Attainment
Outstanding Key Stage 2 performance
06/06/07 18:12 Filed in: Education
Officials visited schools with outstanding rates of
progression in Key Stage 2, to find out what lies at
the heart of such spectacular improvements for
children. Twenty schools were visited and they were
chosen because over the last three years, more than
90% of their pupils who were at national expectations
(Level 2) in Key Stage 1 progressed to national
expectations (Level 4) at Key Stage 2. The schools
were located across the country and had mixed
intakes; some schools had high levels of pupils on
Free School Meals (FSM) and Black and Minority Ethnic
(BME) populations. In the twenty schools, officials
met with the Headteacher and a member of the school’s
Senior Leadership Team usually responsible for
assessment. They discussed six broad areas: school
culture, leadership, assessment and monitoring,
policies and resources, curriculum, and teaching and
learning. The schools visited all shared common
characteristics in each of these areas, and a strong
picture emerged of what leads to success in securing
progression.
Click here to access report.
Click here to access report.
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Keeping up – Pupils who fall behind in Key Stage 2
Keeping up – Pupils who fall behind in Key Stage 2
reports the findings of a small scale study focusing
on pupils who are at risk of not converting a level 2
in English and mathematics at Key Stage 1 into a
level 4 at the end of Key Stage 2. The proportion of
pupils achieving the national expectation of level 4
at the end of Key Stage 2 has increased
significantly. In English, it has increased from 63%
in 1997 to 79% in 2006; and in mathematics, it has
increased from 58% in 1998 to 76% in 2006.
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DfES Research: Urban density & pupil attainment
This paper looks at the
association between urban density and pupil
attainment of 16 year olds in schooling in
England in 2002, 2003 and 2004. Using data
combined from the Pupil Level Annual School
Census (PLASC) and the National Pupil Database,
the authors examine pupils’ progress when
switching between schools in different locations
as they move from primary to secondary
education, by using the change in urban density
as a variable in a regression analysis.