Transcript Performance Data for Governors

Data – a focus on
vulnerable groups and
how governors can
use data to positively
challenge
Directorate Support Team
(Data & Statistics)
Cornwall Council
Introduction
 Data
& the Governors role
 Key Questions for data (Governors)
 Data Types and Sources
 “Outstanding”
Supporting and Challenging –
Data & the Governors role
 Understand
the strengths and weaknesses of
the school
 School improvement and development
planning
 Ofsted inspection
 Performance management
 Setting the strategic vision for the school
“Understanding
“The best governing
data ... requires
bodies know
governors,
exactly
first
and how
foremost,
well their
to access
pupils perform
robust, objective
across the
data
which
curriculum
they canand
use whether
to ask challenging
they are making
questions”
sufficient
progress
in relation
tohelps
similar
“Governors
need
information
that
them
schools”
compare
their school to other schools”
Sir Michael Wilshaw (HMCI, Ofsted)
“ … accessing the data is one thing.
Understanding it and having the confidence to
act on it is quite another”
Lord Nash (Parliamentary Under Secretary of State for Schools)
Key Questions for Governors







How might the context of our school affect our
performance?
How does pupil attendance compare to the national
average?
How does attainment and pupil progress at my school
compare to the national average (and the government
floor standards)?
How are we performing in different subjects?
Do we have any under-performing groups of pupils or
groups who are excelling?
Are there wide gaps in attainment between some
groups of pupils? Can we show they are narrowing?
What are the strengths and weaknesses of your school?
2014 Floor Standards
PRIMARY
 fewer than 65% of pupils at the end of key stage 2 (KS2) achieved
level 4 or above in Reading, Writing and Maths

The percentage of pupils at the end of KS2 making expected
progress in Reading AND writing AND maths is below the 2014
National median.
SECONDARY

Fewer than 40% of pupils achieve five or more GCSEs at grade A*-C
or equivalent, including GCSEs in both English and mathematics
The school has a below median score for the percentage of pupils
making expected progress between key stage 2 and key stage 4 in
English AND Maths

Progress 8 opt in 2015. 2015/16 Floor Standards based entirely on the
new accountability framework.

Types of Performance Data
Attainment Indicators:
 the proportion of pupils that meet a particular standard or
threshold
 the average attainment of pupils (average points scores or
APS)
Progress Indicators:
 expected progress and more than expected progress
(KS1-2, KS2-4)
 Value Added (VA) – aggregated progress in relation to the
progress of all pupils nationally with similar prior attainment.
The RAISEonline report uses all four types of performance indicator. Each
indicator type answers a different question about school outcomes and no single
indicator in isolation gives you a complete understanding of school performance.
Sources of Performance Data
In-school tracking
Data Dashboard
 The
Data Dashboard provides a snapshot
of performance in a school.
 Provides simple attainment and progress
data over 3 years and compares to
“similar” schools.
 Includes attendance and school context
snapshot.
 Groups: Only provides data for
“disadvantaged pupils”
 OFSTED recommend that the Data
Dashboards should be used as a starting
point.
http://dashboard.ofsted.gov.uk
RAISEonline
 Provided
by OFSTED to all schools and
Local Authorities



Primary: Includes Key Stage 1 and 2 attainment
and progress from KS1 to 2, with value added
performance comparisons between schools
nationally – indicates where performance is
significantly above or below national.
Secondary: Includes Key Stage 4 attainment and
progress from KS2 to 4, with value added
performance comparisons between schools
nationally. Also now includes “first and best” and
non-performance table qualification outcomes.
Includes data for groups such as “disadvantaged”
pupils, SEN, boys, girls and more.
How might
the
context
of our
school
affect our
performance?
How does
pupil
attendance
compare to
the national
average?
How does
pupil
attainment
at my school
compare to
the national
average (and
the government
floor standards)?
Attainment at Key Stage 2
Attainment at Key Stage 4
How does progress at my school compare to the
national average (and the government floor standards)?
Expected Progress - Groups
RAISEonline – Value Added

Value added (VA) compares the progress made by individual pupils
in your school with pupils with similar prior attainment nationally.
These value added comparisons for individual pupils are then
aggregated together to provide an overall score for a school or a
group of pupils within a school.

A VA score of 100 /1000 indicates that the progress of pupils overall
is in line with the national average. A higher VA score shows that
progress overall is above the national average. A lower VA score
shows that progress overall is below the national average.

If progress overall is significantly above or below the national
average, this is highlighted in green (above average) or blue (below
average).

