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Attainment & Progress

Seven Key Indicators of Progress

We use seven key indicators to determine individual and collective pupil progress at our school. These indicators are:

  1. Progress Data: Progression Guidance analysis (RAISE Online, CATs, etc.)
  2. Individual Grades: for work and personal development arising from Teacher Assessments and lesson observations / work scrutinies
  3. Stakeholder Opinion: sampled from parents / carers and learners in a variety of different ways (Parent / Carer surveys / BTEC Learner feedback, PASS & Growing Up in Yorkshire pupil surveys, etc.)
  4. Individual Education Plan (IEP) / Individual Action Plan (IAP) Objectives: Pupil progress against IEP/IAP objectives (taken from EHCP) are monitored and recorded
  5. Lesson Observations: provide generic contextual information
  6. Accreditation Outcomes: including Average Point Scores, 5 A*-C grades (inc. Maths & English), etc.
  7. Attendance & NEET Data

 Progress Data

  • Progress data collected from a variety of sources is used to inform judgements about learner, group and whole school progress. Sources: CATs used to set challenging targets, Progress Tracker documents used to track performance and inform early interventions across subject areas
  • Learner progress analysed for individual learning pathways and classroom monitor of IEP targets
  • Analysis of 5 A* - G for GCSEs / equivalent outcomes
  • Average Point Score (APS) used to evaluate KS4 attainment and progress
  • Progress 8 and Attainment 8 – Government measures of a school’s performance
  • KS2 SATs data
  • RAISE Online value added information
  • Analysis is comprehensive and multi-layered, includes diversity groups

 Pupil Progress

  • Rigorous analysis of attainment and progression outcomes for all learners – each child is discussed annually via Annual Reviews, 6 monthly via IEP target updates, termly via Progress Trackers and twice a year through Records of Achievement
  • Rigorous and collaborative target setting across all subject areas
  • Learning pathways are identified and progress evaluated
  • Tracking progress checks against all targets (+ & -)
  • Generation of whole school targets
  • Generation of predicted grades for KS4 learners (included in Progress Trackers)
  • Identification of ‘barriers to learning’ (evidenced in Progress Trackers)
  • Identification of ‘strategies employed’ and interventions to support progress (evidenced in Progress Trackers)
  • The actioning of interventions in a multi-agency context (e.g. Speech Language & Communication Needs, Educational Psychologist-led programmes, etc.)
  • The monitoring of the effectiveness of the interventions through the year and measuring their impact
  • Individual, group, class and whole school progress judgements
  • Teacher accountability for progress through the year


Target Setting

  • Learning pathways are identified and progress against targets is evaluated on a regular basis
  • Subject teachers use CAT data to set targets for all learners, which are modified taking into account elements of challenge and the needs of the individual learners, where appropriate

Moderation Systems

  • Moderation of planning, Progress Trackers and work scrutiny undertaken throughout the year by Curriculum Management Team (CMT)
  • Pupil Progress meetings led by CMT
  • Moderation with local schools via NYCC network meetings and Scarborough Teaching Alliance

Year 11 Average Points Score (APS for last 4 years:

 Number of GCSEs or equivalent achieved 2016-17

 Lesson Observations

  • BHS operates a very rigorous lesson observation structure
  • All teachers are observed at least twice a year on a formal basis, Learning Walks and informal Drop-ins continually take place across all lessons throughout the year
  • All Teaching Assistants are observed at least once a year

Individual Education Plan (IEP) / Individual Action Plan (IAP) Objectives

Individual pupil progress against IEP/IAP objectives are recorded at key points throughout the academic year. This information is collated to provided additional progress information for learners and inform intervention strategies. IEP/IAP Objectives are set with reference to:

  • Education Health Care Plan objectives & actions
  • Behaviour objectives
  • Personal and social development goals

IEP/IAP Objectives are regarded as a moderately rigorous way of measuring progress                      

Stakeholder Opinion

Stake holder Opinion refers to the feedback of learners, parents/carers and multi-agencies (eg Social Workers). It is sampled in a number of ways and at different times throughout the academic year.

Examples include:

  • Parents / Carers invited to feedback on their child’s progress at Annual Review
  • Learners completing a range of feedback opportunities via PASS surveys, Growing Up in North Yorkshire survey, lesson feedback, BTEC student surveys, etc.

Stakeholder opinion is not regarded as rigorous in isolation since it includes incomplete statistical sampling and subjective question response.


Parental perception of pupil progress  - analysis of data collected at Annual Reviews (as of September 2017)

Pie chart of current parent view (as of September 2017)

Other Data

Pupil Progress - regular termly reporting to Governors on pupil progress

What is ‘Good Progress’?

We believe that ‘good progress’ is a composite of evidence that uses data, professional judgement over a number of criteria and stakeholder assessment to give a summative view. The rigor and reliability of our judgements depend on the strength of the whole and not on the particular validity of any one single evidence source.