The progress our pupils make is judged from when they join us at the start of year 6 until when they leave us at the end of year 8. We use GL Assessment to provide externally validation of our pupils' progress. This is because we don’t have a clearly defined ‘end point’, unlike a 11-16 school would have with GCSE outcomes, for instance.

GL Assessments check pupils’ knowledge, understanding and application in the core subjects, track progress at individual and cohort level and indicate possible gaps in learning. As they are standardised on over 100,000 students, with benchmarks verified each year based on analysis of over half a million pupils, they are a robust tool to help us assess the impact of our curriculum.

For example, the information below demonstrates the progress students leaving us in year 8 in 2022 made compared to their baseline test data when joining us in year 6. The data links to the Standard Age Score (SAS) where a score of 100 is the expected score of an ‘average’ pupil in that particular year group, as based on the analysis GL assessment undertake.This is the fairest, and most accurate way of comparing the performance of pupils within or across a year group and/or different schools.

Our outcomes validate our curriculum and show the impressive progress pupils make in their time with us. From being baseline assessed with data generally a little below national averages, the majority of pupils make better than expected progress and leave with outcomes that significantly exceed expectations.

Additionally, the table below shows the percentage of pupils making at least expected progress and better than expected progress, using the criteria defined by GL Assessment stanine progress grids. The data captures assessment outcomes for pupils who spent years 6-8 solely at Bredon Hill Academy.

Entry to Exit Progress Data 2021-22 Cohort

English Data (overall)

Maths Data