NCTL RAISEonline governor training 2016 Secondary Slide 2 - - PDF document

Slide 1

NCTL

RAISEonline governor training 2016 Secondary

Slide 2

Introduction

• As a result of previously announced government

reforms to the way schools are held to account for their performance, a number of reforms to performance measures have appeared for this year

• At Key Stage 4 new headline attainment and progress

performance measures, and a new floor standard are introduced for all schools

• As a consequence many of the analyses in

RAISEonline have changed

New and established governors need to appreciate that almost all the assessments and accountability measures for schools have changed in 2016.

Slide 3

Secondary school headline measures 2016

3

• Progress across 8 qualifications
• Attainment across the same 8 qualifications
• Percentage of pupils achieving a C grade or above in English and

mathematics

• Percentage of pupils achieving the English Baccalaureate
• Percentage of pupils entering the English Baccalaureate
• Destination measures (the percentage of pupils staying in

education or employment after KS4) Plus a range of more detailed information, including on the performance of disadvantaged pupils in relation to their peers.

These are the accountability measures for secondary schools in 2016. Note that %5A*-C including English and mathematics is no longer included.

Slide 4

Progress 8

4

• The government has replaced the previous 5 A*-C English and maths

headline measure with Progress 8, which will show pupils’ progress across 8 qualifications compared to other pupils with the same starting point at the end of key stage 2

• Progress 8 will place more focus on better teaching for all pupils and make

the system of measuring performance fairer for schools by using progress to measure performance.

• Progress 8 will allow the government to make sure Schools are held to

account for the performance of all pupils. Comparing pupils with similar starting points ensures every increase in grade from every pupil will contribute to a school’s overall progress score.

• Schools not making good progress with a high performing intake will be

identified, and those schools making good progress with lower attaining pupils will be recognised.

We need to emphasise that 5A*-C including English and maths has ended. It incentivised schools to focus upon those pupils around the C threshold and did not provide sufficient breadth of curriculum because it only required 5 qualifications. The rest of the comments explain why the new progress 8 and attainment 8 measures exists.

Slide 5

1 3 4 5 6 7 8

English

Double-weighted*

Maths

Double-weighted

EBacc qualifications

(sciences, computer science, geography, history and languages)

‘Open group’ Remaining EBacc qualifications and

• ther approved qualifications

(GCSEs and other approved academic, arts or vocational qualifications) *Higher score of English Language or English Literature double-weighted if a student has taken both qualifications

2

• We will calculate the Attainment 8 grade as an average of these subjects
• We will calculate Progress 8 using a value added method, using KS2 English

and maths results as a baseline.

• A school will be below the floor standard if pupils make half a grade less

progress than expected across their 8 subjects.

The 8 Qualifications

Attainment 8 measures the achievement of a pupil across 8 qualifications including mathematics (double weighted) and English (double weighted), three qualifications that count in the English Baccalaureate (EBacc) measure and three further qualifications that can be GCSE qualifications (including EBacc subjects) or any other approved non-GCSE qualifications. Progress 8 captures the progress a pupil makes from the end of primary school to the end of secondary school. It is a type of value added measure, which means that pupils’ results are compared to the results of other pupils with the same prior attainment. The greater the Progress 8 score, the greater the progress made by the pupil compared to the average of pupils with similar prior attainment.

Slide 6

Qualification Grade Pts

GCSE English language C GCSE English literature B GCSE maths A AS level physics C GCSE physics A* 8 GCSE biology B GCSE chemistry B GCSE history C GCSE French D 4 GCSE art & design E 3 BTEC level 2 diploma in sport Merit

English Maths EBacc1 EBacc2 Ebacc3 Other1 Other2 Other3

6 X 2 = 12 7 X 2 = 14 7 6 6 5 6 5

Attainment 8 – a pupil example

Attainment 8 score = 61

This example serves to illustrate that the attainment 8 measure requires that appropriate qualifications are included in each ‘bucket’. There is use of discounting rules between similar qualifications. In the case of physics a higher level of qualification (AS) always discounts a lower level (GCSE). The point scores for AS and GCSE are chosen to only incentivise pupils being entered for qualifications when appropriate. For this pupil their attainment 8 score is 61 (an average of 6.1 per qualification as there are 10 qualifications in total, English and mathematics are counted twice).

