2015/16. A level /16. Alps Example Sixth Form A level report 2015/16. Report number

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1 0/ Alps - Alkemygold Ltd, Kevin Conway House Longbow Close, Huddersfield HD GQ 0 00 info@alps-va.co.uk Alps Example Sixth Form A level report 0/ Report number -.0. A level - 0/

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3 Index Introduction p Section A - National benchmarks The calculation of the average GCSE Explanation - Alps grading system National benchmark data - Performance per subject National benchmark data - National minimum expected grades National benchmark data - Performance - number of subjects National benchmark data - Performance per student What an Alps of.0 means in this report Explanation - Subject thermometer Subject value added s at different percentiles Performance indicators - an overview p p p0 p p p p p p p Section B - Your analysis Raw A level results p Strategic overview p Analysis of students banded by ability current year p Analysis of students banded by ability four year summary p Calculation of Alps A level - Quality Indicator p Subject value added overview p Quality of teaching and learning measurement p Alps T s p progression s p s not included in key indicator calculations p Single subject pages (follows) performance overview and Progression (follows) Copyright Alkemygold Ltd 0 All rights reserved. No part of this publication may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise, without the prior written permission of the copyright owner, save that permission is granted to reproduce for internal educational use only by the institution that this publication is addressed to. A level Alps report 0 Alkemygold Ltd

4 Introduction Alps (Advanced Level Performance System) is the result of over 0 years of careful research and development, initially at Greenhead College, Huddersfield, by Dr Kevin Conway CBE, the Principal, and over the last fifteen years at Alps. All our development in this time has been geared to helping staff in schools and colleges and their advisory colleagues at local authority and academy chain levels to enhance the recruitment, retention and achievements of students studying A level, AS level, BTEC National and KS qualifications. Each year our reports cover over % of all A levels nationally, and are taken by over,0 schools and colleges. Alps has been developed educationally by teachers for teachers and we believe this is one key factor for its popularity. There are three sets of principles which underpin all our work Firstly, the simple idea that each of us is an individual, an exception and needs to be valued Secondly, that aspiration, inspiration and motivation are key elements needed in work with young people Thirdly, powerful leadership and high quality teaching and learning, coupled with high quality target-setting, monitoring, guidance and support are the three elements that define good schools and colleges. (Constant organisational change does not!) Powerful Alps schools work to these principles consistently year on year and their students benefit. Over time, we have risen from around 0 schools and the collective group of Sixth Form Colleges in 00 to over,0 schools, academies, sixth form colleges and FE colleges, representing over % of students taking A levels. We have a presence in every LA in the country. The key feedback we have received and continuously work on is that the presentation of our reports is simple to understand while creating a powerful common language for students, staff, governors, parents and LA staff alike. The performance indicators we have developed and continue to develop are each significant in their own right for each provider. Summative reports for LAs and groups of providers, such as trusts, allow the identification of good practice down to subject/course level which can be spread between providers in organised training sessions. Alps reports and training are aids to culture change, within senior leadership teams, for staff and for students. They challenge participants to continuously improve incrementally to the levels of the th percentile providers. They identify strengths and weaknesses on a nine point scale, first developed by Alps, so that good practice can be shared and weaknesses can be strengthened. It is a positive process. What defines us ahead of others is the timeliness of our reports, which can be available for the start of the Autumn term, the clear yet detailed presentation of analysis in the reports as well as the ease of sending in the data we require. However, the biggest difference is that we do not just give information, but are available to deliver best practice training. New for 0 New Quality Indicator and T Scores In 0 we have decided to replace the VA Quality and Breadth Indicator with our new Quality Indicator. One of the drivers of this is the developing linear landscape and optional nature of the standalone AS exams. This would have made an indicator dependent on breadth of provision unfair on schools not entering students for standalone AS exams in 0. However we see many other advantages to introducing this new indicator. Firstly, it will allow all A level results to be evaluated, whereas the VA Q&B Indicator only included results of students taking or more A levels. Secondly, schools and colleges with students on mixed academic and vocational programmes will not be disadvantaged, for example, if they are taking A levels and a BTEC. Thirdly, the VA Q&B Indicator like the UCAS points per student Performance Tables measure could reward schools or colleges for concentrating on the quantity of qualifications taken rather than the quality of individual grades. This brings me to our main driver. Put simply, the quality of the individual grade matters more to each student than the quantity of qualifications taken. This does not mean we no longer think it important that each student should be on a full programme of study, typically A levels or the equivalent. We do! Our Quality Indicator is based on adding up the total UCAS points achieved in subjects and measuring this against the total expected UCAS points (at the th percentile) in those subjects. In a nutshell, this new indicator is an accurate reflection of the quality of your overall performance per subject. The switch from the VA Quality & Breadth grade to the Quality Indicator will impact on your overall T, as this is an average of your Red and Blue Teaching grades and the Quality Indicator. In your 0 report we are showing you how you would have d against the new Quality Indicator in previous years so your T for those years in the 0 report may not match the T s for those years in your 0 report. A level Alps report 0 Alkemygold Ltd

