Knowing Your School - Academy Ambassadors · 2019. 12. 17. · • Pupil progress (achievement)...

Knowing Your School

A series of briefing notes for school governors from the National Governors’ Association produced in

association with partners

RAISEonline for Governors of Secondary Schools

Briefing note 2 Second edition January 2014

National Governors Association The National Governors’ Association aims to improve the wellbeing of children and young people by promoting high standards in all our schools and improving the effectiveness of their governing bodies. We do this by providing information, advice and training to governing bodies. NGA represents governors across England in both maintained schools and academies. The NGA is a membership organisation: governing bodies can join at a Standard (£72) or Gold (£260) rate to receive additional benefits, including access to legal advice.

Website: www.nga.org.uk Email: [email protected] Telephone: 0121 237 3780

FFT

FFT is a not-for-profit company with links to the Fischer Family Trust, solely focused on providing accurate and insightful information to schools which enables pupils to achieve their full potential and schools to improve. Since 2003, FFT has been processing the National Pupil Database for the DFE and providing analyses to all LAs and schools in England and Wales. The new FFT Governor Dashboard (developed in partnership with the NGA) is used by governors in over 75% of schools to analyse pupil results and progress.

Website: www.fft.org.uk Email: [email protected] Telephone: 01446 776262

National College for Teaching and Leadership The National College for Teaching and Leadership (NCTL) is a government agency created to enable and support the development of a self-improving, school-led system. NTCL has two key aims: improving the quality of the education workforce and helping schools to help each other to improve. The National College provides support and training for governors including National Leader of Governance support, training for Chairs of Governors and a new training programme for Clerks.

Website: www.education.gov.uk/nationalcollege/roles/governors-role

Email: [email protected]

What is RAISEonline? RAISEonline is a secure web-based system (www.raiseonline.org) that provides schools, local authorities and inspectors with a range of analyses including:

• Pupil results (attainment) at the end of Key Stage 4

• Pupil progress (achievement) from Key Stage 2 to Key Stage 4

• Performance of different pupils groups and subjects within a school

• Absence and exclusions

• The characteristics (often referred to as ‘context’) of pupils

For each type of analysis, your school is compared to national averages for secondary schools. Some analyses also show you where your school sits in the national distribution of schools (e.g. top 20%, bottom 5% etc.). Tests of statistical significance are used to highlight results that are atypical.

What is it for? The purpose of RAISEonline is twofold. Firstly, it is an important (but by no means the only) source of data for school governors to use in retrospective self-evaluation and school improvement planning. It should be used alongside other sources of data such as the Ofsted Data Dashboard, FFT Governor Dashboard, FFT Self Evaluation Booklet and the schools’ own pupil tracking data.

Secondly, the analyses are used by Ofsted inspectors during their inspection of schools. It is therefore critical that you are able to interpret your school’s data from an inspector’s perspective and can identify apparent areas of under-performance in order to explain why they occurred; or demonstrate that you recognise them and have set out the action you are taking to address them.

How should governors use RAISEonline? 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. In February 2013, Sir Michael Wilshaw (HMCI, Ofsted) said that ‘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’.

Ofsted will evaluate how well governors hold the headteacher and senior staff to account for the achievement of pupils. During school inspections, inspectors will consider how well governors understand the strengths and weaknesses of the school and whether governors have taken into account the data that is available.

In the most recent Governors’ Handbook published by the DfE in January 2014, there is new guidance about how governors should use school performance data and the sources of data available to governors including in RAISEonline, the Ofsted Data Dashboard and other sources of data such as the FFT Governor Dashboard and the school’s own pupil tracking data.

RAISEonline will help governors to support and challenge school leaders:

Understand the strengths and weaknesses of the

school

What is working well and where could we improve?

With a focus on pupil results (attainment), pupil progress (achievement), pupil groups and performance across different

subjects

School improvement development planning

Identifying areas for future improvement and ensure that these are firmly embedded in the school development plan

Ofsted inspection Ofsted inspectors will expect governors to have a good

understanding of pupil results and progress and see evidence that governors are supporting and challenging school leaders

Performance management RAISEonline provides an external view of school performance

which can be used to support headteacher performance management

Setting the strategic vision for the school

To set a vision and future direction for a school, governors need to understand historical performance and the current strengths and

weaknesses of the school

Governors will need to decide whether discussions about school performance data will primarily take place at a full governor meeting or in a smaller subcommittee with delegated responsibility for analysing school performance. A smaller committee of governors using RAISEonline and the key questions in this guide will have more time for focused and detailed discussion with school leaders. It is important, however, that a summary of the key highlights, including any strengths and areas for improvement, are reported back so that all governors understand these very clearly.

How do we get access to RAISEonline? The data is presented in a range of interactive tables and charts which can be viewed online. To access the system, you need a username and password. Each school has a designated School Administrator who is responsible for generating user names and passwords. Governors can be added as users but, unlike teachers at the school, are unable to view data about individual pupils.

