional targets
in your write up, 1) discuss those who exceeded target 2) acknowledge those with poor attendance/ ill health and 3) look at how they fared in their other subjects a

I'd be chatting to your union rep on the side about this. Long term I'd be worrying that this sort of mad target setting can never be met and the inevitable result could be a teacher being scape-goated.

If the students achieved 3s at at KS2 then D was an appropriate target grade based on my understanding of the expected levels of progress in the old English system. Where did the Es come from? FFT?

The numbers are the numbers and there's no point trying to massage them. Get the marks from the exam board to do a question-level analysis and focus on the actions that you took to improve outcomes, eg targeted teaching, interventions, revision sessions. Include the results of the entry level course and make it clear that you picked up the group in the September.

I don't get where the level 3 at ks2 is coming from. It's been WTS, EXS, GDS for years. Levels went out years ago.

Ah. Yes. context is everything. Disregard everything in my previous post.

Just don't do it and see what happens? Not sure why class teachers should do this anyway I haven't done one for years and I disagree with it.

Or Write a few lines about how you feel each student (like a nice report to parents) and submit that and disregard the data.

Again it depends on the school. Post result analysis I always feel is a it late. The only factor you need to analyse is how far off your predictions were.

Or just phone the union. Which I think is a good idea.