Slide 7

Pupil progress

• A pupil’s score is measured against average

Attainment 8 score for pupils nationally having same prior attainment

• Our example pupil scored 61 points for attainment 8
• just over a grade B average across all subjects

(divide score by 10 [8 subjects with E&M double weighted])

• Pupil has a KS2 prior attainment fine-level scores of

5.1 in English and 4.5 in maths; an average of 4.8

• Pupil’s score of 61 is therefore compared to the

average Attainment 8 score achieved by all pupils having average KS2 prior attainment of 4.8

This is intended to illustrate how the measure is calculated for an individual pupil.

Slide 8

Pupil progress (example)

Average attainment 8 score for pupils with KS2 fine level of 4.8 was 51

A progress 8 school score of +1 would mean every child on average scored 1 grade higher than pupils of similar prior attainment

Please note that the national line is not accurate, we are explaining the methodology in arriving at a progress score of +1 for this one pupil. The progress scores of all pupils in the cohort are calculated in this way and from these the average is formed to generate a school score. This diagram will be revisited later as this is an example of a KS2 to KS4 attainment scatterplot (in this case with only one pupil).

Slide 9

9

Schools will be below the floor standard if:

• Their Progress 8 score is below -0.5 (i.e. if pupils are on

average making half a grade less progress that other pupils nationally with the same prior attainment) and;

• The upper band of the confidence interval is below zero.

Secondary school floor standard

i.e. if pupils are on average making half a grade less progress that other pupils nationally with the same prior attainment. The comment regarding the confidence interval is added for completeness.

Slide 10

When are secondary results published?

• Late September 2016: Schools checking exercise opens. Schools

able to see their own provisional Progress 8 scores and attainment measures.

• October 2016: Provisional SFR and school performance tables

published, which include provisional Progress 8 scores.

• Late November 2016 – Unvalidated data available to schools

through RAISE online.

• 19 January 2017: revised SFR and school performance tables

website published – floor standard and coasting definition apply.

Schools have been receiving data for the 2016 outcomes over a number of months. SFR is the abbreviation for statistical first release.

Slide 11

Point scores have replaced grades

https://www.gov.uk/government/uploads/system/uploads/attachment_dat a/file/561003/Progress-8-school-performance-measure-18-Oct.pdf.pdf

Another change governors need to be aware of is that in 2016 we are using point scores rather than grades. These point scores are in the process of changing and in 2017 will change again for all qualifications so that they are aligned with the new reformed qualifications starting with English and mathematics in 2017. English and mathematics will then use a 1 to 9 points score and all other qualifications will be counted as shown.

Slide 12

Getting started with RAISEonline

Slide 13

The purpose of RAISEonline

• The aim of the RAISEonline summary report is to help show how

effectively a school has performed in terms of past progress, attainment and attendance.

• The summary report is made available to schools and governors

to help with their self-evaluation and planning to raise standards. It is also provided for inspectors.

• When evaluating outcomes, inspectors give most weight to

progress, particularly from different starting points and of disadvantaged pupils, including the most able disadvantaged.

Slide 14

General points of change

• All of the summary report is now for governors, there is no longer a

purple G

• The first several pages of RAISEonline include pertinent questions

governors should ask of their school data, e.g.

• There are no KS4 trend reports
• New pupil groups are emphasised in RAISEonline in 2016
• New specified national comparators are featured in the summary

report (these can be changed in the interactive system)

• There is no longer any ‘expected progress’

In addition to these points it should be explained for those familiar with previous reports that the use of the ‘blue’ and ‘green’ significance testing has been almost entirely removed.

Slide 15

Pupil groups for KS4

RAISEonline reports showing pupil groups list these in a predefined order A number of reports are across two pages with the ethnic group analyses on the second page.

The ordering of pupil groups is intentional. Governors should consider all pupils, the disadvantaged and other, SEN and gender as the four groups to focus upon first. These groups are the principle focus of the inspection dashboard as well. Do not assume that governors know the definition of disadvantaged pupils.