In addition, a set of the key tables and charts have been collated into a single document known as the RAISEonline Summary Report. This can also be downloaded from RAISEonline but requires a user name and password to do so. It is this document that inspectors use during inspections. There is a lot of information in the RAISEonline Summary Report and this will be the best starting point for most school governors. The most recent 2013 RAISEonline Summary Report has highlighted with a ‘G’ in the top right hand corner of tables and charts which are most important and useful for school governors.

It is important for governors to have access to the RAISEonline Summary Report and the FFT Governor Dashboard, but governors will not necessarily need access to the online systems. All governors should

be able to use the FFT Governor Dashboard to analyse school performance. The committee dealing with monitoring pupil progress should analyse the RAISEonline Summary Report in more detail. It is advisable to have a couple of governors who are confident in understanding the more detailed data available in RAISEonline.

How often is it updated? RAISEonline is updated several times in the academic year. Key Stage 4 data is typically made available in late November or early December. At this stage, the data is considered unvalidated. This means it had not been checked or corrected by schools. Once the process of checking is complete validated data will subsequently be made available in RAISEonline.

To be effective, school self-evaluation should be undertaken and any necessary actions put in place in the Autumn term. For that reason, unvalidated data tends to be the most widely used. However, if a school has requested a large number of changes to unvalidated data through the DfE data checking exercise (for example changes to results following a remark), governors might also want to see the updated RAISEonline reports once validated data is published.

The FFT Governor Dashboard is made available much earlier to schools using the same underlying data in September (primary schools) and October (secondary schools). Governors will be able to use the FFT Governor Dashboard early on in the Autumn term to analyse school performance and then look in more detail at the RAISEonline analysis when it is published.

Key questions you should ask of the data RAISEonline is provided to schools to inform and support discussion about school improvement rather than just make absolute judgments about the effectiveness of any school. The questions you can ask of the wide range of data available for your school are almost inexhaustible.

In this guide, we provide five key questions which can be used by school governors as a framework for sharply focused discussions with school leaders about school performance.

The five questions are:

1. How does attainment and progress at my school compare to national averages and the government’s floor standards?

2. Do we have any under-performing groups of pupils, or are there wide gaps in attainment between some groups of pupils?

3. Are we relatively stronger or weaker in some subjects compared to others?

4. How might the context of our school affect our performance?

5. How does pupil attendance compare to national averages?

Question 1: how does attainment and progress at my school compare to national averages and the government’s ‘floor standards’?

Pupil Results (Attainment)

Typically the attainment of pupils can be summarised in two ways – thresholds and points scores.

Threshold measures are based on achieving a particular standard: pupils either achieve it or they do not. The most common threshold measure for secondary schools is the percentage of pupils achieving 5 or more A*-C grades including GCSE English and mathematics. A pupil who achieves 5 C grades is counted the same way as a pupil who achieves 10 A* grades: no additional credit is given for exceeding the threshold.

Average Point Scores are a method of summarising attainment in which quality takes precedence. An A* grade achieves more points than an A grade, which achieves more points than a B grade and so forth. Points scores for GCSEs are shown below and details of points scores for other types of qualification, such as NVQ and BTEC, are published by Ofqual.

Capped Average Point Scores are the total points achieved by pupils in their best 8 GCSEs (or equivalents). If a pupil is entered for 10 GCSEs, their lowest two grades are ignored and the points from the other eight are summed.

There are a number of different measures of pupil attainment and progress in RAISEonline. For a school with Key Stage 4 pupils, the key measures are:

• The percentage of pupils who achieved 5 or more A*-C grades at GCSE (or equivalent) including English and mathematics (chart/table 4.1.1 & 4.1.2)

• The Average Capped Point Score (best 8 subjects) (chart/table 4.1.3 & 4.1.4)

These analyses show the performance for the school compared to the national average. Performance which is significantly above the national average is highlighted in green and performance which is significantly below the national average it is highlighted in blue. Any significant year-on-year improvement or decline is highlighted with an up or down arrow.

A* 58 A 52 B 46 C 40 D 34 E 28 F 22 G 16 U 0

The Cavendish School (URN: 138475 DfE No. 8454064)

Attainment at Key Stage 4 G

RAISEonline Summary Report based on Unvalidated 2013 data

Chart 4.1.1 and Table 4.1.2: Percentage of candidates achieving 5 or more A* to C (including English and mathematics) at GCSE and Equivalent (KS4.3C)

Statistical significance tests have been performed on the data using a 95% confidence interval. Where the school value differs significantly from the corresponding national value for this group, sig+ or sig- is shown. Where a school figure is significantly above or below that of the previous year an up or down arrow is displayed to the right of the figure.

National 57 58 60

Difference 2 12 2

Significance Sig+

School 59 70 ↑ 62

Cohort 196 198 202

% achieving 5 or more A* to C (inc English and Maths)

2011 2012 2013

For an explanation of why APS may vary between reports, please see FAQ.

