Aspiring Heads

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Aspiring Heads

Phillip Lewis Development Manager
RAISE Full Report Training
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Introduction and Aims to Session

• Who are am?
• Gain understanding of Full Report
• What do I need to know as a Governor?
• Help to ask questions regarding achievement and
  standards
• Be prepared for Ofsted concerning standards

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Contents Page

• Contextual Information - Provides background to
  the school
• Progress measures - Current focus of DCSF and
  Ofsted
• Attainment Measures Thresholds and Floor
  Targets
• Indicative School Targets Crude tool to
  measure aspiration

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Table 1.1 Basic Characteristics of your
school Table 1.2 Basic characteristics by
National Curriculum year group

• Provides comparison to national
• Provides context when viewing attainment
• Provides characteristics concerning individual
  year groups to allow for early
  identification of potential issues
• Ethnicity breakdown
• 2001 Census Information regarding ward
  information

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Table 1.5 The prior attainment of pupils in Key
Stage 2, 3 or 4

• Carefully work out the relevant year group
• Are there any peaks or troughs on the graph
• Compare the graphs against national
• Compare graphs against each other
• Remember Table 1.2 providing boy/girl ratio
• You should now be aware of any potential issues
  concerning differences in cohorts NB Primary be
  aware of cohort size.

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Table 2.1.1 Contextual Value Added Key Stage 2
to 4 Overall and Subjects

• Model that measures progress between different
  Key Stages
• Uses School Census variables (e.g. SEN,
  Ethnicity, etc) to contextualize the model
• What does Confidence Interval mean?
• Significance
• Percentile Rank
• What does coverage mean?

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Contextual Value Added Key Stage 2 to 4 against
Relative Attainment at Key Stage 4 Overall

• Graphic presentation of tabular information
• Shows last 3 years to show trend
• Shows latest plot for English and Maths (Key
  stage 2 and 3 also Science)
• Relative Attainment (x-axis)
• CVA (y-axis)
• So what does it mean?

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Table 2.1.7 Contextual Value Added Key Stage 2
to 4 against Relative Attainment at Key Stage 4
Overall and subjects

• Tabular information of Plots
• Relative Attainment
• Confidence and Significance methodology as
  previous

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Contextual Value Added Key Stage 2 to 4 Overall

• S- shaped graphs
• Shows last 3 years to show trend
• Shows latest plot for English and Maths (Key
  stage 2 and 3 also Science)
• Very limited Information
• Does not show significance

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Contextual Value Added Key Stage 2 to 4 Overall
by pupil groups/Ethnicities

• Contextual Value added by Pupil Group and
  ethnicity
• Confidence Interval Graph
• Confidence Interval Table
• Confidence Interval and Significance same as
  previous
• Very helpful to provide fuller picture
• Assists in asking more specific and relevant
  questions
• Be careful of cohort size

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Chart 2.1.17 Contextual Value Added Key Stage 2
to 4 Overall, predicted versus actual for pupils

• Expected v Actual
• Percentile Lines
• Look at spread of data points (Read graph left
  to right, Read graph bottom)
• Look for groups of pupils
• Compare boys v girls

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Pupil Progress charts

• Focus on pupils not meeting the threshold (KS3
  focus on Level 4 or below, KS4 Grade D or below)
• Be careful of what this actually shows
• Regressed
• Stuck
• Slow Moving
• Making Good Progress
• A, D or no KS2?
• Summary Table

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Attainment, Average Points Score at Key Stage 3
Overall and by subject

• Graphs showing trend
• What does core mean?
• Tabular format more informative
• National figures
• Difference to national
• Significance
• Arrows show if attainment significantly
  different to previous year

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Chart 3.1.6 and Table 3.1.7 Percentage of pupils
attaining or surpassing each level at Key Stage 3
by subject

• Cumulative distribution
• School v National
• Difference
• Significance
• Allows comparison of core subjects at Key Stage
  3
• Allows comparison of Capped APS and APS at Key
  Stage 4

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Chart 3.1.8 and Table 3.1.9 Attainment, Average
Points Score at Key Stage 3 Overall and by
subject by pupil groups

• Core subjects APS
• School v National
• School Census Indicators
• Look for differences
• No significance identified
• Careful with small cohorts

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Table 3.2.22 Attainment, Summary of full GCSE
results for all pupils

• Number of Entries
• Entries as age of cohort
• Thresholds
• By subject
• Significance
• By gender
• School summary v National

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Table 3.2.25 Attainment, Relative Performance
Indicators for full GCSEs, all pupil

• Number of Entries
• School Average for subject (1)
• Average in all other subjects (2)
• School Difference (1) (2)(3)
• National Difference (4)
• Relative Performance Indicator (3) (4)
• School summary v National
• Please note that schools receive a report from
  EPAS that is more statistically accurate as takes
  account of difference of individual students.
  Report titled PR2 and is in Key Stage 4 School
  Report

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Table 4.1 Indicative school targets

• Used as part of target setting dialogue
• Crude tool as not pupil specific
• Used as a audit tool by DCSF
• No data for Key Stage 4 two levels progress
• Schools have far more sophisticated information
  for target setting agenda
• May be used by Ofsted in future as guide for
  aspiration of the school