5 Any new system is bound to generate winners and losers. Modelling the Quality Indicator against previous years results shows us that those whose Quality Indicator for 0 is lower than their VA Q&B grade generally had a total UCAS points boosted by taking more subjects per student than the th percentile nationally. Updated BTEC Benchmarks and Minimum Expected Grades for 0 We have updated our Alps BTEC benchmarks in our main BTEC report and our Certificate and 0-credit Diploma reports for 0. The updated benchmark tables and revised Alps minimum expected grades to be used with your students can be found in your BTEC report. The new Alps benchmarks are produced using the full national dataset from the Department for Education. Our analysis this year has shown that the year on year improvement in vocational results has continued across all eleven Alps bands, and we concluded that the change was significant enough to require updated benchmarks for 0. We are aware that teaching starts on the new BTEC suite in September 0. Once we have the results of these new courses we will review the targets and benchmarks for 0 in light of any changes across our BTEC reports. The new benchmarks will be applied to the 0 data only in your BTEC reports. A level and AS level no change to benchmarks for 0 Following our analysis of the full DfE data, we will not be changing our A level and AS level Alps benchmarks and minimum expected grades for the coming year. The analysis of the DfE data showed that there is little change in value added terms in the outcomes of these qualifications. As with the BTEC reports, we will review this again for 0. Pages recommended for use with governors G In 0-, we delivered a significant amount of training for governors, usually through local authority Governor Services. During this training we are often asked which pages are most useful for governors and indeed which pages should be shared with governors. We have decided this year to identify the following pages with our governor mark. For ease of use, pages with this logo on them are suitable for use with governors:. Raw results. Strategic Overview. Banded by ability - year summary. Subject Value Added Overview Finally Government policies in education over the past few years have radically changed the landscape with schools, new academies and free schools now co-existing. We also see new groupings of schools in trusts, federations and consortia emerging alongside different roles for local authorities. Post- funding will continue to be squeezed, and the role of local authorities is being developed with increased demands on school improvement services. Alps reports have been used in Ofsted and Estyn inspections by many schools to support judgements. It is official policy that where Alps reports are made available, they must be given due consideration by inspectors. The timeliness of our reports has often come into play here, especially in showing up-to-date progress. The uniqueness of our year profile of A, AS, BTEC National and KS reports is especially helpful. Our helpdesk is always on hand at inspection time! We remain happy to help any school, academy, college or LA to implement Alps systems using our highly qualified and experienced trainers, all of whom have been or are in senior positions in top performing schools and colleges. We are at the end of the telephone Monday to Friday am-pm 0 00 or you can us at info@alps-va.co.uk. Please visit our website for more information at Mary Ahern Chief Executive Autumn 0 Alps Alps - Alkemygold Ltd, Kevin Conway House Longbow Close, Huddersfield HD GQ 0 00 info alps-va.co.uk KS A level Alps report 0 Alkemygold Ltd

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7 Section A National benchmarks & explanation of the Alps grading system Alps KS Alps - Alkemygold Ltd, Kevin Conway House Longbow Close, Huddersfield HD GQ 0 00 info alps-va.co.uk A level Alps report 0 Alkemygold Ltd

8 Alps A level - Calculation of the average GCSE. The process we are looking at compares input data derived from students GCSE results at the start of level A level courses with output data relating to results at A level and Applied A level.. AS levels are not included in the analysis. AS level and BTEC National reports are available separately.. Input data The input data is an average GCSE calculated for each student. The calculation includes the best grade for each GCSE. GCSE points: Each subject is given points as shown below. The calculation is based on all GCSEs taken. Qualification GCSE equivalents A* A B C D E F G U Full GCSEs 0 Short GCSEs QCA points: The points s are a different scale to the GCSE points s above. Qualification GCSE equivalents A* A B C D E F G U Full GCSEs 0 0 Short GCSEs QCA points remain in this report for your convenience to show equivalency to the average GCSE. However, it is the average GCSE that is used in all calculations. Note: We do not include BTEC First Awards or equivalent, level or key skills qualifications in the GCSE as they distort the input data, they inflate a student s GCSE and can lead to unrealistic level target grades for the student.. Output data Only results for A levels are included. We exclude A level general studies and the Extended Project Qualification as these distort outcomes.. s have been allocated output s based on the system of UCAS points. A level grade A* A B C D E U X Q UCAS pts All A levels that have been completed should be included. A level Alps report 0 Alkemygold Ltd

9 Alps A level - Alps grading system Using the national dataset supplied to Alps by the Department for Education (,0 sets,,0 students,, A levels taken). In Section B, your school/college data for A levels is compared to the Alps benchmarks created from the full DfE national dataset.. There are key indicators for you to consider, which should help you as a provider to create agendas for development leading to higher levels of recruitment, retention and achievement. Analysis of students banded by ability Quality Indicator Subject value added overview Quality of teaching and learning measurement Alps T s progression Single subject reports performance overview. Throughout this analytical section, there is a common grading system that works at three levels which are interlinked and allow a reader to look at the analysis at different depths.. These are: Matching top %+ RED Alps grades - Matching middle 0% BLACK Alps grades - Matching bottom %- BLUE Alps grades -. Colours RED means your performance is within or exceeds the top % of the A level benchmark for the indicator. BLUE means your performance is within or is worse than the bottom % of the A level benchmark for the indicator.. Alps grades - basis of the grading system 00% 0% % 0% 0% % 0% Bottom ---- Alps grade - better or equal to the best achieved in the indicator - Outstanding ---- Alps grade - scoring between the 0th and th percentile - Outstanding ---- Alps grade - scoring between the th and th percentile - Excellent ---- Alps grade - scoring between the 0th and th percentile - Very good ---- Alps grade - scoring between the 0th and th percentile - Satisfactory to Good ---- Alps grade - scoring between the th and th percentile - Below average ---- Alps grade - scoring between the 0th and th percentile - Less than satisfactory ---- Alps grade - scoring between the st and th percentile - Relatively poor ---- Alps grade - scoring below the lowest achieved in the indicator - Poor The challenge is to get out of the BLUE and move towards the RED. If you are already in the RED the challenge is to stay there. Continuous improvement is the underlying theme.. Alps value added s - there are ranges of value added s ranked by provider from the Alps national database in a variety of formats which are described on the following pages. A level Alps report 0 Alkemygold Ltd