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Dyson Perrins CofE Sports College (URN: 137186 DfE No. 8854801)



Chart 4.1.3 and Table 4.1.4: Attainment, Average Capped Point Score, Best 8 Subjects at GCSE and Equivalent (KS4.1CandD)

Statistical significance tests have been performed on the data using a 95% confidence interval. Where the school value differs significantly from the corresponding national value for this group, sig+ or sig- is shown. Where a school figure is significantly above or below that of the previous year an up or down arrow is displayed to the right of the figure.

School 344.0 333.3 302.6 ↓

National 335.1 339.5 338.3

Difference 8.9 -6.2 -35.7

Significance Sig-

Cohort 150 159 153

Average capped total points score (best 8 subjects)

2011 2012 2013

For an explanation of why APS may vary between reports, please see FAQ.

Page 18 of 54

Pupil Progress (Achievement)

Most analysis of school performance compares school averages to national averages. Whilst it is important that schools reflect on how well their pupils are performing compared to national standards, such comparisons often say more about the ability of a school’s intake rather than the quality of teaching and learning. We would expect schools with highly able intakes, such as Grammar schools, to exceed national averages. By contrast, achieving national average levels of attainment would be quite an achievement for a school with a low ability intake.

Pupil progress (achievement) analyses attempt to ‘level the playing field’ by taking account of the ability of schools’ intakes. The achievement of every pupil is compared not to the national average but to that of all other pupils nationally with the same level of prior attainment. Pupil progress or value added scores for schools provide an indication of how well a school is performing compared to other schools nationally with similar intakes. Pupil progress is measured by looking at the progress pupils make from Key Stage 2 to Key Stage 4, comparing the school to national averages.

In RAISEonline the measures of expected progress in English and mathematics take account of pupils’ prior attainment as measured by National Curriculum tests at the end of Key Stage 2. A pupil who achieved level 4, considered the norm for a pupil at the end of Key Stage 2, would be expected to achieve a grade C or higher at GCSE. However, a pupil with a higher level of prior attainment, i.e. level 5 at Key Stage 2, would be expected to achieve a grade B or higher at GCSE.

Analyses in RAISEonline (tables 5.2 and 5.3) show the proportions of pupils in your school making expected progress and better than expected progress in English and mathematics from Key Stage 2 to Key Stage 4. Inspectors will compare how many pupils make expected or better than expected progress compared to the national figures for each starting point (i.e. level at Key Stage 2), and proportions which are close to, or above, the national figures will be an important aspect of good achievement.

The value added (VA) analyses in RAISEonline (table 5.1.1) show pupils’ progress in your school in the best 8 subjects taken by each pupil, and also the English Baccalaureate subject areas (English, mathematics, science, languages and humanities). A value added score of 1,000 indicates that progress


Expected Progress - mathematics


Table 5.3.1: Expected Progress in mathematics Key Stage 2 to Key Stage 4 (KS4.EPR)

Mathematics 2 1 1 2 0 0 0 0 0 0 0 4 0 0% 18% 0 0% 9%KS2 1 0 0 0 0 0 0 0 0 0 0 0 0 0% 15% 0 0% 7%

5 0 0 0 0 0 2 13 12 11 2 40 25 63% 81% 13 33% 50%

attainment 3 1 0 5 7 3 3 4 0 0 0 23 7 30% 44% 4 17% 23%

W 0 0 0 0 0 0 0 0 0 0 0 0 0% 2% 0 0% 2%

4 2 0 2 3 10 14 33 16 1 0 81 50 62% 77% 17 21% 26%

Other or no prior available

0 2 0 0 0 0 2 1 0 0 3 1 33% 54% 0 0% 29%

KeyTotalCohort 153

represents pupils making more than expected progressrepresents pupils making expected progress

represents pupils making less than expected progress Full details of the methodology used can be found in the Library.

indicates pupils whose progress could not be determined and who have therefore been excluded from the school calculation. These pupils are included in the figure for the total cohort

Summary 151 83 55% 70% 34 23% 32%

This table shows the number of pupils attaining each mathematics Key Stage 4 grade and their corresponding mathematics Key Stage 2 prior attainment. These figures should be compared with the national figures provided in the Transition Matrices held in the library on the RAISEonline website.

