Analyse School Performance (ASP) - PowerPoint Presentation

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Analyse School Performance (ASP)Question Level Analysis (QLA) Inspection Data Summary Report (IDSR)Training for school leaders and governors

To login to

wifi

in this room:

Username: 2427-SICT-GUEST

Password: riverside2427

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Agenda:

A brief overview of evaluating pupil and school performanceA brief narrative on governor role in data analysisAn introduction to and use of Analysing School Performance (ASP) including question level analysisAn overview of the RAISE replacement – the Inspection Data Summary Report (IDSR)Follow up work for governors, senior and middle leaders

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“Data is a signpost not a destination.”

Amanda Spielman,

Chief Inspector of Schools

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The Governance Handbook says the governing board must have access to "objective, high quality and timely data" in order to hold the school leadership to account.What does this mean in practical terms…..….for sharing data – raw and processed….for access to data streams….for sharing processed/evaluative narrative….for in-year tracking and data sharing

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Questions to ask:

How does our attainment and progress compare to the national averages?Did we meet the floor standard? What about the coasting standard? What is our 3 year coasting position?Are there any gaps in specific groups of pupils? (For example, those with English as an additional language or special educational needs)Are our results what you were expecting? If not, why not? How are you addressing this?Are pupils making at least the progress expected year-on-year as they move through the school? If not, is there a link with the quality of teaching in different subjects and/or year groups?

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Interrogating data:

How much detail should Governors expect in the answers from the headteacher and SLT when the governing board questions them about the school's data.Governors should expect to hear:Reasons for any disparity in attainment between groups of pupilsDetails of what the school is doing to address any issuesIMPACT of those measures including on in-year/in-school dataThe answers should be detailed and specific. For example, if governors ask why attainment in mathematics has dropped, they should not be satisfied with simply being told that it was just one pupil who brought the average down. They should ask for details of what happened with this particular pupil, and why he/she did not achieve as expected.Governors should not be afraid of asking the headteacher for more details, or for clarification on anything confusing. It is the responsibility of the governing board to hold the headteacher to account, and good headteachers will welcome the challenge as long as it is constructive.

An understanding of what data is available and how it can be used will aid all school leaders and governors to have an informed an appropriately challenging discussion.

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A few don’ts:

Governors should remain strategic – even if they know who is involved they should not discuss named individualsIndividual pupils should not be named in reportsGovernors should not be able to access ASP to pupil level or take part in named pupil level question analysis

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Sources of data:

Schools own tracking information across all year groupspreferably at least termlyincludes relevant groups of pupilsincludes attendance and exclusionsIncludes evaluative commentaryExternalASPLA record of visit table; similar from MAT/TSA teamsLA School Profile Interactive reports on Perspective Lite DfE 8 accredited suppliers eg Fischer Family TrustDfE School Performance Tables

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Comparing RAISE v ASP v IDSR v Provider:

RAISE

ASP

IDSR

FFT

Single year: analyse results & progress

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3 year trend: analyse results/progress from 2014 to 2017

X

X

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Pupil group filtering for all reports/analyses

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X

X

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Pupil progress: value-added (VA) using DFE

(where available)

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Pupil progress: contextual value-added (CVA)

X

X

X

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Statistical significance for all performance indicators

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X

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Percentile rank for all performance indicators

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X

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Disadvantaged pupils report

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Pupil scatterplots

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Pupil-level data: results and VA progress

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X

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Edit pupils: remove pupils and create custom groups

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X

X

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School context: current pupils (school-level)

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School context: current pupils (pupil-level)

X

X

X

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Create groups of schools to collaborate and share data

X

X

X

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Analyse School Performance

This is a new toolIt replaces RAISE onlineIt provides a single year of data i.e. 2017 outcomesThere are various levels of access which can be set up, but it is for SCHOOLS to set this up, not the LA or individual member of staff/governor:Governor log-in for static tablesAnonymous log-in allows filter so they can’t see named pupilsNamed log-in for staffGovernors may prefer to ask the school for summary report and for screen prints of filtered data

ASP

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Logging in to ASP - 1

Click on Login

Web site address is: https://sa.education.gov.uk/idp/Authn/UserPassword

ASP

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Logging in to ASP - 2

Make sure you tick the box

After the first log in you will have to log in a second time!