10 Alps A level - National benchmark Using the national dataset supplied to Alps by the Department for Education (,0 sets,,0 students,, A levels taken) Performance per subject. The Alps benchmarks are created from the results of the complete national dataset supplied to Alps by the Department for Education.. The results of these examinations are displayed in Table on the page opposite in bands according to student GCSE s. These are taken as a baseline measure of students abilities and application at the start of their level courses. There are key GCSE bands with GCSE s ranging from..0 (.0-.0 points) to 0.0 <.0 (0.0 <.0).. For each band, the sets of data have been ranked according to the UCAS per subject entry in Table. From the ranking, s have been tabulated from best to worst at the specific percentiles shown.. For example, subject data for the, students with GCSE s of. <. (. <. points), equivalent to B at GCSE, shows that students in the best provider averaged a grade B+ (0. points) at A level but students in the worst provider averaged a grade D- (.00 points) per subject entry.. The aspiration is for all providers to achieve the s at or greater than the th percentile, by focusing on both strengths and weaknesses and using the experiences of the stronger departments/institutions to promote good practice to those showing relative weakness. This may take one year, or maybe more depending on your starting position.. Table does not include A level general studies and the Extended Project Qualification. GCSE s do not include other courses such as key skills as these distort aspirational target grades, leading to a flawed methodology.. Table extracts the data from the th percentile row from Table and expresses these s as Alps national minumum expected grades that students should be aiming for relative to their incoming average GCSE s. A level Alps report 0 Alkemygold Ltd 0

11 Alps A level - National benchmark Using the national dataset supplied to Alps by the Department for Education (,0 sets,,0 students,, A levels taken) Subject data average performance per subject For each band and percentile, the UCAS points per subject are tabulated in rank order of provider. A student with a GCSE of.-<.0 at the middle ranking provider (0th percentile row) in that band was scoring UCAS points per subject, equivalent to a B grade. (GCSE computed from A*=pts, A=pts, B=pts etc, totalled and divided by the number of GCSEs taken. UCAS points : A*=0pts, A=0pts, B=00pts, C=0pts, D=0pts, E=0pts). GCSE <..-<.0.-<..-<..-<..-<..-<..-<..0-<. 0.0-<.0 QCA <.0 0.-<.0.-<0..-<..-<..0-<..-<.0.-<..0-<. 0.0-<.0 Total student numbers,,,0,0,,,,,,0 0 Total student % 0.%.%.%.%.%.% 0.%.%.%.% 0.% 00% 0% % 0% 0% 0% % 0% 0% UCAS points Representative grade A*- A+ A A- A/B B+ B B- B- B- B UCAS points Representative grade A*/A A- A/B B B- B/C C+ C+ C C- C UCAS points Representative grade A+ A/B B+ B B- C+ C+ C C- C/D C/D UCAS points Representative grade A+ A/B B B- B/C C+ C C- C/D D+ D+ UCAS points Representative grade A A/B B B- C+ C C C- C/D D+ D UCAS points Representative grade A B+ B B/C C+ C C- C/D D+ D D UCAS points Representative grade A B+ B- B/C C C- C- D+ D+ D- D- UCAS points Representative grade A- B B/C C+ C- C/D D+ D D- D/E E+ UCAS points Representative grade B C C- C/D D D- D/E D/E E E- U Table Performance per subject - National minimum expected grades Data at the th percentile from the Alps benchmark Table (above) defines the minimum expected grades students should be aiming for relative to their incoming average GCSE s which are set out in Table below. Approx GCSE grades GCSE band QCA band Numbers & % UCAS Pts / Subject Representative grade Target grade aspiration Mainly A and A* , (0.%) A+ (.) A*/A Mainly As.0 <..0 <.0, (.%) A/B (.) A Mainly As few Bs. <.0 0. <.0,0 (.%) B+ (0.) B Mainly As & Bs. <.. <0.,0 (.%) B (.) B Mainly Bs few As. <.. <., (.%) B- (.0) B/C Just over all Bs. <.. <., (.%) C+ (.) B/C Mainly Bs few Cs. <..0 <., (0.%) C+ (.) C Mainly Cs few Bs. <.. <.0, (.%) C (.) C Mainly Cs. <.. <., (.%) C- (.) C/D D/Es with Cs.0 <..0 <.,0 (.%) C/D (0.00) C/D Mainly / Cs+ 0.0 < <.0 0 (0.%) C/D (.) C/D Table A level Alps report 0 Alkemygold Ltd

