At Greenacre School pupil outcomes are outstanding. Our judgement is based not only on our progress data but on a range of rich measures that are vital in preparing our young people for life beyond Greenacre. Our Outcomes measure consist of four pillars: Pupil Progress – how pupils progress in core subjects over time; Emotional Wellbeing – how pupil’s behaviour and readiness to learn improve over time; Teaching and Learning Outcomes – the progress observed and captured through the quality assurance process; and Accreditations and Destinations – the qualifications pupils attain and their journey into further education, training and employment, after Greenacre.

Detailed analysis of end of key and within key stage pupils progress shows that the majority of pupils make exceptional progress in most areas of learning and development. All students at the end of Year 11 remained at the school to continue their education in year 12 and students who left the school at the end of 16-19 study moved on to positive destinations. This is detailed in the following data analysis.

2018-19 Whole School Data Analysis

As a result of the personalised approach to learning for all pupils there has been no material difference in terms of education outcomes for pupils in receipt of Pupil Premium Grant (PPG) funding compared to non-PPG pupils. Further information is provided under the Pupil Premium Strategy.

The following provides a link to the Department for Education Performance Data.

Exam and Assessment Results

Key Stage 2

While all pupils at Greenacre are working below the national expected standard for KS2, all learners make high levels of progress across the curriculum relative to their starting point. In 2018-19 69% of Key Stage 2 learners met or exceeded their upper quartile target, or aspirational equivalent in the absence of national guidance. In Numeracy this figure is also 69% of learners meeting or exceeding aspirational targets.

Key Stage 4

During the 2017-18 academic year, all pupils have achieved accredited outcomes at an appropriate level. In Mathematics, 10% of pupils were accredited with Pre-Entry Level qualifications. 25% of students achieved Functional Skills Mathematics at Entry Level 1, 40% achieving Entry Level 2 and a further 15% achieving at Entry Level 3. 10% of students achieved a Level 1 qualification.
Similarly in English, 10% of students achieved a Pre-Entry Level qualification. 30% of students achieved at least one aspect of Functional Skills English at Entry Level 1, 35% at Entry Level 2 and 10% at Entry Level 3. An impressive 15% of students achieved Level 1 Functional Skills English, with one learner achieving at Level 2- a first for Greenacre.

100% of Pupils completing KS4 will be completing further educational provision in Greenacre College (85%) or Barnsley College (15%) in the 2017-18 academic year.

Overview of KS4 Achievements

Key Stage 5

During the 2017-18 academic year, all pupils at the end of their study programme have achieved in Pupil Progress, Using Employability Skills and/or Independent living skills. 21% of students achieved E1 in Pupil Progress.In Employability Skills, 12% of pupils have achieved at Entry Level 1, 37% at Entry Level 2 and 30% at Entry Level 3. In Independent living, 12% of pupils have achieved at Entry Level 1, 17% at Entry Level 2 and 33% at Entry Level 3 and 17% of learners achieving at Level 1.

2 of these pupils have achieved the next level in Functional Skills English at Entry Level 3 and 1 learner achieving Functional Skills Mathematics at Entry Level 3.

29 pupils have completed their studies at Greenacre this year, with leavers coming from all groups Y11- 14. Of these 93% are moving on to positive destinations, with 24 learners continuing in education and 2 students moving on to appropriate social care provision. Of the remaining leavers, one is engaging in employment training, one is seeking employment and one will be declared not in education employment or training. All retained learners are expected to complete their study programme at Greenacre College. All of the pupils transitioning early are moving onto further educational provision.