• Those who have been in receipt of Free School Meals (FSM) at any point in the last six

years

• Children Looked After
• Those who have been adopted

Those not disadvantaged are known as ‘other’

Slide 16

National comparators

The RAISEonline summary report which is used by inspectors always displays the ‘specified’ national comparator (highlighted in red). The intention of this is to add some challenge to the figures that governors and schools compare their school’s performance against. The comparators can be either ‘all’ (all pupils nationally), ‘same’ (the same pupil group nationally) or ‘non’ (the complementary group as in non disadvantaged) The interactive RAISEonline system allows users to switch from the ‘specified’ to the ‘same’ comparators for any report showing pupil groups. Generally governors do not have access to the interactive RAISEonline system so they may have to ask the school to produce some alternative reports if necessary.

Slide 17

Key Stage 4 summary report structure

• Summary page (highlighting disadvantaged pupils by prior

attainment)

• Progress 8
• Attainment 8 and entries
• Scatterplots for progress and attainment
• Transition matrices for English and mathematics
• EBacc pillar value added
• Thresholds
• Entries and subject attainment
• Destinations
• Absence and exclusions
• Context reports

This is the sequence of the main reports to be found in the key stage 4 summary report pdf. We shall tackle them in a different order so that we can explain the accountability measures and how they show performance in a school.

Slide 18

New performance indicators 2016

Attainment

Attainment tells us about performance at a particular point in time;

• Point scores

– Attainment 8 – The scores for each element of attainment 8 – The scores for each subject – Use these to answer the question ‘what was the overall attainment of pupils’?

• Thresholds

– What percentage of pupils attained the English Baccalaureate or attained a good grade in English and mathematics – Use these to answer the question ‘what percentage of pupils attained these standards’?

Progress

Progress tells us about the distance travelled by pupils from one key stage to

• another. Use them to answer the question

‘how did the progress of pupils compare with similar pupils nationally’?

• Progress 8

– Progress to attainment 8 compared to pupils who achieved a similar standard at KS2 nationally. – This approach is also used for each progress 8 element

• Value added

– Progress for those pupils entered in the science or humanities or language pillar of the English Baccalaureate compared with pupils of a similar prior attainment at KS2 nationally.

Attainment and progress tell us different things about the performance of pupils

All governors need to understand the difference between attainment and progress. Schools can be high attaining though the pupils have made poor progress from an earlier key stage. Or schools can be high attaining and the pupils have made good progress from an earlier key stage. Other schools could be low attaining though the pupils have made good progress from an earlier key stage. Or schools could be low attaining and the pupils have made poor progress from an earlier key stage. How might governors think of their school in these terms?

Slide 19

Entries

How many 2016 KS4 qualifications were pupils entered for and how did they attain on average? We will not follow the order of the RAISEonline summary report from this point. The intent is to gradually draw governors into the new analyses by considering issues in the following order.

• Entries
• Progress 8 and attainment 8
• Threshold measures
• The summary page (disadvantaged pupils)
• Visualising progress (scatterplots and transition matrices)
• Other reports

Slide 20

KS4 entries and points 2016

Here is a report showing how many qualifications pupils have been entered into in 2016 and there outcomes. Note that the average for each pupil group is being shown, so some pupils will have taken more and some less in each of the groups. The only national comparator provided is for all pupils nationally (of which there were 546,521) and they took on average 9.32 qualifications and score on average a point score of 5.10. The school figure show how entries into qualifications as well as the outcomes in attainment vary across pupil groups in the school. This slide shows the full range of pupil groups analysed in RAISEonline. Governors will need to ask appropriate questions to discover the reasons why this is the case. For the sake of clarity the slides from this point will generally only show the first few pupil groups found in any RAISEonline report.

