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Summarises progress from the end of Key Stage 2 to the end of Key Stage 4, analysing attainment and expected progress using best-practice methodology. Results are presented for all pupils and broken down by gender, English first language versus English as an additional language (EAL), and Special Educational Needs (SEN), with comparisons to prior years under 2013 and 2014 methodological approaches.",{"@graph":69,"@context":116},[70,84,99],{"@type":71,"itemListElement":72},"BreadcrumbList",[73,77,79,82],{"item":74,"name":75,"@type":76,"position":8},"https://docshare.wps.com","Home","ListItem",{"item":78,"name":9,"@type":76,"position":14},"https://docshare.wps.com/document/",{"item":80,"name":20,"@type":76,"position":81},"https://docshare.wps.com/document/exam/",3,{"item":83,"name":65,"@type":76,"position":19},"https://docshare.wps.com/document/gcse-and-equivalent-results-in-jersey-20142015-academic-year-statistical-report/206829/",{"url":83,"name":65,"@type":85,"author":86,"headline":65,"publisher":89,"fileFormat":92,"inLanguage":63,"description":67,"dateModified":93,"datePublished":93,"encodingFormat":92,"isAccessibleForFree":94,"interactionStatistic":95},"DigitalDocument",{"name":87,"@type":88},"Cipher","Person",{"url":74,"name":90,"@type":91},"DocShare","Organization","application/pdf","2026-09-05",true,{"@type":96,"interactionType":97,"userInteractionCount":4},"InteractionCounter",{"@type":98},"ViewAction",{"@type":100,"mainEntity":101},"FAQPage",[102,108,112],{"name":103,"@type":104,"acceptedAnswer":105},"What period does the report cover for GCSE and equivalent results in Jersey?","Question",{"text":106,"@type":107},"The report covers the 2014/2015 academic year and summarises outcomes for pupils between the end of Key Stage 2 and the end of Key Stage 4.","Answer",{"name":109,"@type":104,"acceptedAnswer":110},"How are progress and expected progress measures calculated?",{"text":111,"@type":107},"Expected progress compares moderated teacher assessments at the end of Key Stage 2 with attainment in GCSE and equivalent qualifications at the end of Key Stage 4, using best-practice methodology.",{"name":113,"@type":104,"acceptedAnswer":114},"Why does the report use two different methodologies (2013 and 2014)?",{"text":115,"@type":107},"Two major methodological reforms implemented in England changed how results are analysed and counted. The report calculates indicators using 2013 methodology for comparisons with earlier years and 2014 methodology to enable fair comparison between Jersey and England.","https://schema.org",{"og:url":83,"og:type":118,"og:title":65,"og:site_name":90,"og:description":67},"article",{"robots":120,"canonical":83},"index,follow",{"doc_id":122,"site_id":62},206829,1788596243,{"code":4,"msg":5,"data":125},{"doc_id":122,"user_id":126,"nickname":87,"user_avatar":127,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":128,"file_id":129,"file_url":130,"file_type":131,"file_size":132,"view_count":4,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":133,"language":134,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":135,"faqs":136,"seo_title":137,"seo_description":67,"update_tm":123,"read_time":138},687208528416,"https://ap-avatar.wpscdn.com/davatar_9964176cb1d06d4a9deccf72a44ae3dc","GCSE and equivalent results in Jersey  \nAcademic year 2014/2015  \nIntroduction  \nThis annual statistical report summarises the progress that pupils make between the end of Key Stage 21 and the end of Key Stage 42 and the attainment of pupils in GCSE and equivalent examinations in Jersey. As well as presenting GCSE results for all pupils on the Island, indicators in this report are broken down by gender, English as a first language/English as an additional language (EAL) and Special Educational Needs (SEN) .  \nIn this report, indicators of progress and attainment at Key Stage 4 are analysed according to best practice methodology (U. K. Department for Education) . In 2014, two major methodological reforms were implemented in England to reflect the outcomes of Professor Alison Wolf’s Review of Vocational Education recommendations and an early entry policy to only count a pupil’s first attempt in a qualification. These reforms impact on the way that GCSE and equivalent examinations are analysed and the results that are produced accordingly. Therefore key performance indicators in this report have been calculated two different ways: to compare performance in Jersey in 2015 with that in previous years, ‘2013 methodology’ (pre methodological reforms) has been employed. However in order to make a fair comparison of performance in Jersey and in England, new‘2014 methodology’(post methodological reforms) has been used (see Technical note 6 for more details on methodological reforms) .  \nPerformance indicators presented in this report will differ from those published on exam day in August. This is because the indicators published in the summer are based on summary level data provided by schools and are provisional in nature. In November, detailed information is collected from schools representing final pupil results [i.e. post](i.e. post) re-sits and appeals. This data is subject to a stringent validation process and indicators are calculated according to best practice methodology (see Technical note 5 for further details) .  \nSummary  \nIn academic year 2014/2015:  \n􀁸 a higher proportion of pupils made the expected amount of progress in mathematics than in the previous two years. The proportion of pupils making the expected amount of progress in English was similar to in 2013/2014;  \n􀁸 the percentage of pupils attaining 5 or more GCSEs at grade A* to C including English and mathematics was marginally lower than in 2013/2014, a difference of just under 2 percentage points; results recorded in the latest year remain 4 percentage points higher than recorded in 2012/2013;  \n􀁸 an annual increase of 3 percentage points was recorded in the proportion of pupils attaining a grade A* to C in mathematics. In comparison, the proportion of pupils attaining a grade A*-C in English fell by around 3 percentage points in the latest year;  \n1 Key Stage 2 is the four year stage of schooling for pupils aged 7 to 11 (known as years 3 to 6, inclusive) .  \n2 Key Stage 4 describes the two years of education for pupils aged 14 to 16 (known as year 10 and year 11) which concludes with GCSE and equivalent examinations.  \n􀁸 girls continue to outperform boys at Key Stage 4; since 2012/2013 the attainment gap has widened from  \n7 to 14 percentage points;  \n􀁸 the attainment gap observed as a result of first language (English as a first language / English as an additional language) decreased for the second consecutive year; since 2012/2013 the attainment gap has narrowed from 15 to 4 percentage points;  \n􀁸 a higher proportion of pupils who have English as an additional language made the expected amount of progress in English compared those who have English as a first language; a similar proportion of pupils made the expected amount of progress in mathematics;  \n􀁸 when applying U. K. ‘2014 methodology’ to the calculation of performance measures, pupils in Jersey and England perform similarly on measures of attainment.  \nKey Performance Indicators  \nIn this section, prog","cbCaiaXmAZmGOBwJ","https://ap.wps.com/l/cbCaiaXmAZmGOBwJ","pdf",710577,14,"English","# Introduction\n## Methodology reforms and reporting approach\n# Summary\n## Overall progress and attainment highlights\n## Key stage 4 performance indicators\n# Key Performance Indicators\n## Progress analysis\n## Expected progress calculation","[{\"question\":\"What period does the report cover for GCSE and equivalent results in Jersey?\",\"answer\":\"The report covers the 2014/2015 academic year and summarises outcomes for pupils between the end of Key Stage 2 and the end of Key Stage 4.\"},{\"question\":\"How are progress and expected progress measures calculated?\",\"answer\":\"Expected progress compares moderated teacher assessments at the end of Key Stage 2 with attainment in GCSE and equivalent qualifications at the end of Key Stage 4, using best-practice methodology.\"},{\"question\":\"Why does the report use two different methodologies (2013 and 2014)?\",\"answer\":\"Two major methodological reforms implemented in England changed how results are analysed and counted. The report calculates indicators using 2013 methodology for comparisons with earlier years and 2014 methodology to enable fair comparison between Jersey and England.\"}]","GCSE and equivalent results in Jersey - 2014/2015 academic year statistical report | PDF",35]