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Our school

Performance & Results

Stalham High School_21 (20)

GCSE Results 2020

Grade 4+ in English Language

76%

Grade 4+ in English Literature

78%

Grade 4+ in Maths

80%

Grade 4+ in English and Maths

71%

9 students (16% of year group) obtained 5 or more grades at 7+

Overall there were 11 grade 9s and 23 grade 8s


Department of Education School Performance Tables

For information from the Department of Education regarding the school’s performance please click on here>

KS3 ASSESSMENT & REPORTING

Our departments set assessments for KS3 students which are rigorous in nature and designed to reflect the demands of KS4 assessment. These assessments are delivered at key points in the academic year and, along with class work, practical work and homework, they inform our termly KS3 progress reporting.

At Stalham High our departments have established success criteria which help to prepare students for the demands of GCSE examinations and life beyond school. 

Target Grades/Progress Bands

Students in Years 7 and 8 are still several years away from their GCSE examinations and it would not be right or fair to issue them with specific target grades at this point in their education. However, we do wish to enable students and parents to ‘benchmark’ their progress to some extent. Consequently, students have been issued with Progress Bands*. These provide broad targets which indicate which final grades students should aim to achieve by the end of Year 11 and relate to the GCSE grades 9-1 (where 9 is the highest possible grade and 1 is the lowest, with grade 4 being referred to as a standard pass and grade 5 a strong pass).

Progress Bands in Year 7 and 8 span 3 grades and will be the same for each subject a student studies. These bands are based on prior attainment data from KS2 and provide a minimum point which students should be aiming for. For example, a student may be allocated a Progress Band of 3-5, 4-6, 7-9 etc. The Progress Band is by no means a ‘ceiling’ and we would never seek to limit a child’s potential. Indeed, with hard work and support, many of our students have exceeded their targets in the past.

As students progress throughout the school and we get to know them better, we will adjust the Progress Bands in order to ensure they are as accurate and useful as possible. The bands will narrow to a range of 2 grades in Year 9 (eg. 4-5, 7-8 etc.) and each student will be issued with a single grade as a minimum target for each of their GCSE subjects when they reach Year 10*. At this point, the grade may be different for each subject.

Reports to parents will include a comment for each subject as follows:

Making expected progress / Making above expected progress / Working towards expectations. This comment will be generated using assessments of your child’s current standards of work and will reflect whether your child is on track to achieve grades within the progress band.

Assessment data is compiled in our electronic markbooks which allow departments to track student progress and stage intervention when necessary.

*Please note that due to the disruption caused by Covid-19 we will delay the setting of Progress bands for Y7 and the narrowing of bands for Years 9 and 10 until January 2021. This provides time for students to settle back into school routines and for teachers to assess their progress appropriately and accurately before making these decisions.

KS4 ASSESSMENT & REPORTING

Our departments set assessments for KS4 students which are rigorous in nature and designed to reflect the demands of GCSE and alternative KS4 qualifications. These assessments are delivered at key points in the academic year and, along with class work, practical work and homework, they inform our termly KS4 progress reporting.

The recent reform of GCSE qualifications and introduction of the 9-1 grading system have challenged schools to adapt the content and format of curriculum and assessment models in order to best prepare students for these examinations and life beyond school. At Stalham High our departments have established success criteria and a programme of regular and rigorous assessments which are marked against these criteria. 

Target grades/Progress bands

 

Students in Year 9 are issued with Progress Bands*. These provide broad targets which indicate which final grades students should aim to achieve by the end of Year 11 and relate to the GCSE grades 9-1 (where 9 is the highest possible grade and 1 is the lowest, with grade 4 being referred to as a standard pass and grade 5 a strong pass).

Progress Bands in Year 9 span 2 grades and will often be the same for each subject a student studies. These bands are based on prior attainment data from KS2 and KS3 and provide a minimum point which students should be aiming for. For example, a student may be allocated a Progress Band of 4-5, 6-7 etc. The Progress Band is by no means a ‘ceiling’ and we would never seek to limit a child’s potential. Indeed, with hard work and support, many of our students have exceeded their targets in the past.

After the first year of the GCSE course each student will be issued with a single grade as a minimum target for each GCSE subject or alternative qualification he/she studies*.  At this point, the grade may be different for each subject. This target will usually remain the same throughout Years 10 and 11 but may be adjusted if we feel a student needs a different level of challenge.

Reports to parents will include a comment for each subject as follows:

Making expected progress / Making above expected progress / Working towards expectations. This comment will be generated using assessments of your child’s current standards of work and will reflect whether your child is on track to achieve grades within the progress band or in line with his/her target grade. In Years 10 and 11, reports will include the student's EFG (Estimated Final Grade) for each subject; this represents the teacher's prediction for the most likely final outcome, given current standards of work.

Assessment data is compiled in our electronic markbooks which allow departments to track student progress and stage intervention when necessary.

 
*Please note that due to the disruption caused by Covid-19 we will delay the narrowing of Progress bands for Y9 and the setting of a single grade target for students in Y10 until January 2021. Y9 students will retain their Y8 broad progress band and Y10 students will retain their Y9 Progress Band for the autumn term. This provides time for students to settle back into school routines and for teachers to assess their progress appropriately and accurately before making these decisions.

GCSE Results Aug 20 

Measure 

Results 2020 

Results 

2019 

Results 

2018 

Results 

2017 

P8 

+0.4 

 

0.0 

+0.2 

+0.1 

4+ Eng & Maths 

70.9% 

60% 

77.6% 

59.3% 

5+ Eng & Maths 

43.6% 

33.3% 

53.9% 

35.8% 

EBacc entry 

27.3% 

34.7% 

32.9% 

8.6% 

EBacc 4+ 

20% 

25.3% 

17.1% 

4.9% 

EBacc 5+ 

7.3% 

16% 

7.9% 

3.7% 

Ebacc APS 

4.18 

4.02 

4.2 

3.35 

Our Schools

Synergy Multi-Academy Trust comprises fifteen Norfolk schools serving children between the ages of 2 and 18. Our schools work collaboratively together to raise standards and provide education of the highest possible standard, offering the best of opportunities for pupils. The Trust was initially established in 2015. We believe that all of our schools have strengths and areas to develop, and that all can improve through sharing expertise and wisdom. The Trust understands that there will be excellent practice in each school, and that every school will be able to contribute to the development of the Trust as a whole.

Our Schools

Synergy Multi-Academy Trust comprises fifteen Norfolk schools serving children between the ages of 2 and 18. Our schools work collaboratively together to raise standards and provide education of the highest possible standard, offering the best of opportunities for pupils. The Trust was initially established in 2015. We believe that all of our schools have strengths and areas to develop, and that all can improve through sharing expertise and wisdom. The Trust understands that there will be excellent practice in each school, and that every school will be able to contribute to the development of the Trust as a whole.