Progression at Pupil, School and National Levels
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Progression at Pupil, School and National Levels Workshop 14 DCSF Conference: The Use of Evidence in Policy Development and Delivery 9th February 2010
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Progression at Pupil, School and National Levels. Workshop 14 DCSF Conference: The Use of Evidence in Policy Development and Delivery 9th February 2010. What the Data Tells Us. Tanya McCormack Schools Analysis and Research Division, DCSF. Pupil Progress Rates Vary by Prior Attainment…. - PowerPoint PPT Presentation
Transcript of Progression at Pupil, School and National Levels
Progression at Pupil, School and National LevelsWorkshop 14
DCSF Conference: The Use of Evidence in Policy Development and Delivery
9th February 2010
What the Data Tells Us
Tanya McCormack
Schools Analysis and Research Division, DCSF
Pupil Progress Rates Vary by Prior Attainment…
Percentage of pupils progressing from average level at Key Stage 2 to GCSE thresholds
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
No Prior Below 3 4 5+
Key Stage 2 average attainment level
5 A*-C
5A*-c E&M
3+ A/A*
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Below 2 3 4 5+
Key Stage 2 level achieved in Maths/English
Maths
English
Percentage of pupils making 3 levels of progress in English and Maths from KS2 to KS4
Source: SARD; 2008 KS4 data
…and a range of characteristics Boys, deprived children, those with special educational needs
and mobile pupils all progress at lower rates than their peers from Key Stage 2 to 4;
Girls, and those with English as an additional language progress at a higher rate than their peers from Key Stage 2 to 4.
Ethnic Groups with a lower proportion of FSM pupils generally achieve higher thresholds
(area of datapoint proportional to % of pupils eligible for FSM)
ALLOther Ethnic
Chinese
Other Black
P akistani
Caribbean
Other Asian
BangladeshiAfrican
Indian
Other Mixed
White & Asian
White & Black African
White & Black Caribbean
Other White
Gypsy / Romany
Traveller Of Irish Heritage
Irish
White British
0
20
40
60
80
20 30 40 50 60 70 80 90
% achieving L4+ in both Key Stage 2 English and Maths
% a
chie
ving
5+
A*-
C G
CSEs
incl
udin
g En
glis
h an
d M
aths
>= 25% FSM <= 25% FSM
Source: SARD; 2008 KS4 data
0%
20%
40%
60%
80%
100%
Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls Boys Girls
FSM Non FSM FSM Non FSM FSM Non FSM FSM Non FSM
Black White Black White
Below Level 4 Level 4 or above
No Passes
Any Passes, but <L2
L2+, but <L2 incl E&M
L2 incl E&M
White FSM Boys Make the Least Progress
Source: SARD; 2008 KS4 data
Risky Behaviours have an Increasingly Detrimental Effect on Progress
Key Stage 2 Maths 0 1 2 3 4 5 6 to 8 2 or below 21 *** *** *** *** *** *** 3 43 30 28 28 20 *** *** 4 68 54 53 39 37 32 24 5+ 82 75 65 53 48 *** *** Total 66 53 47 38 35 32 23
*** Figures suppressed due to low sample size.
Percentage of pupils making 3 levels of Progress in Mathematics from Key Stage 2 to Key Stage 4, by Risk Factors
Risky behaviours include:(i) being a frequent smoker; (ii) drinking alcohol 3 or more times a month; (iii) playing truant within the previous 12 months; (iv) trying cannabis; (v) graffitiing on walls; (vi) vandalising public property, (vii) shoplifting and; (viii) taking part in fighting or public disturbances.
Progress by School Deprivation
36
30
27 2629
34
41
59
52
4542
40 4043
0
10
20
30
40
50
60
70
<5% 5-9% 9-13% 13-21% 21-35% 35-50% 50+%
FSM Band
Per
cent
age
of p
upils
ach
ievi
ng 5
A*-
C in
clud
ing
Eng
lish
and
Mat
hs
FSM Non - FSM
Progress from the Expected Level at Key Stage 2 to 5+A*-C E&M by School FSM-band
Source: SARD, 2008 data
Least Deprived Schools Most Deprived Schools
Progress by School Type
60
43
56
4542 40 38
87
78 78
72 71
55 54
0
10
20
30
40
50
60
70
80
90
100
Sin
gle
sex sch
oo
l
Lo
nd
on
Co
ntro
l
Lo
nd
on
Ch
alle
ng
e
Na
tion
al
Mixe
d S
cho
ol
Aca
de
mie
s
Aca
de
mie
sco
mp
ariso
n
% o
f p
up
ils
Most deprived 25% pupils - IDACI quartiles Least deprived 25% of pupils - IDACI quartiles
Progress from the Expected Level at Key Stage 2 to 5+A*-C E&M by School Type and Deprivation
Key Stage 1 Attainment is a strong predictor of Key Stage 4 Attainment
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
No prior Below 1 2C 2B 2A 3+
Key Stage 1 average attainment level
5 A*-C
5 A*-C E&M
3+ A/A*
85% of pupils at Level or above at KS1 went on to meet the 5A*-C including English and Maths threshold, compared to 7% of those at Level 1;
Poor performance at KS1 appears to exclude the possibility of very high performance at GCSE. 01% of those at Level 1 at KS1 achieved 3 A/A* grades at GCSE.
