vulnerable groups and how governors can use data to positively challenge Directorate Support Team Data amp Statistics Cornwall Council Introduction Data amp the Governors role Key Questions for ID: 297808
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Slide1
Data – a focus on vulnerable groups and how governors can use data to positively challenge
Directorate Support Team (Data & Statistics)
Cornwall CouncilSlide2
Introduction
Data & the Governors role
Key
Questions for
data (Governors)
Data
Types and Sources
“Outstanding”Slide3
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 schoolSlide4
“The best governing bodies know exactly how well their pupils perform across the curriculum and whether
they are
making sufficient progress in relation to
similar schools”
Sir Michael Wilshaw (HMCI, Ofsted)
“Understanding data ... requires governors, first
and foremost
, to access robust, objective data which they
can use
to ask challenging questions
”
“Governors need information that helps them
compare their
school to other schools”
“
… 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)Slide5
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
?Slide6
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.Slide7
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.Slide8
Sources of Performance Data
In-school trackingSlide9
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.ukSlide10
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”
p
upils, SEN, boys, girls and more.Slide11
How might the context of our school affect our performance?Slide12
How does pupil attendance compare to the national average?Slide13
How does pupil attainment at my school compare to the national average
(and the government floor standards)?Slide14
Attainment at Key Stage 2 Slide15
Attainment at Key Stage 4Slide16
How does
progress
at my school compare to the national average
(and the government floor standards)?Slide17
Expected Progress - GroupsSlide18
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?’Slide19
Value Added Progress - GroupsSlide20
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. Slide21
Scatter PlotsSlide22
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 AbsenceSlide23Slide24
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 dataSlide25Slide26Slide27
Vulnerable Groups KS1-2
Key Stage 1 Teacher Assessments 2010
Optional Year 4 Assessments 2012
KS2 Average Point Scores
% Level 4+
% 4B+
% Level 5+
Groups
Number of Pupils
2008 EYFSP 'Good Level of Development'
Reading
Writing
Maths
Science
KS1 APS
Reading
Writing
Maths
Y4 APS
(Progress from KS1)
Reading
Writing TA
Grammar, Punctuation & Spelling (GPS)
Maths
Science TA
KS2 APS
Progress from (Y4) & {KS1}
Reading
Writing TA
Grammar, Punctuation & Spelling (GPS)
Maths
Reading, Writing TA & Maths
Level 4B+ in Reading & Maths & 4+ in Writing TA
Reading
Writing TA
Grammar, Punctuation & Spelling (GPS)
Maths
Reading, Writing TA & Maths
All Pupils (Provisional KS2 Data)
5271
48.8%
15.8
14.3
15.7
15.6
15.3
22.5
20.5
21.4
21.5
29.0
27.9
28.0
28.7
28.5
28.6
88.9%
84.6%
72.9%
85.2%
77.2%
65.0%
49.0%
33.3%
46.5%
38.1%
22.1%
(National Provisional KS2 2014)
(6.2)
(7.1) [13.3]
89%
86%
77%
86%
79%
67%
50%
33%
52%
42%
24%
Males
2750
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
28.4
87.0%
79.8%
67.5%
85.1%
73.9%
62.7%
45.2%
25.9%
40.7%
40.8%
19.4%
(6.3)
(7.3) [13.6]
Females
2521
57.4%
16.5
15.2
15.7
15.5
15.8
23.1
21.4
21.2
21.9
29.5
28.8
28.9
28.4
28.5
28.8
91.0%
89.7%
78.5%
85.1%
80.6%
67.5%
53.1%
41.3%
52.8%
35.2%
25.0%
(6.1)
(6.9) [13]
Non Special Educational Needs (N)
4178
58.2%
17.1
15.5
16.7
16.4
16.4
23.8
21.8
22.4
22.7
30.3
29.3
29.6
29.9
29.6
29.8
96.5%
95.2%
84.2%
93.3%
89.0%
76.8%
57.8%
40.6%
55.7%
45.5%
27.0%
(6.3)
(7.1) [13.4]
Any Special Educational Needs
- SEN Statement (S), School Action Plus (P), School Action (A)
1090
11.8%
10.9
9.8
11.8
12.6
10.9
17.0
15.4
17.3
16.6
24.3
22.5
22.0
24.0
24.3
23.8
59.7%
43.7%
29.4%
53.7%
31.5%
19.9%
15.3%
5.1%
11.0%
9.6%
3.1%
(5.7)
(7.2) [12.9]
SEN Without a Statement -
School Action (A) or School Action Plus (P)
929
13.8%
11.5
10.3
12.4
13.3
11.4
17.6
16.0
17.9
17.2
25.0
23.7
22.5
24.8
25.5
24.5
64.9%
47.6%
31.0%
58.8%
34.1%
21.4%
16.4%
5.6%
11.4%
9.9%
3.4%
(5.8)
(7.3) [13.1]
SEN School Action Plus (P) or Statement (S)
463
9.5%
9.9
8.7
10.6
11.4
9.7
15.8
14.1
16.2
15.4
22.8
20.3
21.0
22.7
22.5
21.9
46.7%
33.0%
25.1%
42.1%
25.7%
18.4%
16.0%
5.6%
10.8%
9.3%
3.2%
(5.7)
(6.5) [12.2]
SEN: School Action (A)
627
13.4%
11.7
10.7
12.7
13.5
11.7
17.8
16.3
18.1
17.4
25.4
24.1
22.8
25.0
25.6
24.9
69.4%
51.5%
32.5%
62.2%
35.7%
21.1%
14.8%
4.8%
11.2%
9.9%
3.0%
(5.7)
(7.5) [13.2]
SEN: School Action Plus (P)
302
14.5%
11.1
9.7
11.9
13.0
10.9
17.1
15.4
17.6
16.7
24.2
22.7
21.9
24.2
25.3
23.8
55.6%
39.4%
27.8%
51.7%
30.8%
22.2%
19.5%
7.3%
11.9%
9.9%
4.3%
(5.8)
(7.1) [12.9]
SEN: Statement Maintained by the LA (S)
161
0.7%
7.7
6.7
8.2
8.5
7.5
13.0
11.4
13.3
12.6
20.0
15.5
19.3
19.7
17.2
18.7
29.8%
21.1%
19.9%
24.2%
16.1%
11.2%
9.3%
2.5%
8.7%
8.1%
1.2%
(5.1)
(6.1) [11.2]
English as an Additional Language (EAL)
101
30.4%
13.5
12.4
14.3
14.3
13.4
20.4
19.0
20.9
20.1
27.2
26.6
26.4
28.7
27.2
27.8
76.2%
71.3%
58.4%
81.2%
64.4%
56.4%
38.6%
26.7%
38.6%
44.6%
21.8%
(6.7)
(7.7) [14.4]
Slide28
EPAS Analysis (corestats)Slide29
Gaps Exercise Where are the gaps in Year 6 and 11
?
Key Stage 2: Year 6:
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
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
Slide30
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
.Slide31
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.Slide32
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.
OFSTED: Grade 1 – Outstanding: SecondarySlide33
Drop In Slots: Friday 27th March
01872 32 7811
corestats@cornwall.gov.uk
www.cornwall.gov.uk/csfdata