12 Alps A level - National benchmark Using the national dataset supplied to Alps by the Department for Education (,0 sets,,0 students,, A levels taken) Performance - number of subjects Table below has been created from the DfE national dataset and shows the average number of subjects taken by students in each band of ability excluding general studies and the Extended Project Qualification. For example in band.0 <. (.0 <. points) at the th percentile students took on average. A levels excluding general studies and EPQ, which equated to % of students completing A levels and % completing A levels. This is not included in your Quality Indicator calculation, but is relevant for the banded analysis. A GCSE band B QCA band C numbers D Avg no. of As taken E On average Subjects to be taken (exc Gen St) , (0.%). % take - % take /.0 <..0 <.0, (.%). % take - % take /. <.0 0. <.0,0 (.%).0 % take - % take. <.. <0.,0 (.%).00 00% take. <.. <., (.%).00 00% take. <.. <., (.%).00 00% take. <..0 <., (0.%).00 00% take. <.. <.0, (.%).00 00% take. <.. <., (.%). % take - % take.0 <..0 <.,0 (.%). % take - % take / 0.0 < <.0 0 (0.%). % take - % take / Table Performance - total UCAS points per student Table below has been created from the DfE national dataset. It shows the average total number of UCAS points per student achieved at the th percentile and therefore the corresponding indicative grade outcomes relative to their incoming average GCSE s across all their A level subjects. This is not included in your Quality Indicator calculation, but is relevant for the banded analysis. Approx GCSE grades GCSE band QCA band Numbers & % UCAS Pts / Representative grade Indicative Grade Outcomes Mainly A and A* , (0.%) A*AAA/A*AA (.) A*AAA/A*AA Mainly As.0 <..0 <.0, (.%) AAA- (0.) AAA Mainly As few Bs. <.0 0. <.0,0 (.%) ABB (0.00) ABB Mainly As & Bs. <.. <0.,0 (.%) BBB- (.) BBB Mainly Bs few As. <.. <., (.%) BBC- (.) BBC Just over all Bs. <.. <., (.%) BCC- (.) BCC Mainly Bs few Cs. <..0 <., (0.%) CCC (0.00) CCC Mainly Cs few Bs. <.. <.0, (.%) CCD+ (.0) CCD Mainly Cs. <.. <., (.%) CDD+ (0.00) CDD D/Es with Cs.0 <..0 <.,0 (.%) DDD+ (.) CDD/DDD Mainly / Cs+ 0.0 < <.0 0 (0.%) DDD (0.00) CDD/DDD Table A level Alps report 0 Alkemygold Ltd

13 What an Alps of.0 means in this report Using the national dataset supplied to Alps by the Department for Education (,0 sets,,0 students,, A levels taken). The Alps benchmarks are created from the results of the complete national dataset supplied to Alps by the Department for Education.. The benchmark is used to create aspirational minimum expectations for all schools and colleges that are involved in using Alps systems to raise student and staff esteem and achievement. This will be used as a fixed point against which schools and colleges can measure themselves and their annual progress.. The Alps methodology is based on groups of students. On any benchmark thermometer within the report, if the Actual UCAS points equals the Expected UCAS points then the will be.0. ( Actual UCAS points Expected UCAS points ) Alps measure = + Number of students # x 00 ~ # In some circumstances the number of students is replaced with the number of entries, for example with double awards. ~ This part of the denominator varies to maintain the concept that 0. = grade per entry.. The Expected UCAS points is based on the performance of the top % of schools and colleges in each of the Alps average GCSE bands. The premise being that if the students in each ability band can achieve these outcomes then this should be the ambition for all students and staff.. A of.0 for a year group in a school or college means that on average, across all subjects, students have achieved the expected UCAS points. This accurately reflects the quality of the provider s student group measured relative to their GCSE s. Subject Entries Expected pts Actual pts Alps Alps grade Subject A,.,0 0. Subject B,.,0 0. Subject C,.,0.0 Subject D,.0, Totals 0,0.,00 Table In table as the difference between the Total Expected points and the Total Actual points tends to zero, then when divided by the number of entries the Alps will tend to.0.. At a subject level, an Alps of.0 means that on average, students in this subject group achieved the expected UCAS points. However, subject thermometers show that some students will need to exceed their minimum expected grades to match the top % of departments for that subject. It is essential that all staff understand their own subject thermometer, as performance management is based on the performance of the students in their subject compared to the subject s performance nationally, and not just the target grades for students. A level Alps report 0 Alkemygold Ltd

