Resource Slides Slide 2 Data you need to know Where does the data - - PDF document

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Resource Slides

Slide 2

• Where does the data come from and when is it

released?

• KS2 accountability changes

– New indicators – Expected progress – Floor standards

• Teacher assessments, tests & scaled scores
• New progress measures
• Writing teacher assessment
• Pupils below the expected standard

Data – you need to know

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Data – you need to know

• RAISEonline makes use of the data collected nationally

– From schools through the census – From LAs (KS1, age 6 phonics, EYFS & Destinations) – From the testing agencies (KS2) – From the examination boards (KS4)

• This data is matched together using the Unique Pupil Number (UPN)
• This complex and lengthy process results in the annual addition to the

National Pupil Database (NPD)

• The initial set of data is referred to as the unamended data
• RAISEonline is first released with unamended data

– Primary age 6 phonics, KS1 and KS2 data in October – Secondary KS4 data in November/December

• After the school’s checking exercise a second set of validated data is

produced

• The validated data is used to construct the Performance Tables
• RAISEonline has a second release in the new year with validated data

Slide 4

• The system of national curriculum levels is no longer used

by the government to report end of key stage assessment.

• The previous ‘expected progress’ measure, based on pupils

making at least two levels of progress between key stage 1 and key stage 2, is no longer produced and will not appear in the performance tables or RAISEonline in 2016.

• This measure has been replaced by a value-added
• measure. There is no ‘target’ for the amount of progress an

individual pupil is expected to make.

• Any amount of progress a pupil makes contributes towards

the school’s progress score.

The ‘expected progress’ measure

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Key dates

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When are primary results published?

• 5 July 2016: KS2 test results were made available to

primary schools. Early Statistical Release was published, including high-level attainment figures, e.g. average scaled score.

• Early September 2016: Schools checking exercise opens.

Schools able to see their own provisional progress scores and attainment measures.

• Late October 2016: Full school performance measures data

available to schools in provisional RAISE online.

• December 2016: Revised SFR and school performance

tables website published – 2016 floor standard and coasting definition apply.

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KS2 teacher assessments

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2016 interim teacher assessments Key stage 2 teacher assessment A Not enough information to determine TA HNM Has Not Met (science only) P1i to P8 P scales BLW BeLoW the standard of the tests but above p scales or unable to access the tests PKF Pre Key stage Foundations for the expected standard PKE Pre Key stage Early development of the expected standard PKG Pre Key stage Growing development of the expected standard WTS Working Towards the expected Standard EXS working at the EXpected Standard GDS working at Greater Depth at the expected Standard (KS2 writing

• nly)

KS2 teacher assessments

The Rochford review assessments are included

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KS2 tests

• The KS2 tests consist of:
• English reading

– a reading booklet and associated answer booklet

• English grammar, punctuation and spelling

– Paper 1 short answer questions – Paper 2 spelling

• Mathematics

– Paper 1 arithmetic – Paper 2 reasoning – Paper 3 reasoning

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Scaled scores

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What is a scaled score?

• A pupil’s scaled score is based on their raw score.
• tests each year to the same specification, but because the questions

must be different, the difficulty of tests may vary slightly each year.

• we need to convert the raw scores pupils get in the tests into a scaled

score, to ensure we can make accurate comparisons of pupil performance over time.

• Every scaled score will represent the same level of attainment for a pupil

each year, so a pupil who scores 103, for example, in 2016 will have demonstrated the same attainment as a pupil who scores 103 in 2017.

• A scaled score of 100 will always represent the expected standard on the

test.

• Pupils scoring 100 or more will have met the expected standard on the

test.

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Test Number of marks available in the paper Total number of marks available for the test – highest raw score English reading 50 marks 50 marks English grammar, punctuation and spelling Paper 1: questions 50 marks 70 marks English grammar, punctuation and spelling Paper 2: spelling 20 marks Mathematics Paper 1: arithmetic 40 marks 110 marks Mathematics Paper 2: reasoning 35 marks Mathematics Paper 3: reasoning 35 marks

Calculating raw scores

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Key Stage 2 progress

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Progress measures

New progress measures have been introduced for each

• f reading, writing and mathematics.

These compare the key stage 2 achievements of each pupil to that of all others who had similar results to them at the end of key stage 1. Although there won’t be a progress ‘target’ for individual children, a school’s scores will show whether, on average, their pupils have made more or less progress between key stage 1 and key stage 2 than

• ther pupils nationally with similar starting points.

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• The new progress measures aim to capture the

progress that pupils make from the end of key stage 1 to the end of primary school.

• They are a type of value added measure, which

means that pupils’ results are compared to the actual achievements of other pupils nationally with similar prior attainment.

• This type of progress measure rewards schools for

making progress with all of their pupils, whether they are low, middle or high attainers.

• Any increase in attainment achieved by each pupil

will be reflected in the school’s progress scores.

Progress measures

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• This new measure is a school-level accountability
• measure. Progress is calculated for individual

pupils solely in order to calculate the school’s

• verall progress scores.
• Schools should continue to focus on improving the

attainment of all their pupils and report on their attainment and progress to parents

Progress measures

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• A school’s progress scores in English reading,

English writing and mathematics will be calculated as the average of its pupils’ progress scores.

