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KS5 Accountability Measures

The government have reformed how schools and colleges are measured in order to set higher expectations, and to make the system fairer, more ambitious, and more transparent.

These measures are:

  • Progress

  • Attainment

  • English and maths (for students who do not have a GCSE in these subjects at grade 4)

  • Retention

  • Destinations

Please see the information below for further details on each measure and how successful Plume College are against each measure.

Accountability Measures

Progress and Attainment

This measure uses value added progress to show how well students have progressed when compared with students with the same prior attainment. The measure for attainment shows the average grade that students attain across the academy in their A level and BTEC level 3 studies.

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English and Maths

This measure shows the progress of students in English and maths where they did not achieve at least a grade 4 at GCSE by the end of key stage 4.

English and Maths results over time

These scores show how much progress students at this school or college made in English qualifications such as GCSE re-takes, between the end of key stage 4 and the end of the 16 to 18 phase of education. A positive score means that, on average, students got higher grades at 16 to 18 than at key stage 4. A negative score means that, on average, students got lower grades than at key stage 4. Students are included in these measures if they did not achieve a grade 4 or higher in their GCSE or equivalent by the end of key stage 4 in that subject.

Retention

This measure shows the proportion of students who are retained to the end of their main course of study within their study programme at a provider.

The data below was validated for the 2018/2019 cohort (published January 2020):

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The data for the 2019/20 leavers cohort will be validated in March 2021, but for the academies internal calculations please see below:

Retention has been a key aspect of the College’s improvements over the last few years inclusive of the ‘no drop policy’. The college has responded positively to the RPA agenda with a widening participation focus which enables lower ability learners to access the College rather than become NEET. As a direct result of this approach, a review of Year 12 into Year 13 retention reveals that 74% left to undertake EET (40.7% Education, 11.1% Employment, 22.2% Training), and this was a positive strategy for these learners. 11.1% have been unable to move into EET due to Health/ Medical issues.

Destinations

Successful schools and colleges support and prepare their students for future education, training and employment.

Students progressing to education or employment

Students that left 16 to 18 study at Plume College in 2017, who either stayed in education or went into employment from October to March the following year, or stayed in an apprenticeship for at least 6 months. The data published in January 2020 is for all students that left 16-18 study at Plume College in 2017, regardless of the qualification that they took.

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Students progressing to higher education or training

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The following is the latest validated data from the government website and breaks these destinations down for the 2016/17 cohort.

https://www.compare-school-performance.service.gov.uk/school/137790/plume-school/16-to-18/student-destinations?accordionstate=0|1

The data for the 2019/20 leavers cohort will be validated in March 2021, but for the academies internal calculations please see below:​

  • In 2020, 56.4% (56.6% in 2019) of students went on to HE courses with 100% gaining a place at their first choice university and 3% [10.4% in 2019] attending Russell Group Universities.

  • Many students opted to study locally, 31% of our students chose to study at University of Essex and a further 15% opted to study at ARU.

  • In 2020, 8.3% moved onto Training /Apprenticeships and 23.1% into Employment.

  • In 2020, 5.5% [1.2% in 2019] of students were potential NEET which was significantly below the Essex average of 4.6%. There has, however, been a noticeable reduction in the number of students 1.8% (5.8% in 2019) taking gap years in 2020.