14 Alps A level - Explanation of a subject thermometer. Each Alps indicator has a benchmark thermometer. The thermometer is created by taking s achieved by every school and college included in that indicator and ranking these from best (top) to worst (bottom). Scores at key percentiles are then used to benchmark your performance. Each percentile is also given an Alps grade. Alps grades The numbers running down the centre of the thermometers show how Alps grades are identified for this indicator. These run from (best) to (worst). The grades are related exactly to the percentiles as shown. 00% 0% % 0% 0% % 0% Bottom ---- Alps grade - better or equal to the best achieved in the indicator - Outstanding ---- Alps grade - scoring between the 0th and th percentile - Outstanding ---- Alps grade - scoring between the th and th percentile - Excellent ---- Alps grade - scoring between the 0th and th percentile - Very good ---- Alps grade - scoring between the 0th and th percentile - Satisfactory to Good ---- Alps grade - scoring between the th and th percentile - Below average ---- Alps grade - scoring between the 0th and th percentile - Less than satisfactory ---- Alps grade - scoring between the st and th percentile - Relatively poor ---- Alps grade - scoring below the lowest achieved in the indicator - Poor The challenge is to get out of the BLUE and move towards the RED. If you are already in the RED the challenge is to stay there. Continuous improvement is the underlying theme.. Each provider will receive a subject analysis with a set of subject value added s. This will show you exactly where your school/college is performing for each subject relative to the Department for Education national dataset for that subject, represented in the form of a thermometer on the next page.. The scale on the thermometer is created from the subject value added s achieved by groups of generally 0+ taking the subject, collected from the national dataset. Numbers of groups vary by subject depending on its popularity nationally. However, where more than % of students are taught in groups of fewer than 0, we include a sufficient number of groups to make up to % of students taking the subject irrespective of size.. On the thermometer opposite, these s are ranked from best to worst.. Scores are highlighted at key percentiles (0th, th, 0th, 0th, th etc.). You can see with your own at what percentile you reside for each subject for each year. A level Alps report 0 Alkemygold Ltd

15 Alps A level - Explanation of a subject thermometer 0.0 represents one grade difference in one subject per student. Ranked providers A level English literature 00% 0% % % 0% % 0%.00 0% 0% 0. 0%,,, % 0% Bottom % 0% Bottom A level Alps report 0 Alkemygold Ltd

16 Alps A level - Subject value added s at different percentiles. The next table shows subject value added s for A level subjects. Column identifies the subject. Columns and give the number of students and sets of data collected for the subject. For statistical robustness, we have included results from departments where at least 0 or more students completed the A level so long as this represents at least % of students taking the subject overall. However, where more than % of students are taught in groups of fewer than 0, we include a sufficient number of groups to make up % of students taking the subject irrespective of group size.. Columns to show the s achieved by the individual institutions at a range of percentiles.. The s in the horizontal row for English literature are exactly the same as on the English literature thermometer on the previous page.. The challenge is to get to and consistently beat the at the th percentile, and particularly to look for systematic change that gets you out of the BLUE region if that is where you are at present. Showing how this table takes account of subject variations nationally. This table provides targets for individual subjects that take account of the national variations in these subjects. It is clear that the th percentile, for example, varies from subject to subject. The th percentile for English language and literature is.0 which is the of the English department placed % from the best for that subject. For physics, the equivalent is 0.. As a difference of 0.0 represents exactly one grade per entry difference, and we have a difference of 0.0 here, then this suggests that a student with an equal flair for both will achieve 0.0 of a grade less on average in physics if both departments are operating at the level of the th percentile.. As an aside, the usual explanation is that physics and other science subjects are harder, but there are other equally compelling evidential arguments about the quality of teaching and learning nationally in these subjects. Equally there has to be a question as to whether the grade boundaries for physics relative to most other subjects set by examiners continue to be valid.. The table can be used to create reasonable targets. A department can then look at systems for improvement. For example a provider with an English language & literature of 0. sits at the th percentile mark, grade / boundary. To move to.0, grade, requires an increase of 0.0. Put another way, half of the students need to rise by one grade to get to.0, an achievable and concrete target for improvement.. The question for the department then is what do we need to do to make the change happen? Applying this analysis to all departments provides the lever for continuous improvement.. Collectively, if we continuously improve incrementally in this way we can raise the grades of a significant number of students which improves both their life chances and their self-esteem. 0. A question that often arises in training sessions is why do we not differentiate target grades depending on the difficulty of subjects? The th percentile for English language and literature is.0, for physics it is 0., why is the target grade the same when it appears there is a difference between subjects at the th percentile? Target grades are set to create a of.00 irrespective of perceived differences between subjects. To get a red grade requires a different VA depending on the subject. The reasons for these differences are complex - some might say it reflects subject difficulty, others the quality of resources, or teaching, or the structure of the exam, or perhaps even the UMS/raw mark grade boundaries. It certainly reflects the comparative performance across these subjects in schools and colleges nationally. In A level maths, every student would have to hit their target grade for the subject to be a grade (since the VA boundary is.00), whereas in A level film studies, half the students will have to exceed their target grade for the subject to be in the top % (since the VA boundary is.0). Copyright Alkemygold Limited 0 All rights reserved. No part of this table may be reproduced, stored in a retrieval system, or transmitted, in any form or by any means, electronic, mechanical, photocopying, recording or otherwise or used for any other purpose than internal educational use by the institution that it concerns without the prior written permission of the copyright owner, save that permission is granted to reproduce for internal educational use by the institution that this publication is addressed to. A level Alps report 0 Alkemygold Ltd

