The Farnley Academy is committed to working with parents and carers as partners in learning.
We believe that it is extremely important for parents and carers to be kept informed of their children’s progress throughout their time at The Farnley Academy. It is also essential that students know what their current level of performance is and understand what they need to do to improve further. For this reason, The Farnley Academy operates a system of Assessment Points; there are three Assessment Points a year for each year group. By being aware of when these Assessment Points take place, parents and carers can be better informed about their child’s progress.
At each Assessment Point, students complete a reflection on their progress in each subject in the yellow pages at the back of their planner. They will have a conversation with each of their teachers and discuss the work that they have completed, their current position, successes as well as a specific target that will help them to move up to the next level or grade.
In addition to the use of the planner to communicate progress, The Farnley Academy also sends home summary reports after each Assessment Point. These summarise past and present levels of achievement, as well as effort in each subject area. It is important that parents and carers use this information to discuss their child’s progress with them. At one point in Years 7 to 10 the summary report will also be accompanied by a Form Tutor report and Head of Year report. Discussions with teachers are also encouraged; if you have a question please do not hesitate to contact the school.
New Specification GCSEs:
The government has introduced new, more challenging specifications for GCSEs across all subjects. These will now be graded from 9 to 1 instead of A* to G. The grades have been aligned as follows:
- Grade 7 = Grade A
- Grade 4 = Grade C
- Grade 1 = Grade G
English and mathematics have been examined under the new specifications since 2017.
The following subjects will be examined under the new specifications from 2018: science, humanities, languages, computer science, religious studies, art, technology, music and drama.
Any remaining subjects (such as business studies and psychology) will be examined under the new specifications from 2019.
% Achieving Strong Pass (Grade 5 and above) in English and Mathematics
TFA students experience a very solid academic platform from which to consolidate learning and to prepare for examinations. Results at Grade 4 and above are noticeably above those of the national average and considerably more than other schools in Leeds.
At Grade 5 and above we can see TFA in line with both the national and Leeds averages, but we will be unstinting in ensuring that in 2018 the results are significantly above both. This characterises the exceptionally high standards that we hold dear at all of our academies.
% achieving a strong pass in English and Maths
(2.1% below the national avg.)
(national avg. is 0)
(national avg. is 44.2)
% achieving the English Baccalaureate at Grade 5/C and above
(3.5% above the national avg.)
Attainment 8 is the score students achieve when their GCSE results are combined. This value is compared to their KS2 “starting point”, allowing us to measure their progress with us. In 2015 the average A8 score for TFA students was 51.2, and nationally it was 47.4. In 2016, TFA students on average achieved an A8 score of 53.8 points, compared to 48 in Leeds, and 49.8 nationally. Although 2017 results cannot be compared directly to previous years because of the change in the GCSE points score, we can see TFA students performing noticeably better than those nationally, with an average Attainment 8 score of 48.9 compared to 44.2 nationally.
Progress 8 is a measure of how much better our students have done at GCSE in comparison to students nationally with the same KS2 scores. This makes it a fair measure of progress.
In 2017, TFA achieved a P8 score of +0.13, placing it around the average for schools in Leeds and nationally. According to the Fischer Family Trust, these results would place The Farnley Academy in the top third of schools nationally for both attainment and progress.
The following table shows how well we have worked with some specific cohorts of students:
|Cohort||Lower Ability||Middle Ability|
It can be seen that lower ability students are achieving results around ¾ of a grade above those similar students nationally, and the middle ability students around 1/3 of a grade above. We recognise that a major area of focus, and part of our partnership work with The Morley Academy will involve supporting the higher rates of progress of our higher ability students in 2018.
% achieving the English Baccalaureate
At The GORSE Academies Trust we are committed to ensuring all our students can access a curriculum that is traditional in its high academic standards, including a good spread of GCSE options, including Modern Foreign Languages, whilst also catering to a vocational element.
The Ebacc (English Baccalaureate) is a measure providing information about specific subject performance that includes the sciences, modern foreign languages and the humanities. At TFA we aim to encourage as many of our students as possible to study a modern foreign language. We believe that this is inherently valuable for them in developing certain skills, but may also provide an entry into varied careers involving working and communicating with people from foreign countries. In an increasingly interconnected world, this is a highly valuable skill-set to obtain. Our 2017 results show above average entries for the Ebacc, and above average success.
|The Farnley Academy||Leeds Average||National Average|
|Entry for Ebacc||34%||37.8%||34.9%|
|% of students achieving the Ebacc at Grade 4 and above||28%||23.3%||23.5%|
|% of students achieving the Ebacc at Grade 5 and above||23%||20.5%||19.5%|
Further information on results at The Farnley Academy can be found on the Department for Education’s website.
Please note: The Farnley Academy became an Academy on 1st February 2012 and the 2012-13 results are published under the Academy’s previous name of the Farnley Maths and Computing College.