Number of Pupils Key Stage 4 Mathematics grade

no KS4

result U G F E D C B A A*

Total No. of Pupils

Number Achieving Expected Progress

School % Achieving Expected Progress

National %

Achieving Expected Progress

Number Achieving

More Than

Expected Progress

School % Achieving More Than Expected Progress

National %

Achieving More Than Expected Progress

Page 44 of 54


Progress Measures Value Added


Table 5.1.1: Key Stage 2 to Key Stage 4 value added scores for Best 8 and Ebacc subject areas, trend (KS24.VATrd)

62%47%51%

434948

1.41.61.6

1,000.91,000.41,000.5

1269499

46%27%26%

644017

Sig+

1.52.02.0

999.11,001.01,003.3

935351

78%91%88%

445647

0.90.80.8

1,000.5999.81,000.2

157181172

94%93%94%

603564

0.91.01.0

999.6 ↑1,000.8999.2

190185184

94%93%94%

382052

Sig+

1.01.01.0

1,000.7 ↑1,001.81,000.1

190185184

94%93%94%

344563

9.09.39.6

1,008.81,002.9993.5

190185184

Coverage

Percentile rank

Significance

95% confidence interval +/-

VA School score

Cohort for VA

Coverage

Percentile rank

Significance


VA School score

Cohort for VA

Coverage

Percentile rank

Significance


VA School score

Cohort for VA

Coverage

Percentile rank

Significance


VA School score

Cohort for VA

Coverage

Percentile rank

Significance


VA School score

Cohort for VA

Coverage

Percentile rank

Significance


VA School score

Cohort for VA

Humanities

Languages

Science

Mathematics

English

Best 8

201320122011

Best 8 including English and mathematics VA: School analysis

1. Science takes the average grade of the two eligible science qualifications

2. Humanities and Languages subject areas take the best score of all eligible qualifications

Page 34 of 55

is in line with the national average. If the VA score is above 1,000 then progress is above the national average and if it is below 1,000, progress is below the national average. If progress is significantly above or below average, this is highlighted in green (above average) and blue (below average).

Floor standard for secondary schools

The government’s ‘floor standard’ for secondary schools is that at least 40% of pupils should have achieved 5 or more A*-C grades at GCSE (or equivalent) including English and mathematics. However, a school will only be considered to be below the floor standard (and therefore be targeted for intervention) if rates of expected progress are below the national average as well.

Question 2: do we have any under-performing groups of pupils, or are there wide gaps in attainment between some groups of pupils? There are a number of reports in RAISEonline which show attainment (pupil results) and pupil progress (achievement) for different groups of pupils. Even in schools with above average levels of attainment there can be ‘gaps’ in attainment and progress between some groups of pupils.

Governors are responsible for monitoring the impact of the pupil premium (free school meals) and Ofsted pay particular attention to how schools are using the pupil premium funding and the impact that this is having on pupil results. Governors should therefore focus particular attention on pupils who receive pupil premium (free school meals) and check whether there is a gap in attainment and achievement between these pupils and other pupils. Ofsted will also be interested in any sizeable pupil groups (i.e. pupil group with 20% of pupils in school) where there is a gap in results or progress between that group and other pupils. Governors should ask school leaders what interventions or action is being put in place to improve any underperformance for pupil premium pupils or other pupil groups.

Comparing the attainment of pupil groups is only worthwhile - and valid - if you have a sufficient number of pupils in each group. Fewer than 10 pupils in a single year for an average size school would be insufficient, and any comparisons based on 10-20 pupils should be interpreted with caution. However, examination of data over a number of years may reveal a persistent pattern of atypical attainment for small pupil groups.


Progress Measures Value Added G


Table 5.1.4: Key Stage 2 to Key Stage 4 value added Summary Report (KS24.VAExp)