17 Alps A level - Subject value added s at different percentiles subjects are listed. Subjects not included are missing because the number of sets of data was too small to be reliable. 0.0 difference represents one grade difference per entry in comparing sets. Subject s Sets 00% 0% % 0% 0% % 0% 0% <0% A - Accounting, <0. A - Ancient History <0. A - Anthropology <0. A - Applied Art & Design - Double Award <0. A - Applied Art & Design - Single Award <0. A - Applied Business - Double Award <0. A - Applied Business - Single Award, <0. A - Applied ICT - Double Award <0. A - Applied ICT - Single Award, <0. 0 A - Applied Science - Double Award <0. A - Applied Science - Single Award, <0. A - Arabic <0. A - Archaeology <0. A - Art & Design, <0. A - Art & Design (D Design) <0. A - Art & Design (Critical Studies) <0. A - Art & Design (Fine Art), <0. A - Art & Design (Graphic Design), <0. A - Art & Design (Photography) 0, <0. 0 A - Art & Design (Textiles), <0. A - Biology 0,, <0. A - Business Studies 0, <0. A - Chemistry,, <0. A - Chinese <0. A - Citizenship Studies <0. A - Classical Civilisation, <0. A - Classical Greek <0. A - Classics <0. A - Communication & Culture, <0. 0 A - Computing, <0. A - Creative Writing <0. A - Critical Thinking <0. A - Dance, <0. A - Design & Technology (Food Technology) <0. A - Design & Technology (Product Design), <0. A - Design & Technology (Systems & Control Technology) <0. A - Design & Technology (Textiles), <0. A - Drama & Theatre Studies 0,, <0. A - Economics, <0. 0 A - Economics & Business, <0. A - Electronics <0. A - Engineering - Single Award <0. A - English Language, <0. A - English Language & Literature <0. A - English Literature,, <0. A - Environmental Studies <0. A - Film Studies, <0. A - French,, <0. A - General Studies 0, <0. 0 A - Geography,, <0. A - Geology, <0. A - German, <0. A - Government & Politics, <0.0 A - Health & Social Care - Double Award, <0. A - Health & Social Care - Single Award, <0. A - History 0,, <0. A - History of Art <0. A - Home Economics <0. A - Information & Communication Technology, <0. 0 A - Italian <0. A - Japanese <0. A - Latin, <0. A - Law, <0. A - Leisure Studies - Single Award <0.0 A - Mathematics,, <0. A - Mathematics (Further), <0. A - Media Studies, <0. A - Media: Communication & Production - Single Award <0. A - Music, <0. 0 A - Music Technology, <0. A - Performance Studies <0. A - Performing Arts - Single Award <0. A - Philosophy, <0. A - Physical Education, <0. A - Physics,0, <0. A - Polish <0. A - Portuguese <0. A - Psychology,, <0. A - Religious Studies,0, <0. 0 A - Russian <0. A - Science In Society <0. A - Sociology, <0. A - Spanish, <0. A - Statistics <0. A - Travel & Tourism - Single Award, <0. A - Travel & Tourism - Double Award <0. A - Turkish <0. A - Urdu <0. A - Use of Mathematics <0. 0 A - Welsh <0. A - World Development <0. CACHE Diploma - Child Care & Education, <0. IFS Diploma - Financial Studies, <0. EPQ - Extended Project, <0. WBQ - Welsh Baccalaureate, <0. A level Alps report 0 Alkemygold Ltd

18 Alps A level - Performance indicators - an overview. The Alps (Advanced Level Performance System) uses the complete national dataset from the Department for Education for all schools and colleges.. Remember that there is no one Alps that stands above the others they are all there to be used to help you analyse and improve performance in A level outcomes. In each of the measures below, results in general studies and EPQ are not included.. The RED teaching and learning is a measure of what proportion of your teaching across all subjects is excellent or outstanding. It works by adding together the number of all the exam entries in subjects which d, or and comparing it with the number of entries overall.. The BLUE teaching and learning helps you gauge what proportion of your teaching across all subjects is less than satisfactory, or poor. It works by adding together the number of all the exam entries in subjects which d, or.. The Quality Indicator is a measure that looks at the performance across all your subjects. This is calculated by comparing the Alps expected UCAS points against the actual UCAS points achieved in each subject you offer.. The T is simply an average of the s for three measures Quality Indicator, RED teaching and learning and BLUE teaching and learning. You can use it to measure changes in overall quality year on year.. The Three year T summarises the total trend over the last years. It averages your single year T for the last three years.. The progression is a measure of what proportion of students who completed or more AS levels went on to complete or more A levels.. An Alps of.0 means that the UCAS s for a year group were in line with their minimum expectations. 0. Subject national expected outcomes vary. If all students nationally achieved as expected the would be.0. If they achieved lower than expected the would be below.0. This helps you to know what departments need to do in order to improve. 0. is a grade.. The Performance Overview shows how each student performed in each course they took against the Alps minimum expected grades.. Throughout this analytical section, there is a common grading system that works at three levels which are interlinked and allow a reader to look at the analysis at different depths. These are: Matching top %+ RED Alps grades - Matching middle 0% BLACK Alps grades - Matching bottom %- BLUE Alps grades - A level Alps report 0 Alkemygold Ltd

19 Section B Analysis of your A level data Alps KS Alps - Alkemygold Ltd, Kevin Conway House Longbow Close, Huddersfield HD GQ 0 00 info alps-va.co.uk A level Alps report 0 Alkemygold Ltd

