14-19
14-19 Data Tracking Report 2021/22 
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Contents
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1) 14-19 Stage data tracking headlines
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Key areas of strength… |
Next steps… |
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Number of modules studies – We have returned to our pre-COVID levels of entry, increasing from an average number of modules per student of:
This is despite continued disruption and class closures in the Autumn and Spring terms.
Moderation –There has been an increase in our internal moderation pass rate, following a drop in 2020/21. (56% à 69%). This due to staff consistently being in school again following home learning and our investment in staff training.
Increase in functional skills- There has been an increase in both English and Maths outcomes, following disruption associated with COVID 19.
Continued achievement at all levels – Pupils continue to complete a large number of Entry 1 and Entry 2 modules (112 and 9 respectively this academic year) Leavers are well equipped for their futures mainly with diplomas or equivalent qualifications at E2 in a range of modules chosen to support their next destinations.
Preparing for next destinations – The trend of students mainly going to specialist colleges when they leave school has continued this year with the vast majority of students also remaining in appropriate and sustained destinations when tracked over time. |
Moderation – To ensure high levels of internal moderation pass rates are maintained, staff training and development will continue to be a focus. This is particularly important as predictions show that the 14-19 phase is due to expand over the next few years.
Variations between groups of pupils – There is very little variation between the number of modules achieved by the whole department and individual groups of pupils (e.g. female pupils) possibly showing that data meetings, and the resulting interventions, are effective. The exception to this is premium or a bursary with this group of pupils achieving slightly fewer modules than the average. This is partially due to one pupil being entered for less modules due to ill health. COVID may have had an impact on this group of pupils so next steps involve putting in place interventions and closely monitoring the impact of these.
English and maths data tracking – Tracking of ASDAN progress in English and maths gives inconsistent results due to the differences in the skills required to complete the various modules and the spikey profiles of our learners. This year data from the developmental walls has also been analysed to supplement the ASDAN data, however, this has not been included in this report as, in order to make it comparable, data from additional years is required.
Target setting – This year no pupils were entered for Entry 3 qualifications. This was due to students needing to readjust to normal school life following COVID, with time being needed to rebuild both study skills and confidence. Next steps are to ensure that aspirational targets are set for next year.
Options data – Students attend weekly enrichment options sessions where they are given the choice of studying a range of subjects. This includes subjects such as creative arts, design and technology and music. Data gathered from these sessions is going to be tracked this year to see what choices pupils are making and progress is made to see if this can support pupils to plan for what they would like to do in the future.
Pupil voice – All leavers who completed a transition passport went to their choice of destination. However, not all students completed the document. Next steps are to ensure that these are completed and regularly updated throughout the pupils’ time at school. |
2) General 14-19 information
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The total number of pupils in the 14-19 stage and the number in each of the groups tracked |
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3) Retention data
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3.1 The percentage of pupils moving from KS3 to KS4 |
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2016/17 3 pupils |
2017/18 4 pupils |
2018/19 3 pupils |
2019/20 1 pupils |
2020/21 6 pupils |
2021/22 7 pupils |
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100% |
100% |
100% |
100% |
100% |
87.5%* |
*no longer met need
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3.2 The percentage of pupils moving from KS4 to KS5 |
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2016/17 3 pupils |
2017/18 4 pupils |
2018/19 3 pupils |
2019/20 8 pupils |
2020/21 3 pupils |
2021/22 5 pupils |
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100% |
100% |
100% |
100% |
100% |
83%* |
*left to attend specialist college
4) Qualifications data
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4.1 Average number of modules entered per pupil |
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NB/ The dip in average number of modules for female students in 2017/18 is partly due to three female students being entered for a reduced number of modules due to illness, a part time placement and complex needs.. This relatively small difference has been magnified by there only being 8 (out of 30) female students in the department. The variations in modules for looked after children is due to the small numbers of pupils in this group (maximum of two pupils in any one year over the six years shown). The dip in pupil premium/bursary pupils in 2021/22 is partially due to one pupil being entered for less modules due to ill health, however, COVID may have had an impact on this group of pupils so next steps involve putting in place interventions and closely monitoring the impact of these.
