Destinations

"University Technical Colleges are judged by other headline measures than Progress 8 particularly pupil destinations, as these provide a better measure of impact at University Technical Colleges."

Department for Education 2021

Aston University Engineering Academy and Aston University Sixth Form has outstanding destinations with learners progressing above and beyond the national average at both the end of Year 11 and end of Sixth Form.

2021 Destination Progression from Sixth Form

2021 Destination Progression from Year 11

DFE 2018 Destinations to sustained Higher Education (Note DFE Destinations data is significantly behind in years to actual)

Post 16 Outcomes

Aston University Sixth Form offers a highly focused curriculum focused on its specialisms of Engineering, Health and Business. 80% of students follow our technical and vocational pathways and 20% follow our A Level pathways. 2021 Outcomes saw the impact of our significant change in student grade entry requirements on arrival at the UTC.

Post-16-Outcomes.JPG#asset:2697


Year 11 Outcomes

Why can't I compare Progress 8?

"This school or college does not cover the full Progress 8 period."

"Progress 8 is not the most appropriate performance measure for university technical colleges. These establishments typically start educating pupils at age 14, with a focus on preparing pupils for their future careers by providing an integrated academic and professional education. Other headline measures, particularly pupil destinations, are more important for these establishments."

Department for Education, 2021

On arrival at the UTC are students undertake extensive and externally validated exams in the form of GL Assessments online subject exams in Science, Mathematics, English, and reading, along with wider assessments in Cognitive Ability Tests (CATs). This provides a benchmark of starting point from which progress is measured to the end of Key stage 4.


2020/21 Year 11 Progress (Final TAG Results) 

Progress-2021.JPG#asset:2696

Historic Progress from GL Starting Point

2020/21 = +1.0

2019/20 = +0.4

2018/19 = -0.2

2017/18 = -0.4

How has AUEA and DFE ensured that Progress has improved at the UTC?

Prior to July 2022 Year 11 cohorts have had a significant disadvantage as these GL benchmark assessments show that there is significant variance in students' prior learning experience and progress, especially in Mathematics prior to joining AUEA. A significant number of students have experienced non-specialist teaching or supply within shortage subjects during Years 7, 8 and 9 within the city. Therefore students had less than 18 months in the UTC to not only recover any Key stage 3 regression but also enable Key stage 4 progression in line with expected progress compared to other schools. This was acknowledged by the DFE as being unfair and consequently:

The Secretary of State for Education approved

  1. September 2018 removed the comparison judgment of Progress 8 from UTCs to secondary Schools
  2. September 2019 changed the entry to AUEA from aged 14 to age 13. So students now start at the beginning of Year 9 in the academy providing an additional year to support the progression of students into a STEM specialised pathway.

The UTC:

  1. Reduced the Year groups from 130 to 81 students and just 3 classes on entry
  2. Capped class sizes at 27 with many subjects having smaller nurture/recovery groups
  3. Developed a highly bespoke Year 9 curriculum that balances ensuring students have the knowledge and foundations in Key Stage 3 whilst building the blocks of readiness and challenge for GCSE in Year 10.

AUEA as a University Technical College will not be measured against average EBacc entries.

eBacc.JPG#asset:2682


"University technical colleges provide a specialist technical and professional education. It is not appropriate to expect the same rates of EBacc entry from these types of schools and colleges."

Department for Education, 2021

External Data

External performance data on schools can be found at 

Get Information on Schools

2019 data may no longer reflect a school’s current performance

"Due to the impact of the Covid-19 pandemic, 2019 data is the latest available results data. School performance may vary yearly, and, due to the uneven impact of Covid-19 on pupils and schools, 2019 data may no longer reflect a school’s current performance."

Department for Education, 2021