Case Study: The King’s CE School

Author: Brett Griffin

Category Case Studies, Measuring Impact

The King’s CE School is a small school with large numbers of disadvantaged students. However, the PE department is seeing increasing numbers opting for GCSE and results are improving every year.

Here’s how using Pupil Progress has made a difference to the staff and students.


“I came across Pupil Progress on Twitter and contacted them in October 2017. As soon as the system was set up, I had access to bespoke data on the performance of my GCSE PE group. As well as saving time and reducing workload, it has provided students with bespoke profiles that give specific feedback about where they can improve.”

As a result of using Pupil Progress:

  • In less than 5 months, 90% of the group had an increase in their mock examination scores
  • 82% of the pupil premium population improved their theory results
  • 40% of the cohort improved an individual score due to intervention based on data tracking
  • There has been a noticeable increase in determination and motivation within the classroom

Our challenges

“Before signing up to Pupil Progress, tracking students on the new AQA specification was difficult. It was hard to know what a ‘4’ looked like and where that would sit as a practical mark, performance mark, or overall mark. Twitter was alive with guestimates of grade boundaries, many of which made little sense. There was pressure to give accurate predictions as to results, but I could only guess which students were on target and which weren’t.

“Students were also at a loss, constantly asking: “What do I need to do next?” or “How many marks off the next grade am I?” On the old legacy specification, I could give them a rough estimate that I felt confident in. However, on the new specification I couldn’t. This was demotivating for them, as it didn’t give them a clear focus or target.”

How Pupil Progress has helped us

Pupil Progress allowed me to sign up and use the system on a 6-week trial with no conditions or obligations. Following the set-up, which only took 30 minutes, I input all my student information including practical scores, coursework, and examination grades. Immediately, I had data on current performance, predicted outcomes, and grade boundaries.

I had questions at first: how did Pupil Progress know these boundaries? How accurate was this information? They explained to me over the phone how the data had been created and shared a video detailing how they had come to their conclusions. It’s clear that they have worked with numerous professionals from different examination boards to create this system.

Almost right away, I was able to give the leaders in my school an accurate and up-to-date picture of the groups throughout Y11. And because of the breakdown of data the system gives, I was able to target specific students with individual intervention to move them towards their forecast grades.

“The most useful part has been the individual pupil profiles … This has been an incredible tool for improving motivation.”

“The most useful part has been the individual pupil profiles. The system generates an individual report for each student that breaks down their current performance and allows them to see exactly where they need to make improvements. This has been an incredible tool for improving motivation and giving students a clear drive to make progress. I’m now able to show students exactly what they need to do to reach their forecast grade or exceed it. This is due to the profile pinpointing what’s required, allowing me to indicate where points can be picked up, and what areas of theory they need to focus on to get where they need to be.”

Measuring impact

“Put simply, student performance has increased across both practical and theory. On the AQA Paper One, the class average rose from 41 marks to 55 marks. Thanks to the tracking system, students who were underachieving were selected for intervention and improved their individual activity score to move closer to their forecast.

“There has also been an increase in determination. I appreciate this can’t be quantified, but students are extremely interested in their individual profiles. They want to know where they can improve and how, they want to see that the next grade is only ‘X’ amount of marks away and is achievable. For me this has been the main driver of improvement in results.

“As well as getting results, Pupil Progress has also saved me time and effort. As well as tracking students easily, I can use the forecasting and achieving sections to input data to show students where they can pick up marks. This was a massive success at the Y11 parents’ evening as I was able to clearly talk parents through the students’ performance and provide them with resources and materials to support their progress from home.”

“It’s clear that Pupil Progress all about making the lives of teachers as simple as possible by providing a system that streamlines work and saves us time and effort.”


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