Key Stage 1 to Key Stage 2 value added is most useful when
answering the question ‘How does the overall progress of our pupils
compare with progress for pupils with similar prior attainment
nationally?’
Value Added Progress - Groups
Key Stage 4: Progress 8



Opt-in from 2015, standard from 2016
All full-course GCSEs count towards the Progress 8
measure, along with approved, high-value
qualifications.
From 2016, the floor standard will be based on schools’
results on the Progress 8 measure.
Scatter Plots
FFT Aspire









Governor Dashboards (Primary and
Secondary)
Visual layout includes fuel gauges
Attainment and progress
Relative Strengths and weaknesses (includes
groups)
Performance Summary
Subject Performance
Achievement over 3 Years
Pupil Context
School Absence
What’s Included?
•
•
•
•
•
•
•
EYFSP Analysis
KS1 – Year 4 – KS2 Analysis (listings, scatter
plots, levels to levels)
Desk Top Monitoring (DTM), CSIT Monitoring
FFT estimates and dashboards & RAISEonline
summaries
KS4 Analysis (and KS2-4 Data)
Population Forecasts & Deprivation Analysis
One stop shop for a wide range of school
data
Vulnerable Groups KS1-2
40.1%
15.2
13.6
15.7
15.7
14.8
21.9
19.7
21.6
21.1
28.6
27.1
27.3
28.9
28.5
(6.3)
Females
2521
57.4%
16.5
15.2
15.7
15.5
15.8
23.1
21.4
21.2
21.9
4178
58.2%
17.1
15.5
16.7
16.4
16.4
23.8
21.8
22.4
22.7
29.5
28.8
28.9
28.4
28.5
School Action Plus (P), School Action (A)
SEN Without a Statement -
School Action
(A) or School Action Plus (P)
1090
11.8%
10.9
9.8
11.8
12.6
10.9
17.0
15.4
17.3
16.6
30.3
29.3
29.6
29.9
29.6
13.8%
11.5
10.3
12.4
13.3
11.4
17.6
16.0
17.9
17.2
24.3
22.5
22.0
24.0
24.3
463
SEN: School Action (A)
627
9.5%
9.9
8.7
10.6
11.4
9.7
15.8
14.1
16.2
15.4
25.0
23.7
22.5
24.8
25.5
11.7
10.7
12.7
13.5
11.7
17.8
16.3
18.1
17.4
22.8
20.3
21.0
22.7
22.5
302
14.5%
11.1
9.7
11.9
13.0
10.9
17.1
15.4
17.6
16.7
25.4
24.1
22.8
25.0
25.6
161
English as an Additional Language (EAL)
101
0.7%
7.7
6.7
8.2
8.5
7.5
13.0
11.4
13.3
12.6
24.2
22.7
21.9
24.2
25.3
13.5
12.4
14.3
14.3
13.4
20.4
19.0
20.9
20.1
(6.7)
49.0%
33.3%
46.5%
38.1%
22.1%
67%
50%
33%
52%
42%
24%
28.4
87.0%
79.8%
67.5%
85.1%
73.9%
62.7%
45.2%
25.9%
40.7%
40.8%
19.4%
91.0%
89.7%
78.5%
85.1%
80.6%
67.5%
53.1%
41.3%
52.8%
35.2%
25.0%
96.5%
95.2%
84.2%
93.3%
89.0%
76.8%
57.8%
40.6%
55.7%
45.5%
27.0%
59.7%
43.7%
29.4%
53.7%
31.5%
19.9%
15.3%
5.1%
11.0%
9.6%
3.1%
64.9%
47.6%
31.0%
58.8%
34.1%
21.4%
16.4%
5.6%
11.4%
9.9%
3.4%
46.7%
33.0%
25.1%
42.1%
25.7%
18.4%
16.0%
5.6%
10.8%
9.3%
3.2%
69.4%
51.5%
32.5%
62.2%
35.7%
21.1%
14.8%
4.8%
11.2%
9.9%
3.0%
55.6%
39.4%
27.8%
51.7%
30.8%
22.2%
19.5%
7.3%
11.9%
9.9%
4.3%
29.8%
21.1%
19.9%
24.2%
16.1%
11.2%
9.3%
2.5%
8.7%
8.1%
1.2%
76.2%
71.3%
58.4%
81.2%
64.4%
56.4%
38.6%
26.7%
38.6%
44.6%
21.8%
28.8
29.8
23.8
24.5
21.9
24.9
23.8
(7.1)
[12.9]
20.0
15.5
19.3
19.7
17.2
(5.1)
30.4%
65.0%
79%
(7.5)
[13.2]
(5.8)
SEN: Statement Maintained by the LA
(S)
77.2%
86%
(6.5)
[12.2]
(5.7)
SEN: School Action Plus (P)
85.2%
77%
(7.3)
[13.1]
(5.7)
13.4%
72.9%
86%
(7.2)
[12.9]
(5.8)
SEN School Action Plus (P) or Statement
(S)
84.6%
89%
(7.1)
[13.4]
(5.7)
929
88.9%
(7.1)
[13.3]
(6.9)
[13]
(6.3)
Any Special Educational Needs - SEN Statement (S),
28.6
(7.3)
[13.6]
(6.1)
Non Special Educational Needs (N)
Reading, Writing TA
& Maths
2750
Maths
Males
Grammar,
Punctuation &
Spelling (GPS)
28.5
Writing TA
28.7
Reading
28.0
Level 4B+ in
Reading & Maths &
4+ in Writing TA
27.9
Reading, Writing TA
& Maths
29.0
(6.2)
Maths
21.5
Grammar,
Punctuation &
Spelling (GPS)
21.4
% Level 5+
Writing TA
20.5
% 4B+
Reading
22.5
% Level 4+
KS2 APS Progress
from (Y4) & {KS1}
15.3
Maths
Writing
15.6
Science TA
Reading
15.7
Writing TA
KS1 APS
14.3
(National Provisional KS2 2014)
Grammar, Punctuation &
Spelling (GPS)
Science
15.8
Reading
Maths
48.8%
Maths
Writing
5271
KS2 Average Point Scores
Y4 APS (Progress
from KS1)
Reading
All Pupils (Provisional KS2 Data)
Number of Pupils
Groups
Optional Year 4
Assessments 2012
2008 EYFSP 'Good
Level of
Development'
Key Stage 1 Teacher
Assessments 2010
18.7
(6.1)
[11.2]
27.2
26.6
26.4
28.7
27.2
27.8
(7.7)
[14.4]
EPAS Analysis (corestats)
Gaps Exercise
Key Stage 2: Year 6:
Attainment - Level 4+ in English
Attainment - Level 4+ in mathematics
Average points score – English
Average points score – reading
Average points score – writing
Average points score – mathematics
Achievement – expected progress in English
Achievement – more than expected progress in English
Achievement – expected progress in mathematics
Achievement – more than expected progress in
mathematics
Attendance
Where are the gaps in Year 6 and 11?
2013 gap
FSM/non
FSM
2014 gap
FSM/ non
FSM
2015
predicted
outcome for
FSM
2015
predicted
outcome for
non FSM
2015
predicted
gap
Comments/
contextual
information
Governance – Outstanding
Schools


