The challenge with performance measurement - if too straightforward then people play games around them, so it ends as complex to avoid gaming of results
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Just wish the focus was more on what value schools are adding. Take benchmarks in Y7 and/or Y9 on what you expect the child to get by end of Y11 and then measure against that.
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That is already happening via Fisher Family Trust predictions of added value - and monitored extensively by the leadership team, governors and inspectors. It is a challenge of what public facing PIs you use. Another challenge is the reliability of baseline assessment at KS2
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