• These scores will give an indication of whether, as

a group, pupils in the school made above or below average progress in a subject compared with pupils with similar starting points in other schools.

• The school level scores will be used to judge

whether a school has met the progress element of the floor standard

Progress measures

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Key stage 1 prior attainment groupings

• To calculate progress scores, pupils will be

allocated into prior attainment groupings with all

• ther pupils nationally with similar key stage 1

attainment.

• In 2016, pupils’ prior attainment is based on their

teacher assessments at the end of key stage 1. (2012 KS1)

• Individual key stage 1 subject teacher

assessments are converted into points.

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Key stage 1 prior attainment groupings

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• A pupil’s key stage 1 point scores for English reading,

English writing and mathematics will then be combined to give them a key stage 1 average point score (APS).

• The average point score is weighted 50:50 for English

and mathematics, as this provides a strong correlation to key stage 2 results in all three subjects

• reading, writing and mathematics.
• This is done by working out an average score for

English (reading and writing) and giving this equal weight alongside mathematics.

Key stage 1 prior attainment groupings

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Key stage 1 prior attainment groupings

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• Pupils stay in the same prior attainment group,

which is based on their average point score at key stage 1, when we calculate their separate progress scores in English reading, English writing and mathematics.

• RAISEonline also includes separate subject inputs

to scatter plots

Key stage 1 prior attainment groupings

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A school’s progress score, for a subject, is the mean average of its pupils’ progress scores in that subject.

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• A school’s progress scores for English reading, English

writing and mathematics are calculated as its pupils’ average progress scores.

• A score of 0 means pupils in this school, on average, do

about as well at key stage 2 as those with similar prior attainment nationally.

• A positive score means pupils in this school on average do

better at key stage 2 than those with similar prior attainment nationally.

• A negative score means pupils in this school on average do

worse at key stage 2 than those with similar prior attainment nationally. A negative score will not necessarily mean a school is below the floor.

School Progress measures

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• For example, a school with a mathematics progress

score of +3 would mean that, on average, pupils in this school achieved 3 scaled score points higher in the key stage 2 mathematics test than other pupils with similar prior attainment nationally.

• A negative reading score does not mean that pupils

did not make any progress between key stages 1 and

• 2. A negative score means that they made less

progress than other pupils nationally with similar prior attainment.

School Progress measures

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Writing TA

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English writing teacher assessment

• In 2016, key stage 2 English writing results are

reported as teacher assessments. Most pupils are assessed against the interim framework for teacher assessment, which puts pupils into one of three categories.

• Pupils are allocated nominal points, based on their

key stage 2 writing teacher assessment, which is used in the progress calculation. This is done only in

• rder to calculate a school’s progress scores.
• Pupils receive their teacher assessment as their key

stage 2 outcome and no pupil will receive our nominal point score as their key stage 2 outcome.

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English writing teacher assessment

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Pupils below the level of the test

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Pupils below the standard of the test/assessment

• A small percentage of the key stage 2 pupil population did not complete

the relevant key stage 2 programme of study when they are aged 11.

• These pupils are working below the standard of both the national

curriculum tests and the interim teacher assessment framework for the particular subject.

• In 2016, these pupils will are assessed against the interim pre-key stage

standards in English reading, English writing and mathematics at key stage 2 as recommended by the Rochford Review.

• It is important that schools are held to account and given recognition for

the progress made by all of their pupils.

• We intend to reflect the progress made by pupils who are below the

standard of the test, or assessment at key stage 2, within the new headline progress measures.

• We will confirm our exact approach to recognising the progress of these

pupils after the first set of assessments have been completed.

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Pupils in particular circumstances

• Schools continue to be able to request that a pupil’s results be omitted from

performance measures, both in terms of attainment and progress measures, through the annual performance tables data checking exercise, in certain circumstances.

• There are also a number of circumstances where a pupil’s results would not be

included in the progress measures, but would be included in the attainment measure as ‘not meeting’ the expected standard.

• These include:

– pupils who are working at the standard of the tests, but who have no test data in reading or mathematics, e.g. due to absences – pupils who are working at the standard of the test and are entered into the test, but gain too few marks to be allocated a scaled score

• Where pupils have moved schools between key stage 1 and key stage 2, we will

retrieve their key stage 1 data and include them in the progress calculation for their current school.

• Where pupils have no key stage 1 data, their results are not included in the

school’s progress measures, but are included in the attainment measures.

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KS2 distribution of scores

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Distribution of KS1 to 2 progress scores

resource

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Dashboard

• Schools, governors and inspectors also have

access to Ofsted’s Inspection dashboard, which summarises key information from RAISEonline and lists strengths and weaknesses.

Slide 40

• In addition to the RAISEonline summary report a

shorter inspection dashboard is also available

• The inspection dashboard uses the same data as

RAISEonline but presents this in a more compact form

• The inspection dashboard is intended to inform

shorter inspections

• Where additional detail is needed the RAISEonline

summary report includes this and is used alongside the inspection dashboard

Inspection dashboard

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Inspection dashboard

The inspection dashboard also interprets a number of the analyses it contains and turns these into strengths and weaknesses for the school. The details of how this is done can be found in the RAISEonline library

Note that the statement about floor standards will refer to 2015 until Dec 2016