White and Black Caribbean 2 1049.1 985.5 1011.1 985.9 1012.9 988.9

Mixed

Irish - - 994.3 - 994.4 - 995.9

British 155 985.8 995.4 996.5 995.4 1006.5 995.5

Traveller of Irish Heritage - - 873.3 - 886.5 - 895.5

Any Other White Background 12 1038.0 1017.1 1021.3 1021.2 1032.7 1022.7

Gypsy/Roma - - 919.6 - 937.2 - 947.4

White

Ethnicity Group

SEN with a statement 1 1004.1 976.1 1108.4 974.5 1069.0 975.8

SEN without a statement 28 - - 976.6 977.2 988.3 978.5

School Action 21 879.3 991.1 987.6 ↑ 991.2 1002.7 991.4

School Action Plus 7 886.7 944.8 959.0 950.3 945.0 954.2

Non-SEN 161 1000.9 1006.6 1004.4 1005.6 1012.4 1005.1

Special Educational Needs

First Language - English 175 989.6 996.3 997.4 996.3 1006.9 996.5

First Language - Other 15 1030.3 1030.9 1036.2 1028.7 1036.1 1027.8

Unclassified - - 1003.4 - 1002.9 - 996.1

English as a First Language

Pupils on roll throughout years 10 & 11

186 - - 1002.9 1001.1 1009.2 1001.1

Non-mobile pupils

Low 34 978.6 997.5 1037.0 ↑ 998.4 1010.5 998.6

Middle 105 990.6 999.1 999.8 999.2 1011.1 999.2

High 51 1003.7 1001.2 988.6 1000.8 1004.2 1001.5

Prior Attainment

CLA or FSM 48 - - 997.8 981.6 995.2 983.2

Not CLA or FSM 142 - - 1004.1 1005.5 1013.9 1005.8

Free School Meals* Or Children Looked After

CLA 2 1001.6 944.5 - 951.6 1004.0 949.6

Not CLA 188 993.1 999.9 1003.0 999.9 1009.2 1000.2

Children Looked After

FSM 46 - - 997.8 981.9 994.8 983.5

Non FSM 144 - - 1004.1 1005.4 1013.8 1005.6

Free School Meals*

Boys 108 984.5 992.1 1000.7 990.6 1002.7 990.9

Girls 82 1002.8 1007.1 1005.5 1008.9 1017.7 1009.0

Gender

All Pupils 190 993.5 1000.0 1002.9 1000.0 1008.8 1000.0

Value Added

2011 2012 2013

Number of pupils in

latest year

School National School National School National

Statistical significance tests have been performed on the data using a 95% confidence interval and, where the school value differs significantly from the corresponding national values for this group, it is highlighted in green (sig+) or blue (sig-).

Page 37 of 55

In RAISEonline the analyses which focus on pupil results (attainment) and pupil progress (achievement) for different pupil groups include:

Area School Performance Indicators RAISEonline table/chart

Pupil results (attainment)

%5+ A*-C including English & Maths Average Point Score (best 8 subjects) English Baccalaureate subjects

4.1.13 4.1.14 4.1.15

Pupil progress (achievement)

Average Point Score (best 8 subjects) English Baccalaureate subjects

5.1.4 5.1.5

Expected progress in English & Mathematics for all pupil groups

5.4.1

Pupil Premium Expected progress in English & Mathematics for pupil premium pupils (free school meals)

5.2.4 & 5.3.3

Closing the gap: overview of attainment and achievement for pupil premium pupils (free school meals)

6.1.1 & 6.1.2

Expected results vs actual results for pupil premium pupils (FSM)

6.1.3

Question 3: are we relatively stronger or weaker in some subjects compared to others? Just as the attainment of different groups of pupils can vary within a school, so too can attainment in different subjects. Within RAISEonline, there are three key reports that will help to identify relative strengths and weaknesses between departments:

• Attainment in full-course and vocational GCSEs by subject (table 4.1.11 and 4.1.12)

• Attainment in the five subject areas composing the English Baccalaureate (table 4.1.15)

• Pupil progress in the five subject areas composing the English Baccalaureate (table 5.1.15)

Governors might also want to look at the pupil progress (achievement) made by pupils in all GCSE subjects which is only provided in the FFT Governor Dashboard. The FFT value added analyses for each subject show the progress made by pupils in all GCSE subjects, taking into account of the starting point for pupil (key stage 2 results) and the results achieved at the end of key stage 4.

RAISEonline contains a breakdown of attainment in full course (and vocational) GCSEs by subject (table 4.1.11 and 4.1.12). As well as showing the percentage of pupils who achieved A*-C grades, it also shows percentages who achieved A*-A and A*-G grades. The final column in the table shows another method of summarising attainment data - an average point score (APS). This is calculated having converted pupils’ grades into points.

A* 58 A 52 B 46 C 40 D 34 E 28 F 22 G 16 U 0

Some care must be exercised in interpreting this report. With the exception of English and mathematics, most subjects are optional. In some schools, some options may have only been available to certain groups of pupils, for instance the most academically able.

Pupil progress in each of the five English Baccalaureate subject areas (English, maths, science, languages and humanities) is shown in table 5.1.5. Value added scores above or below 1,000 show pupil progress which is above or below the national average and significant differences from the national average are highlighted in green (above) or blue (below).

Question 4: how might the context of our school affect our performance? Decades of research into school effectiveness have shown that some groups of pupils, particularly those from less advantaged backgrounds, tend to achieve less well than other groups. This has led to a range of government interventions to raise attainment, including City Challenge under Labour or the pupil premium under the current coalition government.

Economic disadvantage should not excuse low attainment. However, it should be recognised that apparent variations in levels of attainment between schools are influenced by variations in intakes. Such variations are often caricatured by descriptions of the areas served by schools such as “tough inner-cities” and “leafy suburbs”.

Moreover, even within a school, there may be significant variation (especially in attainment and prevalence of special educational needs) between one year group and the next.

Simply comparing a school’s attainment to the national average will not necessarily identify those schools which are performing extraordinarily well in challenging circumstances. Or will it identify those schools in more advantaged circumstances which could be doing better.

Oxford Spires Academy (URN: 136261 DfE No. 9316907)



Table 4.1.11: Attainment, Summary of full GCSE Results for All Pupils - 2013 (KS4.21)

Statistical significance tests compare school data against the corresponding national data.

