Guest 55 can you elaborate? What confuses me slightly is that a child gets a "Level 5" or a "Level 4" etc., not sub-levels so am I right in thinking that the secondary school doesn't receive the sub-levels either? The thing is, there is quite a difference in ability between a level 5c child and a level 5a child so I can't see how accurate targets can be set if the sub-levels aren't given to the school? Also, if a child sits a level 6 paper but doesn't get awarded a level 6, is the secondary school aware of this?
Also, how is the GCSE expected grade worked out through the sats results? So a level 4 is equivalent to a GCSE C (in y11), so does that mean a level 5 is a GCSE B and a level 6 is an A??? (I'm aware the grading is changing for GCSE's but am just trying to get the jist of it all) ..
Thanks (and sorry if I'm being a complete numpty)
We do get the exact mark, as do FFT, so the targets are based on accurate KS2 data. We wouldn't know if a child has sat level 6 and anyway the policy on entry is different for each school; I'm more interested in the level 3 to 5 mark.
Yes, that how 'expected progress' works but we have to get a certain % 'above expected progress' to be good or outstanding. FFT also builds in teacher assessment to its GCSE probablities amongst other things. Our current concern is the capping of the new GCSE grade 9 to a certain % which is lower than that for A*; how can we show outstanding progress with this limit?