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4.2 Number of modules entered at each level |
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Level |
2016/17 27 pupils |
2017/18 27 pupils |
2018/19 27 pupils |
2019/20 21 pupils |
2020/21 22 pupils |
2021/22 26 pupils |
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Entry 1 |
98 |
106 |
110 |
74 (9) |
67 (9) |
112 |
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Entry 2 |
22 |
21 |
16 |
6 (7) |
11 (9) |
9 |
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Entry 3 |
1 |
2 |
3 |
2 (0) |
0 (0) |
0 |
( ) Number in brackets indicates number of modules that were not entered due to the COVID-19 lockdown and the resulting impact (e.g. absence, isolation)
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4.3 Percentage of pupils achieving predicted qualifications (prediction made at start of each year) |
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2016/17 27 pupils |
2017/18 27 pupils |
2018/19 27 pupils |
2019/20 21 pupils |
2020/21 22 pupils |
2021/22 26 pupils |
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100%
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93% Pupil behaviour Pupil absence |
95% Pupil behaviour Pupil deceased |
43% COVID-19 lockdown |
45% COVID-19 impact |
92% Pupil illness Pupil absence |
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4.4 Percentage of modules passing internal moderation |
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2016/17 27 pupils |
2017/18 27 pupils |
2018/19 27 pupils |
2019/20 21 pupils |
2020/21 22 pupils |
2021/22 26 pupils |
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54% |
80% |
56% |
73% |
56% |
69% |
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4.5 Percentage of modules passing external moderation |
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2016/17 15 pupils |
2017/18 10 pupils |
2014/15 16 pupils |
2019/20 17 pupils |
2020/21 11 pupils |
2021/22 14 pupils |
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100% |
100% |
100% |
100% |
100% |
100% |
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4.6 Percentage of pupils showing an increase in English and mathematics |
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English |
2016/17 18 pupils entered |
2017/18 24 pupils entered |
2018/19 24 pupils entered |
2019/20 18 pupils entered |
2020/21 16 pupils entered |
2021/22 21 pupils entered |
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68% |
63% |
53% |
28% |
63% |
71% |
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Mathematics |
2016/17 19 pupils entered |
2017/18 24 pupils entered |
2018/19 23 pupils entered |
2019/20 18 pupils entered |
2020/21 15 pupils entered |
2021/22 21 pupils entered |
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62% |
88% |
28% |
39% |
33% |
64% |
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NB/ Due to the lack of appropriate entry 2/3 qualifications all pupils are entered for entry 1 English and mathematics qualifications with the documentation clearly stating what each pupil has achieved. This means that pupils working above entry 1 cannot show an increase in achievement continuum level. In order for this not to effect the data any pupils that are at the top of the entry one continuum and have been entered for entry 2/3 qualifications for other subjects during the year will be recorded as having an increase in the subject.
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4.7 Number and level of year 14 leavers qualifications achieved |
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Level |
2016/17 7 pupils |
2017/18 5 pupils |
2018/19 7 pupils |
2019/20 2 pupils |
2020/21 2 pupils |
2021/22 8 pupils |
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Number of leavers with high level qualifications (a mixture of entry one, two/three modules) |
3 |
3 |
2 |
1 |
2 |
2 |
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Number of leavers with mid-level qualifications (an entry one diploma) |
3 |
2 |
5 |
1 |
0 |
5 |
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Number of leavers with low level qualifications (entry one single units, awards – up to 36 credits) |
1 |
0 |
0 |
0 |
0 |
1 |
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4.8 Percentage of pupils achieving the qualifications predicted at the beginning of the 14-19 stage |
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2017/18 6 pupils |
2018/19 7 pupils |
2019/20 2 pupils |
2020/21 2 pupils |
2021/22 8 pupils |
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100% |
100% |
100% |
No data available as both pupils joined mid 14-19 stage |
87.5%*
* 1 pupil did not have end of stage predictions made due to ongoing health needs.
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NB/ Predictions were based on their ‘p’ levels when they left year 9 and entered the 14-19 stage. Pupils achieving at P8 or above are expected to get high level qualifications, pupils achieving between P4 and P8 mid-level qualifications and below P4 low level qualifications. This expectation is based on analysis of previous data and staff knowledge of the pupils.
5) Destinations data
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5.1 Number of leavers and their destinations the September following leaving |
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Destinations |
2016/17 7 leavers |
2017/18 5 leavers |
2018/19 7 leavers |
2019/20 2 leavers |
2020/21 2 leavers |
2021/22 8 leavers |
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Specialist college |
3 |
4 |
4 |
2 |
1 |
3 |
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Specialist college (PMLD) |
0 |
0 |
0 |
0 |
0 |
0 |
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Local college |
1 |
0 |
1 |
0 |
0 |
1 |
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Social care provision |
3 |
0 |
2 |
0 |
0 |
2 |
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Personal budget |
0 |
0 |
0 |
0 |
0 |
0 |
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Employment or volunteering |
0 |
0 |
0 |
0 |
0 |
0 |
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Joint commissioning – social care and health. |
0 |
1 |
0 |
0 |
0 |
0 |
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Health Funding |
0 |
0 |
0 |
0 |
0 |
1 |
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NEET |
0 |
0 |
0 |
0 |
1* |
1* |
* 2020/21 due to pupil being part of travelling community – formal education not a priority.
