Annexe 7 A B C D Leaders and staff ensure that where In most cases, Leaders and staff Leaders and staff make use of early Leaders and staff make over use of early entry is used, all pupils are ensure that where early entry is used, entry and consider individual pupils’ early entry and do not effectively provided with strong opportunities to most pupils are provided with strong needs when deciding on entry consider individual pupils’ needs when develop their skills and achieve higher opportunities to develop their skills processes. However, there are a few deciding on entry processes. There grades. There are not extreme and achieve higher grades. There are examples of extreme patterns of early are significant examples of extreme patterns of early entry and no pupil not extreme patterns of early entry entry. As a result, a minority of pupils patterns of early entry. As a result, stops studying the subject following and no pupil stops studying the are not provided with effective many pupils are not provided with early entry. More able and talented subject following early entry. Most opportunities to develop and enhance effective opportunities to develop and pupils are provided with effective more able and talented pupils are their skills. This limits pupils from enhance their skills. This limits pupils opportunities to gain higher provided with effective opportunities achieving higher grades. from achieving higher grades. qualifications. to gain higher qualifications. Early entry supports vulnerable entry does not sufficiently Highly effective use of early entry Good use of early entry results in groups of pupils well to make support vulnerable groups of pupils results in vulnerable groups of vulnerable groups of learners marking appropriate progress. well to make appropriate progress. learners marking effective progress sound progress overtime. overtime. Diagnostic information is used Diagnostic information is not used Diagnostic information is used well to appropriately to inform planning and appropriately to inform planning. Diagnostic information is used very target pupils’ and supports supports the progress of many pupils well to target pupils’ needs and progress of most pupils well. well. supports progress of nearly all pupils well.
Annexe 7 A B C D Leaders and staff ensure that where early entry is used, all pupils are provided with strong opportunities to develop their skills and achieve higher grades. There are not extreme patterns of early entry and no pupil stops studying the subject following early entry. More able and talented pupils are provided with effective opportunities to gain higher qualifications. Highly effective use of early entry results in vulnerable groups of learners marking effective progress overtime. Diagnostic information is used very well to target pupils’ needs and supports progress of nearly all pupils well. In most cases, Leaders and staff ensure that where early entry is used, most pupils are provided with strong opportunities to develop their skills and achieve higher grades. There are not extreme patterns of early entry and no pupil stops studying the subject following early entry. Most more able and talented pupils are provided with effective opportunities to gain higher qualifications. Good use of early entry results in vulnerable groups of learners marking sound progress overtime. Diagnostic information is used well to target pupils’ and supports progress of most pupils well. Leaders and staff make use of early entry and consider individual pupils’ needs when deciding on entry processes. However, there are a few examples of extreme patterns of early entry. As a result, a minority of pupils are not provided with effective opportunities to develop and enhance their skills. This limits pupils from achieving higher grades. Early entry supports vulnerable groups of pupils well to make appropriate progress. Diagnostic information is used appropriately to inform planning and supports the progress of many pupils well. Leaders and staff make over use of early entry and do not effectively consider individual pupils’ needs when deciding on entry processes. There are significant examples of extreme patterns of early entry. As a result, many pupils are not provided with effective opportunities to develop and enhance their skills. This limits pupils from achieving higher grades. entry does not sufficiently support vulnerable groups of pupils well to make appropriate progress. Diagnostic information is not used appropriately to inform planning.
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