20 Alps A level - Raw results G. The raw A level results for your school or college on which the Alps analysis is based are opposite. Please check to ensure these are correct.. A copy of your report will go to your LA or MAT if you are part of an LA or MAT funded project, so it is important that your data is correct. Equally, an accurate Alps report can be a powerful tool to use in your Ofsted inspection.. If you need to correct your data, please amend the data in your provider s Alps Data Collection Software (ADCS) file which you can access via myalps Data Exchange at If you re-submit your corrected data file to us we will re-process and send to you the amended report. Please see the ADCS user guide for more information. This is available via the help menu in the ADCS or via our website A level Alps report 0 Alkemygold Ltd 0

21 Alps A level - Raw results Alps Example Sixth Form 0/ A level Report no:.0. Subject Exams A* A B C D E U X Q A*-E% A*-C% A*-B% A - Applied ICT - S % 00.0% 00.0%.0.0 A - Art & Design %.%.%..0 A - Biology %.%.%.0.0 A - Business Studies %.%.%.. A - Chemistry %.%.%. 0. A - Classical Civilisation %.%.%.0. A - Computing % 00.0% 0.0%.. A - D&T (Product Design) %.%.%.. A - Drama & Theatre Studies % 0.%.%.. A - Economics %.%.%.. A - English Language %.%.%.. A - English Literature %.% 0.%.. A - Film Studies %.%.%.. A - French %.%.%.. A - Geography %.%.%.. A - Government & Politics %.%.%.. A - History %.%.%.0. A - Home Economics % 0.0% 0.0%.. A - ICT %.%.%.. A - Law %.% 0.0%.. A - Mathematics %.%.%..0 A - Maths (Further) % 00.0% 00.0%. 0. A - Media Studies %.% 0.0%.. A - Physical Education % 0.%.%.0. A - Physics 0 0.%.0%.%.. A - Psychology %.0% 0.0%.00. A - Religious Studies % 0.0%.%.0. A - Sociology %.%.%..0 A - Spanish % 00.0%.%.0.0 A - Travel & Tourism - D % 0.0% 0.0%. 0. A - World Development % 00.0%.0%. 0. Totals 0 0.% 0.0%.%.0. Avg GCSE Avg QCA Subject Exams A* A B C D E U X Q A*-E% A*-C% A*-B% A - General Studies %.%.%..0 EPQ - Extended Project %.0% 0.0%.. Avg GCSE Avg QCA A level Alps report 0 Alkemygold Ltd

22 Alps A level - Strategic overview G Using the national dataset supplied to Alps by the Department for Education (,0 sets,,0 students,, A levels taken) The page opposite gives a strategic overview of your provider over the past four years, where data has been made available. A. A level student numbers The number here represents the number of students that have completed two or more A level examinations. s completing at least one A level are included in the Quality Indicator, single subject reports and the calculation of RED and BLUE teaching and learning s and therefore in the T. B. AS level student numbers from the previous year This is the number of students that successfully completed two or more AS levels in the previous year. This number is used to generate the Alps student progression. C/D. Alps student progression and grade A description of this indicator can be found on the student progression indicator pages later in Section B. E. % s ( or more A levels) on mixed study programmes This is the percentage of students who have completed two or more A levels, who have also completed a vocational qualification. F/G. Total Exam Entries (excluding A level general studies and the Extended Project Qualification) This number represents the number of A level exams taken. Exams taken by students with no GCSE in the data received to produce the report are not included. General studies and the Extended Project Qualification are also not included. % of s over. Average GCSE (. points) % of s from.+ to.- Average GCSE (.0-. points) % of s under. Average GCSE (.0 points) These three rows give an indication of the prior attainment of the completing year group. H. Average GCSE Score This number represents the average GCSE for all students who have completed two or more A levels. The number gives an indication of the ability of the student intake in a provider. The average in the national dataset is.. However, we have many examples of schools and colleges that succeed with lower average s. I. Estimated Class Size A rough calculation to give an estimate of the average size of classes in a school or college. /. T s - single year & three year A description of this indicator can be found on the T indicator pages later in Section B. /. % RED & % BLUE teaching and learning indicator A description of this indicator can be found on the quality of teaching and learning indicator pages later in Section B.. Quality Indicator A description of this indicator can be found on the Quality Indicator pages later in Section B.. A levels on target % - performance overview A description of this indicator can be found at the back of this report. A level Alps report 0 Alkemygold Ltd

23 Alps A level - Strategic overview Alps Example Sixth Form 0/ A level Report no:.0. 0/ 0/ * 0/ * 0/ * A B C D A level student numbers ( or more entries) 0 AS level students ( or more entries) from previous year - Alps progression Alps progression grade - E % s ( or more A levels) on mixed study programmes 0.0% 0.0% 0.%.% F Total exam entries (excluding general studies) 0 G. -.0 student numbers %.%.0%.%.%. -<. student numbers %.% 0.%.%.% 0.0 -<. student numbers %.%.% 0.%.% H Average GCSE....0 Average QCA I Estimated class size 0/ 0/ * 0/ * 0/ * T - Single year T - Single year grade - RED teaching & learning %.%.%.%.% RED teaching & learning grade BLUE teaching & learning %.%.0% 0.%.% BLUE teaching & learning grade Provider A level Quality Indicator Provider A level Quality Indicator grade - T - Three year. T - Three year grade A levels on target % -.%.%.% A levels on target grade - The symbol ( ) denotes that the performances in 0/ are being compared to the previous benchmark and the symbol (*) denotes that performances in 0/ to 0/ are being compared to the current benchmark. A level Alps report 0 Alkemygold Ltd