2021/22 due to upcoming medical procedure, with parents opting to defer applying for a year.
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5.2 Additional information about leavers destinations the September following leaving |
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Destinations |
2016/17 7 leavers |
2017/18 5 leavers |
2018/19 7 leavers |
2019/20 2 leavers |
2020/21 2 leavers |
2021/22 8 leavers |
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Percentage of pupils accessing provision in Solihull |
57% |
0% |
43% |
0% |
0% |
37.5% |
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Percentage of pupils accessing supporting living |
0% |
20% |
14% |
0% |
0% |
0% |
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5.3 Percentage of leavers in appropriate destinations at additional dates |
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Time period |
2016/17 leavers |
2017/18 leavers |
2018/19 leavers |
2019/20 leavers |
2020/21 leavers |
2021/22 leavers |
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Sustained participation for a six month period in the year after leaving |
71% |
100%
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100%
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100% |
50% |
Not yet available |
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Two pupils had changes in placement |
One pupil NEET. |
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In July two years after leaving |
100% |
100%
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100% |
100% |
Not yet available |
Not yet available |
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In July six years after leaving |
Unknown- no response to contact. |
Not yet available |
Not yet available |
Not yet available |
Not yet available |
Not yet available |
NB/ Calculations regarding whether pupils are going to appropriate next destinations are based on qualifications achieved, staff knowledge of pupil needs and the available post 19 provision. Percentages do not include those who are not contactable.
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5.4 Percentage of pupils who accessed destinations based on their transition passport choices (pupil voice) |
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2016/17 3 pupils |
2017/18 4 students |
2018/19 3 students |
2019/20 2 students |
2020/21 2 students |
2021/22 8 students |
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100%n ollegeet availableiction gaining an Entry 3 qualificationtional language. |
100%
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67% |
50% |
0% |
50% |
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Due to transport issues. |
One pupil wanted local college instead of specialist. |
One pupil wanted to attend college but did not. Another pupil wanted to be at home but attended college. |
All pupils who completed transition passports accessed their choice, however, only 4/8 completed their transition passports. |
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6) Case studies
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Classification |
Background information |
Support given |
Achievements/Concerns |
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Exceeded expectations |
Success following return to school after a serious illness.
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Pupil N had been off school Dec 2019- Sep 2021 due to serious illness. He returned to school on a reduced timetable in September 2021. This also coincided to him moving to our Satellite Centre. |
The school firstly supported the pupil with his wellbeing and engagement in activities. Staff hoped to work towards qualifications but did not plan for this in his initial year back in education. |
Pupil successfully achieved a Personal Progress qualification. |
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Highest achieving student.
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Pupil M had more complex difficulties and had been working on Pupil Progress qualifications since 2017/18. |
The school had high expectations of pupil M, entering her for a minimum of 3 units per year. |
Despite the impact of COVID-19 pandemic and related school closures, pupil M achieved a total of 52 credits over her 5 years, giving her a Diploma. This was first Diploma we had awarded to a pupil with PMLD. |
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Classification |
Background information |
Support given |
Achievements/Concerns |
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Not yet achieved expectations |
Struggle with ill health.
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Pupil C had been working towards Pupil Progress, PSD and Employability qualification since 2017/18, with 5-6 planned units being delivered each year. During the 2021/22 academic year he had significant absence from school due to ill health. This resulted in a part time placement.
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School applied for Special Consideration for pupil C for his PSD units, which was denied as pupil C was already predicted to gain sufficient credits to achieve PSD highest accreditation possible. Following this, it was decided that he should focus on achieving any outstanding Personal Progress units when in school in order to gain highest accreditation possible in this area.
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Pupil C achieved fewer PSD and Employability units than predicted due to ill health (2021/22). He also completed fewer PSD and employability units in 2019/20 and 2020/21 due to the impact of the COVID-19 pandemic. However, Pupil C did still achieve a Personal Progress Extended Certificate, a PSD Entry 3/2 Certificate qualification (13 credits) and an Employability Entry 2 single unit. He also secured successful post 19 placement. |
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School leaver unsuccess-ful placement |
Pupil K was unable to secure a suitable placement post school. This was due to parents’ preference for her to remain at home until after an upcoming operation. |
Family support facilitated a meeting with Warwickshire LA and provided interpreter from school as to what post school provision was available to meet their preferences. |
The pupil became NEET. Parents stated they would look into further placements following an operation, however parents did not agree to contact post school. |
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