Slide 21

KS4 entries and points 2016

Here is a report showing how many qualifications pupils have been entered into in 2016 and there outcomes. Note that the average for each pupil group is being shown, so some pupils will have taken more and some less in each of the groups. The only national comparator provided is for all pupils nationally (of which there were 546,521) and they took on average 9.32 qualifications and score on average a point score of 5.10. The school figure show how entries into qualifications as well as the outcomes in attainment vary across pupil groups in the school. Governors will need to ask appropriate questions to discover the reasons why this is the case. For the sake of clarity the slides will generally only show the first few pupil groups found in any RAISEonline report.

Slide 22

Attainment 8 entries

Are all pupil groups being entered appropriately for each element of attainment 8?

Performance in the attainment 8 and progress 8 measures is highly dependent upon pupils taking the appropriate qualifications. This report shows the entries in each element of attainment 8 with the corresponding national figures. The English and mathematics entries are shown as a percentage for each pupil group whilst the EBacc and open elements are shown as the average number of qualifications (recall that these elements are composed of three qualifications). Governors need to ask their schools why there is variability in pupils taking the appropriate qualifications and if this is appropriate.

Slide 23

Progress 8 and attainment 8

Slide 24

Progress 8

The overall school figure heads the progress 8 column. This is then shown for each pupil group. Note how these vary. What are the reasons for this? The progress figures for the four elements of progress 8 are then displayed

• alongside. Note how the progress of each element can vary

This initial analysis can draw the attention of users to the variability in pupil groups and subject elements. It is important to note that the figures in this report are being compared with the national figure for the progress of all pupils which is zero. This school has a weakness in the open element. Looking at the pupil groups it appears that there may be no concern with girls, the issue is only with boys.

Slide 25

Reports such as this which show the same national comparator for each pupil group are not part of the RAISEonline summary report but can be produced by a school from the interactive system.

Progress 8

The purpose of this slide is to emphasise that for those users who only look at the RAISEonline summary report they will generally not find the ‘same’ national comparators in each report as these only exist in the interactive system. In this case a conclusion from the preceding slide that the poor performance in the open element was a consequence of poor boys rather than girls performance would be incorrect. The poor performance is a consequence of both boys and girls making roughly a quarter of a grade less progress in the open element. Exploring other figures between this and the preceding slide will show other interesting features.

Slide 26

Pupil group charts for overall P8 are ranked in descending order and for each of the elements. The national comparator throughout is ‘all pupils’ or zero. The red vertical lines show where the school score is in the top

• r bottom 10% when compared to all schools nationally.

The horizontal grey lines display the ‘confidence interval’ for each progress measure.

Progress data is also shown in graphic form for overall progress 8 and for each of the four elements, English, mathematics, EBacc and open. Governors will need to appreciate that the confidence interval is dependent upon the number of pupils in a pupil group. The fewer the number of pupils the less certain and therefore wider a confidence interval will be (EAL here is 3 pupils) the larger the number of pupils the narrower the confidence interval (all pupils is 172). In the interactive system hovering over a bar gives both the progress score and the number

• f pupils.

Slide 27

Confidence intervals

• School scores should be interpreted alongside their associated confidence

intervals which show the statistical variability for the measure considered.

• A confidence interval has a lower bound and an upper bound which can be 95%

confident contains the actual value of the measure.

• For the default subject report in which the confidence intervals are displayed as

horizontal lines either side of the green dot.

– If the lower (left) bound of the school’s confidence interval is greater than zero it can be interpreted as meaning that the school has achieved greater than average progress compared to all pupils with similar starting points nationally. – Similarly, if the upper (right) bound is below zero, then the school has made less than average progress compared to all pupils nationally. Where a confidence interval overlaps zero, this means that the school’s progress score is not significantly different from the national average.

• The results of schools with small cohorts will have wider confidence intervals.
• Both the progress score and the confidence interval for a school should be taken

into account when comparing with other schools or pupil groups.

• Confidence intervals will be taken into account when determining whether a

school is below the floor standard.

For those governors who need to know a little more about confidence intervals and how to use them in the default report.

Slide 28

Visual examples of confidence intervals compared with the national average of all pupils (set at 0) and how they are interpreted in terms of statistical significance.

