Attainment, Progress and Targets


From 2016, levels are no longer recognised in secondary schools, matching the changes to KS2 assessment and measures. Each secondary school therefore decides on its own way to measure attainment and progress throughout KS3. To match the phasing in of the new curriculum, we took the decision to move from 2 scales of measurement (levels and GCSE grades A*-G) to 1 scale of measurement (New GCSE grades 9 -1).

Pupil | The Dearne ALC

The attainement/grades table at the bottom of the page shows (as a guide) how we convert between old KS2 / 3 Levels, numerical GCSE grades and Old GCSE letter grades.

Targets and Expected Progress

We firmly believe in the potential for all our students to progress rapidly and achieve highly. Regardless of their prior attainment (year 6 results) students are capable of achieving the very highest grades and indeed they regularly do. Therefore, we believe it morally correct to set highly aspirational targets at the ALC and support our students, in lessons and beyond, to achieve them.

Mathematics | The Dearne ALC
We aim to
  • Set clear and shared targets for every student at the school
  • Set targets that are challenging but achievableMake progress that, on average, is beyond the national expectation and national average
  • Take account of the new curriculum and headline measures
  • Take account of the now varied methods of assessing prior attainment in years 7 to 11

The targets and expected progress table at the bottom of the page shows, from each starting point, how we expect students to progress over their 5 years at the Dearne ALC.

Ambitious Aspirations | The Dearne ALC

GRIT Initiative

In order to drive progress at all lessons we have revised our teaching and learning policy around planning. All lessons planned now follow the GRIT initiative which consists of a 5 part lesson planning structure. The start of our lessons build upon developing basic skills: through literacy, numeracy or exam practice. Questioning in lessons should be used to include all learners; wrapper questions are used to engage all learners and develop in depth responses and articulation of learning and thought processes. 

Modelling is a key aspect of the lesson and can take a variety of forms such as: practical skills; scientific investigations; pupil modelling; exam clausing and techniques and modelling reading and writing structures. Pupils are given sufficient time in lessons to embed and apply their understanding of which they should demonstrate that they are working to the highest standards in "Maximum Expectation or M.E Time". Finally in order for pupils to be able to reflect on prior learning as a starting point in succeeding lessons, the end of the lesson focuses on consolidating learning, particularly through visual or exam based revision and consolidation techniques.





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    “Pupils are helpful, polite and courteous to staff, visitors and to each other. The atmosphere in school is positive, supportive and caring.” Ofsted 2016

    Ofsted 2016

    “The teaching of mathematics is effective. Most pupils make good progress in this subject.”


    68% of students make expected progress or better

    More able

    “They are given a significant range of extra opportunities which prepare them well for life beyond the school. These pupils speak with passion and confidence about their ambitious aspirations for the future.” Ofsted 2016


    of more able students achieved an A or A*

    Students leaving with 5 A*-C grades, including English and maths

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