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Examination Results 2019 - Statement

St Mary’s Catholic High School celebrated a fantastic set of examination results in August. They show very pleasing progress across a wide range of subjects, with the number of students achieving Grade 6 (B) and above improving significantly this year.

We are especially delighted for the students who achieved their target grades, allowing them to progress to Post-16 education with confidence in what they have achieved. These results will be a springboard for even greater achievement for these students and for our whole school community. We are proud of each and every one of them.

The provisional DFE School performance tables show that students at St Mary’s Catholic High School have not achieved an official Progress 8 (P8) score due to what the DFE describe as ‘low coverage’. This is due to 48% of the year having official KS2 test data*, whereas the DFE policy is to include only schools with 50% or more. There could be many reasons why a student might not have KS2 test data available: data not recorded; students living abroad; home educated; students disapplied from taking the tests, etc.

SMHS P8Chart 2019v2

In effect, if two students more out of the 113 students in the year group had KS2 test data the school would have achieved the significantly improved DFE P8 score of 0.03 and would place St Mary’s Catholic High School students in the ‘Average’ band. While the school would be lower than the Croydon average, it is pleasingly above the national average of -0.03. This would mean that St Mary’s would be the second highest Catholic secondary school in Croydon, and the highest mixed Catholic secondary school according to the P8 measure.

St Mary’s, like most other schools, uses the independent CATs tests for all students on entry to the school, regardless of whether they have sat for KS2 examinations in their primary school. Matching the CATs data for all of our students alongside the grades they achieved in the summer examinations the P8 score would be 0.75, a significant achievement for the school community.

St Mary’s Catholic High School embraces students of all abilities and backgrounds and we pride ourselves on the achievements of every student.  We take nearly double the national average of disadvantaged students (school 47% : national 29%) and four times the number of English as an Additional Language (EAL) students (school 67% : national 16%). In 2018, 54% of Year 11 GCSE students were from disadvantaged backgrounds. There is no significant difference in the P8 performance of students who are from disadvantaged backgrounds (-0.2) or EAL (0.01) compared to other pupils in the cohort.

*KS2 test data represents the SATs tests taken by students in Year 6 of primary school.

 

Examination Results 2018 - Statement

Progress 8 (P8)

This measure shows how well students have progressed in terms of their outcomes based on their scores in the Key Stage 2 SATs at primary school.  This is based on results in up to 8 qualifications, which include English, maths, 3 English Baccalaureate qualifications including sciences, computer science, history, geography and languages, and 3 other additional approved qualifications. A score of 0 would indicate that all students had on average achieved their targeted progress in all subjects.  A score of -1 would indicate that on average all students had missed their targets in all subjects by one grade.

The release of the school league tables on 25th January 2019 shows that overall, students at St Mary’s Catholic High School have achieved a P8 score of -0.62.  This is below the average for schools in Croydon (0.07) and the average for schools in England (-0.02). This is the most important measure of the value that schools are adding as it demonstrates how pupils of all abilities progress. The score of -0.62 places St Mary’s Catholic High School in the Well Below Average band for state schools in England.

P8 2018

St Mary’s Catholic High School embraces students of all abilities and backgrounds and we pride ourselves on the achievements of every student.  We take nearly double the national average of disadvantaged students (school 47% : national 29%) and four times the number of English as an Additional Language (EAL) students (school 67% : national 16%). In 2018, 54% of Year 11 GCSE students were from disadvantaged backgrounds. There is no significant difference in the P8 performance of students who are from disadvantaged backgrounds (-0.2) or EAL (0.01) compared to other pupils in the cohort.

To view our school's performance data on the DfE website CLICK HERE

English and Maths Basics

This measure tracks the percentage of students that have achieved a standard pass (a 4 or better) in both English and maths. This year this figure is 46%. For students of a disadvantaged background this figure is 44% and for EAL students it is 46%. However, the overall average performance of all students was below the average in other schools in Croydon and nationally.

Why has our headline pass measure for English and maths GCSE declined?

The main performance measure that schools are held to account on is Progress 8; showing the average progress of students in our school in eight subjects, including English and maths, based on their primary starting-points, compared to similar students nationally.

This has replaced the old measure of the percentage of students achieving a C+ in five subjects, including English and maths. Last year, the English and maths GCSEs were changed. Part of this change was a change to the grading system from A*-G, to 9-1. A new grade 4 is roughly the same as an old grade C. As well as Progress 8, the DfE also publish the percentage of students who achieved a ‘strong pass’ in both English and maths. This year, with the new GCSEs, the definition of a ‘strong pass’ changed from an old C+, to a new 5+ (not a 4+). Far fewer students nationally achieve a 5+ in English and maths, than achieve a 4+. This change, along with the reformed new GCSEs which have more challenging content and assessment, means it’s difficult to compare performance between this year and last year.

In 2018, 63.4% of students nationally achieved a 4+ in both subjects, compared to only 43.3% achieving a 5+. The percentage of students achieving a 4+ in both English and Maths at our school was 31%, and those achieving a 5+ was 21%. As you can see, while our GCSE results were not as strong as in 2016, when 59% of students achieved a grade C+ in English & maths, it does not fully reflect the decline in our results, but a national trend based on how schools are measured.

 

 

 

 

 

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