24 Alps A level - Analysis of students banded by ability current year Using the national dataset supplied to Alps by the Department for Education (,0 sets,,0 students,, A levels taken) GCSE Banded v A level Data The analysis by GCSE bands is represented in Tables &. The page opposite shows the A level results of your students banded into groups of students according to their achievement at level. This is a key set of data as it allows comparison of students grouped by ability against national benchmarks and clearly highlights the areas of strength and weakness at strategic overview level. Average GCSE band Average QCA band Description of GCSE results Mainly A and A*.0 <..0 <.0 Mainly As. <.0 0. <.0 Mainly As few Bs. <.. <0. Mainly As & Bs. <.. <. Mainly Bs few As. <.. <. Just over all Bs. <..0 <. Mainly Bs few Cs. <.. <.0 Mainly Cs few Bs. <.. <. Mainly Cs.0 <..0 <. D/Es with Cs less than.0 less than.0 Mainly / Cs+ The table lists the number of students, the number of A level entries and the grades achieved. Each grade is given a UCAS where A*=0, A=0, B=00, C=0, D=0, E=0 points. Average UCAS points per student Column gives the average UCAS points d per student for each GCSE band. Column shows the national th percentile target and column the Alps grade for the indicator where = outstanding, = satisfactory to good, = poor. UCAS points per subject Column gives the average UCAS points per subject entry for each GCSE band. Column is the national th percentile target and column 0 gives the Alps grade for this indicator, again with a scale of to where is outstanding and is poor achievement. Average number of subjects taken Column shows you the average number of A levels taken compared with the national scene at the th percentile of the database in column, with your graded position by Alps grade in column in the range to. A level Alps report 0 Alkemygold Ltd

25 A level Alps report 0 Alkemygold Ltd Alps A level - Analysis of students banded by ability - current year Alps Example Sixth Form 0/ A level Report no:.0. Table GCSE Banded v A level data The band.0-<. represents a group of students whose average GCSE on entry was equal to or greater than.0 ( points) and less than. ( points) with points awarded for GCSE grades as follows: A*=, A=, B=, C=, D=, E=, F=, G=. A level single grades are given UCAS points as follows: A*=0, A=0, B=00, C=0, D=0, E=0. Double A level grades: A*A*=0, A,A*=0, AA=0, AB=0, BB=00, BC=0, CC=0, CD=0, DD=0, DE=00, EE=0. The table does not include AS levels and students who have attempted fewer than A levels. General studies and the Extended Project Qualification are not included GCSE band s / entries by GCSE band QCA band No. of students A level grades achieved Achievement rates UCAS pts / student UCAS pts / subject No. of subjects per student No. entries A* A B C D E U X Q A*-E% A*-C% A*-B% %.%.% <..0 -< %.%.% < < %.%.% <.. -< %.0%.0% <.. -<. 0 0.%.0%.% <.. -<. 0 0.%.%.% <..0 -< %.%.% <.. -< %.%.% <.. -< %.%.% <..0 -< %.%.% < < %.%.% %.0%.% <..0 -< % 0.%.% < < %.%.% 0..0 Total % 0.%.0%.. UCAS Pts / Alps Grade Target UCAS pts / student benchmark % UCAS Pts / Subject Alps Grade Target UCAS pts / subject benchmark % Subjects / Alps Grade Target no. of subjects per student benchmark %

26 Analysis of students banded by ability year summary G Using the national dataset supplied to Alps by the Department for Education (,0 sets,,0 students,, A levels taken) Table a - UCAS points per student The purpose of Table a is to show how your students performed in terms of total A level UCAS points per student against our benchmarks based on national data. The data in this table does not have any impact on the indicator grades in your Strategic Overview. To understand your performance fully you should compare the figures in this table with the data in your Performance Overview which shows all the qualifications taken by each student. This will enable you to see whether the students in an underperforming band have taken fewer than A levels but have also taken additional AS or vocational qualifications. This and the data in Table b below will clarify whether the underperformance in terms of UCAS points per student is caused by the quality of grades per entry or mixed programmes of study. Table b - UCAS points per subject This table shows how your students performed in terms of total A level UCAS points per subject against our benchmarks based on national data. Although the data in this table does not directly influence your Quality Indicator and grade it gives you a very clear picture about how the different prior attainment bands of students performed in terms of points per entry. To understand your performance fully you should compare the figures in this table with the data in your Performance Overview which shows all the qualifications taken by each student. This will enable you to see whether students in each band have either consistently met aspirational Alps minimum expected grades in subjects or consistently underperformed in subjects. If the latter, investigate the causes which might link to insufficiently robust IAG or inaccurate assessment and progress tracking or a lack of differentiation in the classroom or ineffective support. Table c - Subjects taken per student This table shows how your students performed in terms of total A levels taken in comparison to national figures. The data in this table does not have any impact on the indicator grades in your Strategic Overview. To understand your performance fully you should compare the figures in this table with the data in your Performance Overview which shows all the qualifications taken by each student. This will enable you to see whether students who have taken fewer than A levels have taken additional AS or vocational qualifications. We are aware that subjects taken per student may well fluctuate significantly, especially at AS, as we move into the linear landscape in England. A level Alps report 0 Alkemygold Ltd