Slide 29

Attainment 8

There is a lot of information available in the attainment 8 report. As well as the overall school figures we have information for pupil groups and the elements comprising attainment 8. Additionally we will need to note the national comparators being displayed.

Slide 30

Attainment 8

The overall school figure (45.76) represents performance across 10 qualifications (English and mathematics are counted twice). Note that the national comparators in the summary report do vary.

The national comparators found in the summary report have been chosen to support school inspection. The interactive RAISEonline system allows users to switch the comparators from those specified in the summary report to the ‘same’ national comparator. In the example of the school data being shown we can now see that although the progress

• f pupils was better than similar pupils nationally (0.1), the attainment of pupils is below the

national average (45.76 is below 49.34). We can conclude that the prior attainment of pupils

• n entry to this secondary school was poor and although the pupils have since made slightly

better progress than similar pupils nationally it has not been sufficient to close the KS4 attainment gap seen in this report.

Slide 31

Attainment 8 elements

Four each of the four elements it is useful to recall that the points for English and mathematics points have been doubled because each subject is counted twice. The EBacc and open elements are composed of three qualifications.

Note that attainment in each of the four elements was below the national figure. When considering the size of the difference recall that English and mathematics elements are comprised of two qualifications whilst EBacc and open comprise three.

Slide 32

Attainment 8 comparators

Default report Optional interactive report

The national comparators in the summary report can be changed in the interactive version

• f RAISEonline.

In this example the top attainment 8 table is taken from the summary report. Note that the national comparator offered for SEN pupils is all pupils nationally. The bottom attainment 8 table has had this changed to show the same national comparator for each pupil group and now we can see that the performance of the school’s SEN statemented/EHC pupils is somewhat higher than statemented/EHC pupils nationally.

Slide 33

Questions to ask

Slide 34

Threshold measures

English Baccalaureate A*-C A*-A and A*-G

Slide 35

The English Baccalaureate

• The English Baccalaureate has five subject pillars in

which a pupil must attain 5 points in each

– Mathematics – English (studying both language and literature) – Two science GCSEs (covering physics, chemistry and biology) – Language (modern or ancient) – Humanities (history or geography)

• The percentage of pupils entered is an

accountability measure alongside the percentage

• f pupils that attain the English Baccalaureate

Slide 36

Thresholds

On one report information concerning the percentage of pupils attaining a good grade (C) or above in English and mathematics along with entries and performance in the English Baccalaureate and the five subject pillars is provided for each pupil group.

The percentage of pupils attaining a grade C or above in English and mathematics along with the percentage of pupils entered into and attaining the English Baccalaureate are national school accountability measures. The percentages of pupils attaining each EBacc pillar are either calculated from the whole cohort (for English and mathematics) or from just those enetered (science, languages and humanities). The summary report also includes a further version of this report showing what percentage

• f pupils attain an A/A* in each of the English Baccalaureate pillars. Users of the interactive

system can also see the percentages for A*-G.

Slide 37

Default report Optional interactive report

The summary report only contains the specified default national comparators. At first glance in the top table it appears that SEN pupils are performing particularly poorly. When the interactive system is explored and the national comparator switched to the ‘same’ national comparator we can see more clearly that English is performing somewhat better than mathematics but there are more questions to be asked of the performance of SEN pupils in science and humanities and that only one pupil was entered for languages.

Slide 38

Value added for the English Baccalaureate pillars

VA measures for science, languages and humanities

“how does the overall progress of pupils compare with national progress for children with similar prior attainment?”

Note that we already have progress measures for English and mathematics as these are elements of Progress 8.

Slide 39

EBacc pillar VA

The national VA figure for each subject pillar is set at zero.

Slide 40

Questions to ask

Slide 41

The summary pages

The performance of disadvantaged pupils

Slide 42

Disadvantaged pupils

• Which pupils are they?

– Free school meals in the last 6 years – Children looked after – Children adopted for at least one day

• Why we concerned about this group?

