NCTL RAISEonline governor training 2016 Secondary Slide 2 - PDF document

Slide 1 NCTL RAISEonline governor training 2016 Secondary

Slide 2 Introduction • As a result of previously announced government reforms to the way schools are held to account for their performance, a number of reforms to performance measures have appeared for this year • At Key Stage 4 new headline attainment and progress performance measures, and a new floor standard are introduced for all schools • As a consequence many of the analyses in RAISEonline have changed New and established governors need to appreciate that almost all the assessments and accountability measures for schools have changed in 2016.

Slide 3 Secondary school headline measures 2016 • Progress across 8 qualifications • Attainment across the same 8 qualifications • Percentage of pupils achieving a C grade or above in English and mathematics • Percentage of pupils achieving the English Baccalaureate • Percentage of pupils entering the English Baccalaureate • Destination measures (the percentage of pupils staying in education or employment after KS4) Plus a range of more detailed information, including on the performance of disadvantaged pupils in relation to their peers. 3 These are the accountability measures for secondary schools in 2016. Note that %5A*-C including English and mathematics is no longer included.

Slide 4 Progress 8 • The government has replaced the previous 5 A*-C English and maths headline measure with Progress 8, which will show pupils’ progress across 8 qualifications compared to other pupils with the same starting point at the end of key stage 2 • Progress 8 will place more focus on better teaching for all pupils and make the system of measuring performance fairer for schools by using progress to measure performance. • Progress 8 will allow the government to make sure Schools are held to account for the performance of all pupils. Comparing pupils with similar starting points ensures every increase in grade from every pupil will contribute to a school’s overall progress score. • Schools not making good progress with a high performing intake will be identified, and those schools making good progress with lower attaining pupils will be recognised. 4 We need to emphasise that 5A*-C including English and maths has ended. It incentivised schools to focus upon those pupils around the C threshold and did not provide sufficient breadth of curriculum because it only required 5 qualifications. The rest of the comments explain why the new progress 8 and attainment 8 measures exists.

Slide 5 The 8 Qualifications 1 2 3 4 5 6 7 8 English Maths EBacc qualifications ‘Open group’ Double-weighted* Double-weighted (sciences, computer science, geography, Remaining EBacc qualifications and history and languages) other approved qualifications *Higher score of English Language or English Literature (GCSEs and other approved academic, arts or vocational double-weighted if a student has taken both qualifications qualifications) • We will calculate the Attainment 8 grade as an average of these subjects • We will calculate Progress 8 using a value added method, using KS2 English and maths results as a baseline. • A school will be below the floor standard if pupils make half a grade less progress than expected across their 8 subjects. Attainment 8 measures the achievement of a pupil across 8 qualifications including mathematics (double weighted) and English (double weighted), three qualifications that count in the English Baccalaureate (EBacc) measure and three further qualifications that can be GCSE qualifications (including EBacc subjects) or any other approved non-GCSE qualifications. Progress 8 captures the progress a pupil makes from the end of primary school to the end of secondary school. It is a type of value added measure, which means that pupils’ results are compared to the results of other pupils with the same prior attainment. The greater the Progress 8 score, the greater the progress made by the pupil compared to the average of pupils with similar prior attainment.

Slide 6 Attainment 8 – a pupil example X 2 = 12 English Qualification Grade Pts X 2 = 14 Maths GCSE English language C 5 GCSE English literature B 6 7 EBacc1 GCSE maths A 7 AS level physics C EBacc2 GCSE physics A* 8 Ebacc3 GCSE biology B 6 GCSE chemistry B 6 Other1 GCSE history C 5 GCSE French D 4 Other2 GCSE art & design E 3 Other3 BTEC level 2 diploma in sport Merit 6 Attainment 8 score = 61 This example serves to illustrate that the attainment 8 measure requires that appropriate qualifications are included in each ‘bucket’. There is use of discounting rules between similar qualifications. In the case of physics a higher level of qualification (AS) always discounts a lower level (GCSE). The point scores for AS and GCSE are chosen to only incentivise pupils being entered for qualifications when appropriate. For this pupil their attainment 8 score is 61 (an average of 6.1 per qualification as there are 10 qualifications in total, English and mathematics are counted twice).

Slide 7 Pupil progress • A pupil’s score is measured against average Attainment 8 score for pupils nationally having same prior attainment • Our example pupil scored 61 points for attainment 8 - just over a grade B average across all subjects (divide score by 10 [8 subjects with E&M double weighted]) • Pupil has a KS2 prior attainment fine-level scores of 5.1 in English and 4.5 in maths; an average of 4.8 • Pupil’s score of 61 is therefore compared to the average Attainment 8 score achieved by all pupils having average KS2 prior attainment of 4.8 This is intended to illustrate how the measure is calculated for an individual pupil.

Slide 8 Pupil progress (example) Average attainment 8 score for pupils with KS2 fine level of 4.8 was 51 A progress 8 school score of +1 would mean every child on average scored 1 grade higher than pupils of similar prior attainment Please note that the national line is not accurate, we are explaining the methodology in arriving at a progress score of +1 for this one pupil. The progress scores of all pupils in the cohort are calculated in this way and from these the average is formed to generate a school score. This diagram will be revisited later as this is an example of a KS2 to KS4 attainment scatterplot (in this case with only one pupil).

Slide 9 Secondary school floor standard Schools will be below the floor standard if: • Their Progress 8 score is below -0.5 (i.e. if pupils are on average making half a grade less progress that other pupils nationally with the same prior attainment) and; • The upper band of the confidence interval is below zero. 9 i.e. if pupils are on average making half a grade less progress that other pupils nationally with the same prior attainment. The comment regarding the confidence interval is added for completeness.

Slide 10 When are secondary results published? • Late September 2016 : Schools checking exercise opens. Schools able to see their own provisional Progress 8 scores and attainment measures. • October 2016 : Provisional SFR and school performance tables published, which include provisional Progress 8 scores. • Late November 2016 – Unvalidated data available to schools through RAISE online. • 19 January 2017 : revised SFR and school performance tables website published – floor standard and coasting definition apply. Schools have been receiving data for the 2016 outcomes over a number of months. SFR is the abbreviation for statistical first release.

Slide 11 Point scores have replaced grades https://www.gov.uk/government/uploads/system/uploads/attachment_dat a/file/561003/Progress-8-school-performance-measure-18-Oct.pdf.pdf Another change governors need to be aware of is that in 2016 we are using point scores rather than grades. These point scores are in the process of changing and in 2017 will change again for all qualifications so that they are aligned with the new reformed qualifications starting with English and mathematics in 2017. English and mathematics will then use a 1 to 9 points score and all other qualifications will be counted as shown.

Slide 12 Getting started with RAISEonline

Slide 13 The purpose of RAISEonline • The aim of the RAISEonline summary report is to help show how effectively a school has performed in terms of past progress, attainment and attendance. • The summary report is made available to schools and governors to help with their self-evaluation and planning to raise standards. It is also provided for inspectors. • When evaluating outcomes, inspectors give most weight to progress, particularly from different starting points and of disadvantaged pupils, including the most able disadvantaged.

Slide 14 General points of change • All of the summary report is now for governors, there is no longer a purple G • The first several pages of RAISEonline include pertinent questions governors should ask of their school data, e.g. • There are no KS4 trend reports • New pupil groups are emphasised in RAISEonline in 2016 • New specified national comparators are featured in the summary report (these can be changed in the interactive system) • There is no longer any ‘expected progress’ In addition to these points it should be explained for those familiar with previous reports that the use of the ‘blue’ and ‘green’ significance testing has been almost entirely removed.