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• All pupils will add two levels to their performance between Key Stage 3 at 14 and Key Stage 4 at age 16. • Targets for numbers or proportions achieving levels (say, Level 3, or graded levels within Level 2 in reading) at end of Key Stage 1, or average scores at end of Key Stage 1, in reading, writing, mathematics. • Targets for numbers or proportions achieving levels (say, Level 5) at end of Key Stage 2, or average scores at end of Key Stage 2, in English, mathematics and science. • Targets for numbers or proportions achieving levels at end of Key Stage 3, or average scores at end of Key Stage 3, in English, mathematics and science. • The proportion of pupils achieving at least GCSE grade C in English, mathematics and science. • The proportion of pupils achieving at least GCSE grade G in English, mathematics and science, individually and collectively. • The proportion of boys achieving the above levels at the four Key Stages. • The proportion of girls achieving the above levels at the four Key Stages. • The proportion of pupils of minority ethnic origin, or with English as a second language, achieving the above levels at the four Key Stages. • The proportion of pupils from different neighbourhoods within the school catchment area achieving the above levels at the four Key Stages. • The difference between the achievements of different groups of pupils within the school — by gender, ethnic origin, social class, residence, and other relevant categories. • The proportion of positive responses to a pupil satisfaction survey. • The equal application of rewards and sanctions across years, classes and subject areas. • The ratio of rewards given to sanctions applied (say, 3:1). • The average progress made by pupils will be equivalent to half a NC Level each year. No student will progress at less than half a level each x months.
DOI link for • All pupils will add two levels to their performance between Key Stage 3 at 14 and Key Stage 4 at age 16. • Targets for numbers or proportions achieving levels (say, Level 3, or graded levels within Level 2 in reading) at end of Key Stage 1, or average scores at end of Key Stage 1, in reading, writing, mathematics. • Targets for numbers or proportions achieving levels (say, Level 5) at end of Key Stage 2, or average scores at end of Key Stage 2, in English, mathematics and science. • Targets for numbers or proportions achieving levels at end of Key Stage 3, or average scores at end of Key Stage 3, in English, mathematics and science. • The proportion of pupils achieving at least GCSE grade C in English, mathematics and science. • The proportion of pupils achieving at least GCSE grade G in English, mathematics and science, individually and collectively. • The proportion of boys achieving the above levels at the four Key Stages. • The proportion of girls achieving the above levels at the four Key Stages. • The proportion of pupils of minority ethnic origin, or with English as a second language, achieving the above levels at the four Key Stages. • The proportion of pupils from different neighbourhoods within the school catchment area achieving the above levels at the four Key Stages. • The difference between the achievements of different groups of pupils within the school — by gender, ethnic origin, social class, residence, and other relevant categories. • The proportion of positive responses to a pupil satisfaction survey. • The equal application of rewards and sanctions across years, classes and subject areas. • The ratio of rewards given to sanctions applied (say, 3:1). • The average progress made by pupils will be equivalent to half a NC Level each year. No student will progress at less than half a level each x months.
• All pupils will add two levels to their performance between Key Stage 3 at 14 and Key Stage 4 at age 16. • Targets for numbers or proportions achieving levels (say, Level 3, or graded levels within Level 2 in reading) at end of Key Stage 1, or average scores at end of Key Stage 1, in reading, writing, mathematics. • Targets for numbers or proportions achieving levels (say, Level 5) at end of Key Stage 2, or average scores at end of Key Stage 2, in English, mathematics and science. • Targets for numbers or proportions achieving levels at end of Key Stage 3, or average scores at end of Key Stage 3, in English, mathematics and science. • The proportion of pupils achieving at least GCSE grade C in English, mathematics and science. • The proportion of pupils achieving at least GCSE grade G in English, mathematics and science, individually and collectively. • The proportion of boys achieving the above levels at the four Key Stages. • The proportion of girls achieving the above levels at the four Key Stages. • The proportion of pupils of minority ethnic origin, or with English as a second language, achieving the above levels at the four Key Stages. • The proportion of pupils from different neighbourhoods within the school catchment area achieving the above levels at the four Key Stages. • The difference between the achievements of different groups of pupils within the school — by gender, ethnic origin, social class, residence, and other relevant categories. • The proportion of positive responses to a pupil satisfaction survey. • The equal application of rewards and sanctions across years, classes and subject areas. • The ratio of rewards given to sanctions applied (say, 3:1). • The average progress made by pupils will be equivalent to half a NC Level each year. No student will progress at less than half a level each x months.
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