– National underperformance of these pupils compared with the national non disadvantaged pupil group known as ‘other’

• Schools receive a pupil premium to improve the

attainment of these disadvantaged pupils

Slide 43

This summary has four pages and contains a great deal of detail. It is best tackled one part at a time. Note that when a national figure for disadvantaged pupils is displayed this will always be the national figure for the non disadvantaged pupils

Slide 44

Progress and attainment

Slide 45

Progress

Prior attainment band Key stage 2 prior attainment (fine points) Low Average points < 24 Middle 24 <= Average points < 30 High 30 <= Average points

Slide 46

Overall progress

Confidence Interval +/- 172 pupils 44 disadvantaged pupils The progress score of all 44 disadvantaged pupils The progress score of all 172 pupils So the progress score of 172 pupils is between -0.1 to 0.3, this is not statistically different from the national figure of zero So the progress score of 44 pupils is between -0.5 to 0.1, this is not statistically different from the national figure of zero

Slide 47

Progress by prior attainment

Slide 48

Progress by prior attainment

Slide 49

92 middle pupils

Progress by middle prior attainment

The progress score of all 92 pupils Confidence Interval +/- So the progress score of 92 pupils between -0.26 to 0.18, this is not statistically different from the national figure of zero 23 are disadvantaged The progress score of all 23 disadvantaged pupils The progress score of the 23 pupils is between -0.98 to -0.1, this is below the national figure of zero. This is statistically significant but it is not in the bottom 10% National non disadvantaged

Slide 50

25 high pupils

Progress by high prior attainment

The progress score of all 25 pupils is 0.29 Confidence Interval +/- So the progress score of 25 pupils is between -0.13 to 0.72, this is not statistically different from the national figure of zero 2 disadvantaged pupils The progress score of the 2 disadvantaged pupils is 0.30 The progress score of the 2 pupils is between -1.24 to 1.72, this interval is not statistically different from the national figure of zero. This progress score is at the 14th percentile nationally. The progress score of 0.29 is at the 15th percentile of national progress and this rank is displayed

Slide 51

Progress by prior attainment

Slide 52

We left out the shading for some of these cells. What shading should be added?

Progress by prior attainment

Test with correct colours as answers.

Slide 53

Progress and attainment

Slide 54

Slide 55

44 disadvantaged pupils The attainment 8 score of the 44 disadvantaged pupils National non disadvantaged

Overall attainment

The attainment 8 difference between the school disadvantaged and national other

Slide 56

KS4 attainment by prior attainment

Slide 57

23 disadvantaged pupils The attainment 8 score of the 23 disadvantaged pupils National non disadvantaged attainment 8 score of middle prior attainment pupils The attainment 8 difference between the school disadvantaged and national other Overall attainment 8 scores are calculated over 8 subjects (English and maths double weighted) so divided by 10. A difference of -8.67 is therefore -0.9 (1dp) of a grade per qualification -0.86/10. On average each disadvantaged pupil was almost a grade per subject below the national non disadvantaged pupils

Slide 58

Slide 59

Slide 60

Visualising progress

Scatterplots Transition matrices

Slide 61

Progress scatterplots

These focus on displaying the progress pupils have made compared with similar pupils nationally

Slide 62

Key stage 2 prior attainment Progress score from KS2 to KS4 National average is 0 for all the prior attainment starting points

This is the basic structure of a KS2 to 4 progress scatterplot.

Slide 63

The school score is the pupil scores added together then divided by the number of pupils. So ….

• 4

4 2

• 2

2 Pupil scores

• 4 + 4 + -2 + 2 + 2 = 2

Progress score of 2 divided by the total number of pupils (5) 2/5 = 0.4 School score 0.4

This illustrates how a schools progress score is calculated from the individual scores of

• pupils. This example shows a school with 5 pupils and how the progress score is calculated.

Slide 64

Note that 2 of the 174 pupils in this school have no prior attainment at KS2, so the coverage is 99% of all pupils

Scatterplots allow you to see the individual outliers in performance and how the overall results are distributed.

