CHARLES READ ACADEMY SMASHING NATIONAL AVERAGES FOR PUPIL PERFORMANCE
++ Lincolnshire secondary school pupils making excellent process despite pandemic disruption ++
++ Disadvantaged students making significant progress and achieving higher grades than expected ++
Charles Read Academy, part of the David Ross Education Trust (DRET), has bucked the national trend and achieved excellent results in performance data published this week [20 October] by the Department for Education.
Progress 8 is one of the main performance measures for schools, designed to encourage schools to concentrate on improving the performance of all pupils, rather than those on the ‘borderline’ or those pushing for the very top grades.
The score is calculated by comparing each student's Attainment 8 score (the student’s best grades across 8 subjects) to those nationally of other students who had the same KS2 SATs results from primary school. This shows how much progress each student has made from Year 6 to Year 11.
This year any score above -0.03 means that a school is performing better than other schools across the country where pupils also achieved similar results at the end of their primary school education.
The last time the performance tables were published in 2019, Charles Read Academy achieved -0.43 and this has now improved to +0.48.
At a national level, disadvantaged pupils averaged a progress 8 score of +0.15, however disadvantaged students at Charles Read Academy achieved double that, and averaged a positive progress score of +0.38.
Sue Jones, Executive Principal of Charles Read Academy, said:
“At Charles Read Academy, we are extremely pleased with these results. This is testament to teamwork. I am so proud of all our staff for their ongoing commitment to our school community, and of the students for their hard work and resilience, including all the challenges they had to face throughout the pandemic.”
“As a school we have focused on improving behaviour and developing character. This has meant that teachers can focus solely on teaching in the classroom, and pupils’ learning is uninterrupted. We have delivered quality professional development and supported our staff to improve their knowledge and pedagogy. We are thrilled to see that this focus has paid off.”