Source: SARD; 2008 data
For Every Combination of Prior Attainment, FSM Pupils are Less Likely to Meet 5A*-C E&M
Key Stage 1 attainment
Key Stage 2 attainment
Below Level 3 Level 4 Level 5
Not FSM FSM
Not FSM FSM
Not FSM FSM
Not FSM FSM
Below *** *** 1 1 13 13 *** ***
Level 1 *** *** 2 2 20 14 69 63
Level 2C *** *** 3 2 29 19 81 81
Level 2B *** *** 4 3 42 28 87 75
Level 2A *** *** 5 4 57 38 91 79
Level 3+ *** *** 10 *** 71 52 95 85
Percentage of pupils getting to the 5A*-C English and Maths threshold from each combination of Key Stage 1 & 2 prior attainment, by FSM
Source: SARD; 2008 data
Focusing on Progression
Val McGregor
Lead Advisor for Tuition and Making Good Progress
Tea
chin
g f
or
Pro
gre
ssio
n
Progress for all
Progression premium
Progression targets
Single level tests
Assessment and tracking
Individual tuition
End
Making Good Progress
One-to-One Tuition - selection criteria
Pupils who entered the key stage below age related expectations
Pupils who are falling behind trajectory during the latter stages of a key stage
Looked after children who would particularly benefit from this support
This selection must not exclude pupils because they are considered harder to reach and/or are considered to have behaviour issues
One-to-One Tuition - the parameters One to one 10 hours (plus 2 hours liaison/planning/training) Suggested minimum of one hour per session Delivered by a qualified tutor Based on targets agreed between class teacher,
tutor and pupil Not a replacement for other intervention strategies
but part of available suite Can be delivered flexibly during or outside the
school day
Tutored pupils keep upThe final report of Making Good Progress found tuition had a positive impact on pupil progress. In particular:
Tutored pupils with the lowest KS1 results outperformed their peers at KS2; In reading, pupils progressed in line with their peers – a significant achievement given
they were selected for tuition because they were stuck in their learning. 75% teachers surveyed confirmed the impact of tuition on pupil progression.
2009 KS2 attainment of pupils receiving one-to-one tuition in English in MGP schools
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Achieved L4 Made 2 levels ofprogress KS1-2
Achieved L4 Made 2 levels ofprogress KS1-2
Achieved L4 Made 2 levels ofprogress KS1-2
W or 1 2 or above All
KS1 reading outcome by KS2 reading outcome
Perc
en
tag
e o
f p
up
ils
Received tuition
All MGP Pupils
2009 KS2 attainment of pupils in MGP schools eligible for FSM and receiving one-to-one tuition in English
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
100%
Achieved L4 Made 2 levels ofprogress KS1-2
Achieved L4 Made 2 levels ofprogress KS1-2
Achieved L4 Made 2 levels ofprogress KS1-2
W or 1 2 or above All
KS1 reading outcome by KS2 reading outcome
Per
cen
tag
e o
f p
up
ils
Received tuition All MGP FSM Pupils
Pupils who didn't achieve the expected level at KS1 and went on to receive tuition outperformed their peers at KS2
These charts demonstrate that children who were likely not to make level 4 or make 2 levels of progress and received tuition were able to keep up with those who were on target to meet national expectations.
One-to-One Tuition – early feedback......
An hour is too long Pupils would prefer one to two or three Pupils will not want to stay after school or have
sessions at the weekend Young pupils will be too tired at the end of the day Pupils will be stigmatised You can’t deliver tuition during the school day You can’t send a tutor to the pupil’s home
And some further questions.....
We are currently exploring the following:
What does good quality one-to-one tuition look like in different key stages? ...in different subjects...?
In what ways should we measure impact?
Are there other questions that we should be considering?
Further Information The Research Report ‘Measuring Progress at Pupil, School and National Levels’
can be found on the DCSF Research and Statistics Gateway here:
http://www.dcsf.gov.uk/rsgateway/DB/RRP/u015807/index.shtml
The Final Report on the ‘Evaluation of the Making Good Progress Pilot’ can be found here:
http://www.dcsf.gov.uk/research/data/uploadfiles/DCSF-RR184.pdf