Both Ofsted and the Department for
Education (DfE) have made it absolutely clear
in recent years that school governors play a
pivotal role in providing support and
challenge to school leaders. To do this
effectively, governors must have access to
good quality, timely data to be able to ask
challenging questions and get the answers to
their questions.
Governors are responsible for monitoring the
impact of the pupil premium and Ofsted pay
particular attention to how schools are using
the pupil premium funding and the impact
that this is having on pupil results.
OFSTED: Grade 1 – Outstanding: Primary





Governors are highly ambitious for the school and are fully aware of how
good it can become. Their very accurate analysis of school and national
assessment data gives them a clear picture of the school’s progress.
Governors keep up to date through regular training and have the
necessary skills to compare the school’s performance with that of others.
They have ensured that any underperformance has been rigorously
tackled; they continue to monitor the progress of pupils very closely.
Governors rigorously hold senior leaders to account. They ask, for example,
what is done about developing literacy levels for the least able.
Governors use data successfully to check on progress made by year groups
and individual pupils and the quality of teaching. Governors’ notes and
records show that they use challenging questions to hold the school to
account for its effectiveness.
Governors ensure that the academy makes excellent use of extra funding,
such as the pupil premium and the additional school sports funding, and
monitor their impact well.
OFSTED: Grade 1 – Outstanding: Secondary




Governors are very clear about the college’s strengths and areas for
improvement. They ask astute questions of both senior and middle
leaders about performance and outcomes, as clearly evidenced in the
minutes of their meetings. For example, they have previously requested
a review of pupil premium spending and its impact and recently a
review of mathematics.
Governors understand the college’s and national comparative
performance data and what it means.
Members of the governing body are highly skilled and knowledgeable
about the college, including how well the college is doing and the
impact the quality of teaching has on standards of achievement. They
are fully committed to the college’s vision to be outstanding and
provide strong challenge and effective support for leaders at all levels.
Governors are fully involved in planning the use of the pupil premium
and know that the achievement of eligible students is improving rapidly.
Drop In Slots: Friday 27th March
01872 32 7811
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www.cornwall.gov.uk/csfdata