HISTORY School 77 49.7 7.8 42.9 97.4 2.6 32.8

National 214,021 37.0 26.2 67.3 98.3 1.7 40.7

GERMAN School 14 9.0 21.4 64.3 100.0 0.0 40.9

National 55,103 9.5 21.1 73.3 99.8 0.2 41.9

GEOGRAPHY School 58 37.4 15.5 41.4 96.6 3.4 34.3

National 180,874 31.3 24.6 67.3 99.1 0.9 40.9

FRENCH School 25 16.1 8.0 80.0 100.0 0.0 41.0

National 144,769 25.0 20.7 67.7 99.6 0.4 41.0

ENGLISH LITERATURE School 55 35.5 25.5 96.4 100.0 0.0 45.3

National 397,516 68.8 21.8 76.7 99.2 0.8 42.3

National 381,302 66.0 21.3 82.1 99.8 0.2 43.0

ENGLISH LANGUAGE School 54 34.8 22.2 94.4 100.0 0.0 45.2

ENGLISH School 100 64.5 5.0 59.0 100.0 0.0 38.0

National 140,959 24.4 2.3 37.8 98.7 1.3 33.8

DRAMA School 42 27.1 0.0 45.2 100.0 0.0 37.4

National 61,978 10.7 19.6 71.0 99.4 0.6 41.1

CORE SCIENCE School 81 52.3 0.0 29.6 100.0 0.0 30.6

National 305,424 52.8 7.3 59.9 99.0 1.0 37.5

CHEMISTRY School 53 34.2 32.1 84.9 100.0 0.0 45.0

National 138,722 24.0 41.2 90.5 100.0 0.0 46.8

BUSINESS STUDIES School 47 30.3 2.1 51.1 100.0 0.0 36.8

National 60,102 10.4 18.3 66.9 98.9 1.1 39.9

BIOLOGICAL SCIENCES

School 54 34.8 27.8 83.3 100.0 0.0 43.8

National 139,924 24.2 40.8 91.2 99.9 0.1 46.8

ART & DESIGN School 50 32.3 14.0 100.0 100.0 0.0 44.9

National 141,049 24.4 20.7 75.7 99.5 0.5 41.8

ADDITIONAL SCIENCE School 81 52.3 0.0 39.5 100.0 0.0 32.6

National 237,473 41.1 10.8 64.4 99.3 0.7 39.0

Subject Number of entries

Entry as a percentage of cohort

%A*-A

%A*-C

%A*-G

%Fail

Average Point Score

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Progress Measures Value Added


Table 5.1.5: Key Stage 2 to Key Stage 4 value added Summary Report by Ebacc subject areas (KS24.VAExp_EB)

Irish 0 0 - 1000.4 0 - 1000.1 0 - 1000.8 0 - 1000.5 0 - 1001.6British 139 139 996.4 999.6 139 996.6 999.4 105 998.7 999.7 30 999.0 999.1 77 999.6 999.9

Traveller of Irish Heritage 0 0 - 991.8 0 - 991.6 0 - 994.6 0 - 990.6 0 - 995.2Gypsy/Roma 2 2 990.4 994.9 2 987.5 994.6 1 995.0 996.7 0 - 997.4 0 - 997.4

WhiteEthnicity GroupSEN with a statement 4 4 992.9 997.4 4 990.8 998.2 1 999.9 1000.1 0 - 1000.0 0 - 1001.5

SEN without a statement 33 33 994.6 997.9 33 993.9 997.8 14 1000.4 998.5 1 992.7 998.3 12 1002.0 998.1School Action 26 26 995.5 999.0 26 993.2 998.8 12 1000.9 998.8 0 - 998.5 10 1002.2 998.4School Action Plus 7 7 991.3 995.8 7 996.2 996.1 2 997.7 997.7 1 992.7 997.8 2 1000.8 997.5

Non-SEN 111 111 997.1 1000.6 111 997.8 1000.4 97 998.5 1000.4 32 999.3 1000.3 70 999.2 1000.6Special Educational Needs

First Language - English 146 146 996.5 999.7 146 996.6 999.5 110 998.8 999.8 31 998.8 999.4 80 999.6 1000.1First Language - Other 2 2 994.7 1002.5 2 1003.8 1003.3 2 997.8 1003.1 2 1005.0 1005.4 2 1000.3 1002.9Unclassified 0 0 - 1000.1 0 - 1000.4 0 - 1001.2 0 - 1001.8 0 - 1001.2


Pupils on roll throughout years 10 & 11

145 145 996.8 1000.1 145 996.9 1000.0 111 998.8 1000.2 32 999.3 1000.2 81 999.7 1000.4Non-mobile pupils

Low 19 19 996.5 999.9 19 994.9 999.5 3 1000.7 999.2 0 - 1000.3 3 996.1 999.9Middle 93 93 996.4 1000.0 93 997.1 999.9 74 999.5 1000.1 17 1000.3 999.9 53 1000.7 1000.1High 36 36 996.6 1000.2 36 996.5 1000.2 35 997.2 1000.4 16 997.9 1000.4 26 997.9 1000.8