Click and then repeat log in

ASP

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Opening Screen and side tabs:

ASP

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DRAFT ONLY

ASP

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ASP Reports

ASP

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ASP

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Tables

ASP

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ASP

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Filters

ASP

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Filters

contd

:

ASP

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ASP

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Pupil Breakdown – Progress Scores

ASP

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Boy/Girl

ASP

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Pupil Breakdown – attainment scores

ASP

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ASP KS2

ASP

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ASP KS2

ASP

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ASP KS2

ASP

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ASP KS2 disadvantaged

ASP

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ASP KS1/phonics

ASP

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ASP KS1/phonics

ASP

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Phonics

ASP

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ASP EYFSP

ASP

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ASP EYFSP

ASP

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Question Level Analysis

ASP QLA

QLA

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QLA

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The new INSPECTION DATA SUMMARY REPORT(read alongside the IDSR general guidance)

IDSR

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What is in the IDSR?

The IDSR contains data for context, trends over time, progress and attainment. It presents progress data from the main starting points. The disadvantaged group is also shown.Inspectors should not report separately on small numbers (typically fewer than five) where individual pupils could be identified. Progress and attainment figures based on 10 or fewer pupils are displayed in grey throughout the report.Averages and percentages for small cohorts are more affected by the performance of individual pupils. In order to inform areas to investigate on inspection, inspectors should look at:  How cohorts have performed across time to see if there has been a consistent trend.  The distribution of scores within a cohort, using the scatterplots in the IDSR. This includes identifying whether all pupils in the cohort were above or below similar pupils nationally.No one data measure should lead to an overall judgement; these will inform areas to investigate on inspection. Therefore single measures, particularly about small cohorts, should only be commented on in the context of a range of measures and information.

IDSR

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Front Page - Overview

IDSR

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Areas To Investigate

IDSR

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Areas to investigate contd:

The areas to investigate are shown on the front page of the IDSR. These replace the previous strengths and weaknesses. They are calculated based on the latest three years of data. Most of the areas to investigate are calculated based on only the latest year of data shown in the IDSR. Some are calculated using the latest three years to show any trends. The sentences are shown on a single page at the beginning of the IDSR.

The areas to investigate may indicate what inspectors may need to study on inspection. They can show: when schools are performing better or worse, consistencies across subjects, and how particular groups or subjects in a school are performing.

The areas to investigate are based on statements related to historic data in the grade descriptors and handbook. It is possible that there will be no areas to investigate flagged for a school.

Some sentences are customised to specify only the subjects and groups that match the school’s data.

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Summary KS 2 Performance

School information

2017 Accountability Standards

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Although it was below the Coasting measures in 2016 it is not ‘Coasting’ because it has not been below for three consecutive years.

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IDSR

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School Context - Overview

IDSR

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Year Group and Prior Attainment Overview

IDSR

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Key Stage 2 Absence and PA

IDSR

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Trends over time

Dotted line denotes a change in methodology or calculations and therefore can not compare one year with another directly. But, can consider trend to national.

The number is the percentile ranking

Red border indicates significantly below the national value.

2015 quintiles and percentile are based on value added measures.

2016 and 2017 quintiles and percentiles based on progress measures.

Cohort number shown in brackets.

IDSR

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Overview - KS2 Reading Progress

IDSR

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Reading Attainment

IDSR

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English grammar, punctuation and spelling (EGPS)

IDSR

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Science

IDSR

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Key stage 1: Reading

IDSR

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KS1 - Phonics

IDSR

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EYFS Profile

IDSR

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Time to look through, discuss, questions

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Summary:

ASP

QLA – further training for middle leaders will follow within STAR

IDSR – personal analysis and ensure build into SEF/SIP

As governors – use of data strategically to check on and challenge performance and to track whether improvement plans are having impact

As leaders – to probe into detail to fine tune and examine in order to be specific around what needs to improve and build into planning, BUT, to always check that plans impact on pupils in school and that the current and relevant issues are in plan

Use of tools such as ‘ready reckoner’ and FFT to ensure predicted outcomes for current year build and improve