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Full Time Learners Aged 16-18 Years Achievement


Full Time Learners Aged 16-18 Years - Achievement (2016-17 Year-End)

Outcomes for Learners

Achievement rate - all levels

Achievement rates for our full-time learners aged 16-18 years have remained high and are above latest published national rates at all levels. The overall achievement rate now stands at 82.1% above the last published national rate of 80.2%.

Although level 3 achievement remains above latest national rate we have seen a slight drop in performance compared to the previous year. Further investigation reveals this is linked to programmes in the first year of reformed qualifications - particularly new linear A levels and new BTEC programmes that have introduced an exam-based element to assessment for the first time. Clearly we will have to ensure that further support is in place where learners on BTEC programmes are now expected to undertake an end point exam.

Achievement rate - level 1

Achievement rate - level 2

Achievement rate - level 3

Achievement rates - excluding Functional Skills and GCSE retakes

Level 1 and 2 achievement has remained broadly in line with previous year, with level 1 dropping slightly and level 2 increasing slightly due purely to mix and balance of provision and learners. Both remain above national rates. As highlighted last year, the drop from 2014/15 is attributable to the change in mix and balance of functional skills and GCSE delivery compared to previous years as learners are expected to retake English and mathematics programmes with us if not successful at school. The performance of our core provision at these levels remains high - as shown in the achievement graphs which show functional skills and GCSE retakes removed. This also shows the impact on overall achievement due to the new exam-based BTEC programmes.

Achievement rate - level 1

Achievement rate - level 2

Achievement rate - level 3

Functional skills achievement rate - all levels

2015/16 saw a drop in achievement rates for functional skills qualifications which was echoed by a significant drop in national rates. The numbers of learners on functional skills programmes has dropped significantly as many of them are now undertaking GCSE retakes instead, meaning only those with GCSE grades E or below are studying functional skills. This had a big impact on achievement figures in 2015/16 and led to us revise our approach to functional skills delivery for 2016/17. We are very pleased to see this has had an impact on achievement, with almost 6% improvement overall. In particular there are high levels of improvement in achievement at level 1 and 2.

GCSE retake results - two year trend

2016/17 continued to see large number of learners undertaking GCSE retakes, having not achieved this qualification at school. This year also saw our learners undertaking the reformed GCSE English qualification - now graded from 1 to 9. Our A*-C results in mathematics remained high with 52.8% of learners achieving these grades (compared to 51.2% in the previous year). There was a very significant improvement in GCSE English grade 9-4 results, with 72.6% of learners achieving these grades (up from 38.9% in the previous year). This particularly strong improvement may well be exceptional due to the introduction of the new GCSE qualification and the ‘C’ equivalent grade being set at ‘4’. However both of these results are sector leading and the result of sustained improvements to the teaching and delivery models for our GCSE programmes.

Distance travelled by learners

Alps Value Added Indicator

*Alps - Advanced level performance system

The Alps T scores combines the providers value added indicator along with the top and bottom 25% teaching and learning indicators to provide an overall picture of performance. This is compared against the performance of all providers in the Alps benchmark and graded on a scale of 1 (best) to 9 (worst).

The value added score for our learners is a measure of their final grade compared to the grades and qualifications they achieved prior to their enrolment with us. It determines whether our learners are making enough progress with their studies. The ‘T score’ provides an overall measure of performance, as shown in the table above. The table shows that our overall T score for learners on BTEC National Diploma programmes is improving, but that it still needs to improve further (currently scoring 6 overall). We recognise that further work is required to ensure all of our learners not only succeed but do so with the highest possible grade.