Prior Attainment

CLA or FSM 36 36 992.3 998.5 36 993.9 998.2 18 994.2 998.7 4 998.1 999.4 10 997.1 998.0Not CLA or FSM 112 112 997.8 1000.6 112 997.6 1000.6 94 999.6 1000.6 29 999.3 1000.4 72 1000.0 1000.9

Free School Meals* or Children Looked After

CLA 1 1 994.7 995.5 1 999.0 996.0 0 - 996.9 0 - 997.2 0 - 996.8Not CLA 147 147 996.4 1000.1 147 996.7 1000.0 112 998.8 1000.2 33 999.1 1000.2 82 999.6 1000.4

Children Looked After

FSM 35 35 992.2 998.5 35 993.7 998.2 18 994.2 998.7 4 998.1 999.4 10 997.1 998.1Non FSM 113 113 997.7 1000.6 113 997.6 1000.5 94 999.6 1000.6 29 999.3 1000.3 72 1000.0 1000.9

Free School Meals*

Boys 82 82 995.4 999.0 82 996.5 999.7 61 999.5 999.7 16 998.2 998.6 42 999.5 999.5Girls 66 66 997.8 1001.1 66 997.0 1000.2 51 997.9 1000.6 17 1000.0 1001.4 40 999.8 1001.2

GenderAll Pupils 148 148 996.6 1000.0 148 996.9 1000.0 112 998.8 1000.0 33 999.2 1000.0 82 999.7 1000.0

Key Stage 2 to 4 Value Added By Subject 2013Total

number of pupils in 2013

Englishentries

EnglishValueAdded(School)

EnglishValueAdded

(National)

Mathsentries

MathsValueAdded(School)

MathsValueAdded

(National)

Scienceentries

ScienceValueAdded(School)

ScienceValueAdded

(National)

Languagesentries

LanguagesValueAdded(School)

LanguagesValueAdded

(National)

Humanitiesentries

HumanitiesValueAdded(School)

HumanitiesValueAdded

(National)

Statistical significance tests have been performed on the data using a 95% confidence interval and, where the school value differs significantly from the corresponding national values for this group, sig+ or sig- is shown.

Page 38 of 54

RAISEonline provides a comprehensive overview of the context of your school. The following reports will be particularly useful for governors:

• Basic characteristics of your school including gender, free school meals, minority ethnic groups, English as a first language, special educational needs, pupil mobility and school deprivation (Table 1.1.1)

• Prior attainment (key stage 2 results) of pupils in all years groups in your school (Table 3.1.1)

Question 5: how does pupil attendance compare to national averages? RAISEonline provides information to help you identify whether there are any groups of pupils who were more likely to be absent. National averages are also presented to allow you to consider whether patterns of absence by pupil group differ from national patterns. As Ofsted pay particular attention to how schools are using the pupil premium and achievement for different pupils groups, you may want to examine the difference in absence between different pupils groups and pay particular attention to absence for pupils eligible for free school meals.

In RAISEonline a number of analyses are provided that show:

• School level absence and exclusions compared to the national average (table 2.1.1)

• School absence for different pupil groups compared to the national average (table 2.1.2)

Some of the absence reports show overall absence and persistent absence. Persistent absence highlights those pupils who missed more than 15% or 20% of schools sessions in the last academic year.


Context G


Table 1.1.1: Basic Characteristics of your school (PriSec2.1)

This shows some key indicators for your school, together with national averages for maintained mainstream Secondary schools. The information is based on the January School Census return. The Quintile graphs display the indicators for the current year only. These figures are divided into five intervals, each containing approximately 20% of schools. The interval boundaries are shown below the line, and your school's position in the distribution is indicated by a shaded box.

School 0.14 0.14 0.15

National 0.21 0.21 0.22 0.04 0.11 0.16 0.22 0.33 0.64

School deprivation indicator

School 91.7 91.4 89.1

National 92.3 92.3 92.4 48.5 88.7 91.9 94.0 96.0 100.0

% stability

School 10.5 10.8 8.2

National 8.5 8.1 7.7 0.0 4.4 6.2 8.3 11.4 100.0

% of pupils supported by school action plus or with a statement of SEN

School 11.7 15.7 16.8

National 12.8 12.1 11.2 0.0 6.7 9.4 12.0 15.9 58.8

% of pupils supported at school action

School 1.1 1.0 1.3

National 12.3 13.0 13.6 0.0 1.5 3.3 7.3 21.4 98.7

% of pupils first language not / believed not to be English

School 5.9 5.9 6.5

National 22.4 23.5 24.5 0.0 4.8 8.5 16.3 41.5 100.0

% of pupils from minority ethnic groups

School 13.6 24.1 28.4

National 15.9 26.7 28.2 0.8 13.8 21.0 29.8 43.8 97.0

% of pupils known to be eligible for free school meals (FSM)*

School 48.3 48.6 48.9

National 49.6 49.6 49.6 0.0 45.8 48.3 49.7 51.3 100.0

% girls

School 787 769 756

National 986 990 978 17 652 864 1,060 1,307 2,543

Number on roll

2011 2012 2013 20th percentile

40th percentile

60th percentile

80th percentile

The categorisation of pupils eligible for FSM changed in 2012, see important page for details.

