© Herts for Learning Ltd. Foundation Learning To consider the implications of: New Ofsted framework Progress 8 measure

Secondary School Performance Measures From 2016 From 2016, the headline indicator of school performance determining the floor standard will be Progress 8.

The headline measures which will appear in the performance tables will be: Progress across 8 subjects Attainment across the same 8 subjects Percentage of pupils achieving the threshold in English and mathematics (currently a C grade, grade 5 when new GCSEs in English and mathematics are first reported in performance tables in 2017) Percentage of pupils achieving the English Baccalaureate

Performance Tables There is a plan to introduce a fifth headline measure to show the percentage of pupils who went on to sustained education, employment or training during the year after they finished their key stage 4 qualifications, but this will not be included until the statistics are deemed ‘robust’.

All this information can be found in: Progress 8 measure in 2016 and 2017 Guide for maintained secondary schools, academies and free schools August 2015

What is progress 8?

‘Third set of buckets’ The remaining element contains the three highest point scores in any three other subjects, including English language or literature (if not counted in the English slot), further GCSE qualifications (including EBacc subjects) or any other non-GCSE qualifications on the DfE approved list. For more information see the list of qualifications that will be included in the 2016 key stage 4 performance tables and in the 2017 key stage 4 performance tables.

If a pupil has not taken the maximum number of qualifications that count in each group then they will receive a point score of zero where a slot is empty. However less than 8 qualifications might clearly be the right choice for some pupils.

Please refer to this document for list of accredited qualifications 2017 key stage 4 performance tables: qualifications in the technical award category July 2015 (replaces June 2015 version)

Table A.1 New point score scales for unreformed GCSEs GCSE grade 2016 Points 2017 Points G F E D C B A A* From: DfE progress 8 measure in 2016 and Guide for maintained secondary schools, academies and free schools August 2015

New point score scales for level 1 qualifications This will depend on the grading scheme structure: Pass 3 grade scheme: P M D 4 grade scheme: D E F G 5 grade scheme: A B C D E 7 grade scheme: DD to GG Points awarded will range from 1 to 4 in 2016 and 1 to 3 in 2017

Food for thought… What guidance should be given in year 8/9? How does the range of qualifications taken by a pupil lead onto their next stage of learning? How many qualifications should a pupil take? How does ‘what is right for the pupil’ sit alongside the demands of performance tables? What range of level 1 technical qualifications can providers offer? Focus on C grade boundary removed for subjects apart from English and maths) – now it is all about progress.

The Common Inspection Framework September 2015 Designed to bring together the inspection of different settings to give greater coherence and comparability. Providers included are: Early years Maintained schools and academies (includes free schools, studio schools, UTCs etc) Non-association independent schools Further education and skills

Key question for inspectors to consider: “What is it like to be a child at this school”

A look at aspects of the new framework

Outcomes New language of assessment information rather than data In judging achievement most weight will be given to pupils’ progress in all year groups……and to the progress of those currently in the institution As part of pupils’ progress inspectors will also consider the growth in pupils’ security, breadth and depth of knowledge, understanding and skills

Important shift……. New focus on destinations by Ofsted, Note - no longer ‘achievement’ now ‘outcomes’.

Outcomes Inspectors will make a relevant judgement on academic and other learning outcomes for pupils by evaluating the extent to which all pupils: progress well from their different starting points and achieve or exceed standards expected for their age nationally (at the end of a key stage), or within the school’s own curriculum attain relevant qualifications so that they can and do progress to the next stage of their education into courses that lead to higher level qualifications or into jobs that meet local and national needs. To judge outcomes, inspectors will evaluate pupils’ academic and vocational achievement.

From ‘Good’ outcomes grade descriptor Pupils are well prepared for the next stage of their education, training or employment and have attained relevant qualifications. The proportion of pupils progressing to higher and further education establishments, apprenticeships, employment or training is close to or above average. These pupils do so at a level suitable to meet appropriate career plans.

Leadership and management - the curriculum In making this judgement inspectors will consider: the design, implementation and evaluation of the curriculum, ensuring breadth and balance and its impact on pupils’ outcomes and their personal, development, behaviour and welfare whether leaders and governors have created a culture of high expectations, aspirations and scholastic excellence in which the highest achievement in academic and vocational work is recognised as vitally important

Personal development behaviour and welfare In making this judgement inspectors will consider whether: In secondary schools, high quality, impartial careers guidance helps pupils to make informed choices about which courses suit their academic needs and aspirations. They are prepared for the next stage of their education, employment, self-employment or training. Pupils understand how their education equips them with the behaviours and attitudes necessary for success in their next stage of education, training or employment and for their adult life.

Sir Michael Wilshaw’s view on destinations Sir Michael appeared in front of the new education select committee very recently where he was quizzed by MPs about the importance of destination data for both schools and colleges, Sir Michael said an “important” line of questioning for school head teachers would be about post-16 options and careers advice. He said: “What’s really important for inspections of secondary schools is that HMI ask questions about post-16 provision, whether schools and head teachers of secondary schools are providing youngsters with all the information that they need to make good choices and not restricting that information to get youngsters into their own sixth form.” “That’s really important and that’s going to be a big emphasis this year. We are going to be asking a lot more about careers guidance than ever before,” he added. Sir Michael said: “The fact we’ve only got six per cent of youngsters going into apprenticeships is a disaster, and it’s really important that schools are fair on their youngsters and make sure that all the options are put to them.

Inspecting Careers Advice All Inspectors have had to pass a training module on inspecting careers advice. Key document - Careers guidance and inspiration in schools Statutory guidance for governing bodies, school leaders and school staff March 2015

Why it is seen as important nationally Youth unemployment too high – too many do not progress from school/college into work (NEET figures) Employers struggle to find applicants with the right skills RPA has reduced NEETS but this will shift to if no clear guidance. When young people are on unsuitable courses may drop out of system altogether.

Key features of effective careers guidance Led from the top Governors and all leaders show commitment High strategic priority Leads to young people who are clear about their options for the future and what they need to do about it

How can this affect inspection outcomes? The quality of careers advice can affect the judgements of all judgements: Leadership and management - LIMB Teaching, learning and assessment – equality and diversity not promoted Outcomes – (pupils have not attained the right qualifications to allow them to progress onto the next stage).

Finally… Key question: Does the qualification/programme of study allow the young person to progress onto the next stage of their employment, education or training?