This scatterplot shows each pupils contribution to the overall school progress figure of 0.10. Pupils above the horizontal axis in the top half of the scatterplot have made more progress than pupils of similar prior attainment (shown in the axis as fine levels), whilst those in the bottom half have made less progress. The vertical axis may be interpreted in terms of grades at Key Stage 4 so any pupil at +1/-1 has made one grade more/less progress than similar pupils in each of the 8 qualifications

• counted. Note that if a pupil takes less than 8 qualifications (6 say) then any ‘missing’

qualifications are counted the same as ungraded. Progress scatterplots for English and mathematics are provided in the summary report.

Slide 65

Attainment scatterplots

These focus on displaying the attainment as well as the progress pupils have made compared with similar pupils nationally

Slide 66

The attainment of all 172 pupils

Scatter plots are broken down into the separate elements of A8 as well.

Pupils are plotted as points against the national line. The national line shows how prior attainment and KS4 attainment 8 scores are related. Pupils plotted above the national line are making better progress than similar pupils nationally whilst those below the line are making less.

Slide 67

Beneath each scatterplot in the summary report a table showing the difference in performance between the school disadvantaged and the national other pupils is provided for different prior attainment groups.

Slide 68 English or maths prior attainment only

Overall KS2 prior attainment

National Attainment lines are

• nly defined for overall KS2 prior

attainment

English KS2 prior attainment Maths KS2 prior attainment

The summary report contains a number of scatter plots in which the prior attainment inputs are taken as either English or mathematics rather than both. In these cases there are no national lines.

Slide 69

2016 element national lines for A8

English Mathematics EBacc Open Prior attainment is overall KS2

These are the national lines for pupil attainment in each of the four elements making up attainment 8. These are not part of the summary report but can be found by schools in the interactive system. It is worth spending a little time showing governors how the national attainment of say level 3 and 4 prior attainment lead to quite different outcomes nationally in each of the four

• elements. It will help them to understand that pupils with different prior attainment face

very different challenges when considering the different elements of attainment 8. A reminder may be needed to explain that the points scores for English and mathematics are doubled whilst those for EBacc and open are tripled. Governors should also not overlook the importance of the effect of entries for the lowest prior attainment groups.

Slide 70

Transitions

KS2 English to KS4 English KS2 mathematics to KS4 mathematics

Slide 71

Transition tables

The red box picks out all those pupils who were at level 4c (a low level 4) in English at KS2 in 2011 as an illustration. Five years later 6 of these pupils attained a grade D, 30 a grade C and 3 a grade B. No national comparators are provided as we no longer have any ‘expected progress’ measure. A second English table provides the same information for disadvantaged pupils. This is repeated for mathematics.

Slide 72

Slide 73

Individual qualifications

How did each qualification perform compared with national figures? RAISEonline also provides a number of reports that show the outcomes for all the qualifications taken in the school. These can be either the ‘performance tables approved qualifications’ that are included in the school accountability measures or the ‘non performance tables approved qualifications’ that pupils may take and be awarded although they are not deemed suitable for use in school accountability.

Slide 74

Performance tables approved qualifications Note that significance testing is used to show school results above (green) or below (blue) the national figure. Governors will need to see the complete list of qualifications to appreciate the breadth of the curriculum completed by key stage 4 pupils.

Slide 75

Relative performance indicators

The average point score for the 36 pupils taking ICT The average points score in all other subjects except ICT taken by these 36 pupils The ‘in school’ difference The national difference between ICT and all other qualifications taken by ICT pupils How the school difference compares to the national difference with statistical significance

The relative performance indicator report gives some simple account for how the various subjects within the school compare with each other. It is important to note that the report will tend to show half of the results above average and half below. This is a consequence of the methodology chosen. So if a school is performing very poorly across the board this report will still indicate that a half of the subjects are ‘better’ and if a school is outstanding across the board it will still tend to find half the subjects are ‘worse’.

Slide 76

Non performance tables approved qualifications

Note that short course GCSE qualifications are included. Special schools may find many of the qualifications taken by their pupils listed in this report

Slide 77

Slide 78

Other reports

Destinations Absence & Exclusions Context

Slide 79

Destinations in 2014/15 of 2013/14 KS4 pupils The production of destination measures naturally lags behind that of performance measures for the same cohort as it uses data collected more than a year after pupils have completed Key Stage 4.

Slide 80