Page 7 of 54


Prior Attainment G


Table 3.1.1: The prior attainment of pupils at Key Stage 3 and Key Stage 4 (PriorKS3_4)

The tables below show the prior attainment in terms of Key Stage 2 average fine points score, of pupils studying at Key Stage 4 and Key Stage 3 in your school in 2012/13. This has been broken down by year group. The tables also show the national picture for maintained mainstream schools. From 2011, teacher assessments have been included which will align with the methodology used for 2011 value added and expected progress. When interpreting the tables the level of coverage should be taken into account.

Year 8 26.9 27.5 -0.6 100.0

Year 9 27.9 27.6 0.3 97.9

Year 11 27.7 27.9 -0.2 97.4

Year 10 27.5 27.8 -0.3 95.8

Year 7 27.4 28.4 -1.0 Sig- 98.8

Average fine points score at KS2

NC Year starting Sept 2012 School National Difference Sig % Coverage

Year 11 13.3 62.7 24.0 14.7 52.5 32.8

Year 9 11.8 57.0 31.2 16.5 49.0 34.5

Year 8 25.7 45.0 29.4 17.7 51.6 30.7

Year 10 19.0 48.9 32.1 15.0 52.5 32.5

Year 7 17.6 50.6 31.8 13.8 48.0 38.2

% by Prior Attainment Band

School National

Low Middle High Low Middle High

Page 16 of 54


Absence and exclusions


Table 2.1.2: School Level Absence by pupil groups (Abs_2)

Indian 0.0 3.9 0.0 2.4

Pakistani 0.0 5.4 0.0 4.8

Asian or Asian British

Any other Mixed Background 3.7 5.9 0.0 6.5

White and Black Caribbean 3.8 7.1 0.0 9.7

White and Asian 6.0 5.6 0.0 6.0

White and Black African 0.0 5.6 0.0 5.9

Mixed

Any Other White Background 7.8 6.2 0.0 6.7

Traveller of Irish Heritage 0.0 21.6 0.0 45.4

Gypsy/Roma 12.7 16.5 16.7 33.6

British 6.2 6.1 5.4 7.0

Irish 4.1 6.6 0.0 8.1

White

Ethnic Group

SEN with a statement 8.4 7.9 7.7 12.1

SEN without a statement 7.2 8.2 7.5 12.7

School Action Plus 7.8 9.7 9.3 16.5

School Action 6.8 7.4 6.5 10.6

No Identified SEN 5.7 5.3 4.3 5.0

Special Educational Needs

Other than English or believed to be other than English

5.9 4.9 0.0 4.3

English or believed to be English 6.2 6.0 5.3 6.9

Unclassified 0.0 6.0 0.0 6.7


Non FSM 5.1 4.9 2.6 4.0

FSM 8.8 8.3 11.7 12.8

Free School Meals*

Female 6.3 6.0 4.0 6.9

Male 6.1 5.7 6.4 6.3

Gender

All Pupils 6.2 5.9 5.2 6.6

% of sessions missed due to Overall Absence

% Persistent absentees - absent for 15% or more

sessionsSchool National

average for secondary

schools

School National average for secondary

schools

These data relate to the 2013 academic year. This is the most recent year for which we have a full data set, since the SchoolCensus collects data in arrears.

Absence indicators are based on 2 terms data (autumn and spring) for mainstream schools and 2.5 terms of data (autumn,spring and summer first half-term) for special schools. Exclusions indicators are based on 3 terms of data. For consistency, thenational comparator for secondary schools is also presented.

Page 12 of 54

Understanding the strengths and weaknesses of your school Governors need to know and understand the relative strengths and weaknesses of their school, when compared to other similar schools. It is one of the questions which Ofsted will ask governors during a school inspection. More importantly, a good understanding of strengths and weaknesses will underpin:

• School self-evaluation (including completing a school self-evaluation document) • Development of a school development plan (focused on school improvement) • Setting the strategic vision and direction for the school • Headteacher performance management

Governors and school leaders might want to use this simple table to summarise discussions about school performance using data from RAISEonline, the FFT Governor Dashboard and also the schools’ own pupil tracking data. The table can be used to clearly capture the strengths and weaknesses and, mostly importantly, any follow on actions, questions or investigations for school leaders and governors. The NGA has published a briefing note (Knowing your school: Questions for governing bodies to ask) which provides a useful set of additional questions which might help governors when analysing the school’s strengths and weaknesses.

Strengths

Weaknesses Questions & actions for governors & school

leaders Pupil Results (attainment)

Pupil Progress (achievement)

Subject Performance

Pupil Premium

Other Pupil Groups

Absence & Attendance

Knowing Your School - Academy Ambassadors · 2019. 12. 17. · • Pupil progress (achievement)...

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