School Performance – The Basics 1

What the session will cover School performance terminology – ‘edu-speak’ The difference between attainment and progress and how we measure both Minimum floor standards Ofsted – inspections / judgements / outcomes Some important changes – primary assessment, life without levels, progress 8 – all coming in from

Key Stages Key Stage (KS) Ages School years (Y) FormsExams (qualification) 03–50 Early Years Foundation Stage (EYFS) EYFS Teacher assessment (levels) 15–71–21st–2nd form infants KS1 Teacher assessment (levels) 27–113–61st–4th form juniorsKS2 SATS exam (levels) 311–147–91st–3rd form secondary Not examined 414–1610–114th–5th form secondary KS4 exams – GCSEs and equivilants (grades e.g. A*-G) 516–1812–13 Sixth form, FE college, work based learning A-Levels, AS-Levels, NVQs, National Diplomas, Apprentices 3

Attainment, progress, or achievement? Attainment: this is the standard of academic attainment, typically shown by test and examination results Progress: this is the extent to which pupils have progressed in their learning from their starting points and capabilities Achievement: this takes into account the standards of attainment reached by pupils and the progress they have made to reach those standards 4

Measuring attainment – primary (up till 2015) Pupil’s attainment nationally assessed at end of KS2 through Standard Attainment Tests (SATs) Externally devised and marked exams in reading, maths and Spelling, Punctuation and Grammar (SPAG). Teacher assessed grade for writing. Pupils receive a mark, or level, for reading, writing and maths between 1-6, with level 4 being the expected level We calculate the percentage of pupils who achieve a Level 4 or higher in reading, writing and maths 5

Measuring attainment – secondary At end of KS4, pupils takes externally devised and marked exams and controlled assessments in number of GCSE exams (usually between 7 and 11 subjects) Pupils receive an aggregate grade, based on their exams and controlled assessment marks, for each subject between A*-G. Some pupils will sit equivalent qualifications, such as BTECs We calculate the percentage of pupils who achieve 5 or more GCSE grades A*-C including English and maths for each school, and publish this in the performance tables. 6

Measuring progress We expect pupils to make 2 levels of progress between the end of KS1 and the end of KS2 We expect pupils to make 3 levels of progress between the end of KS2 and the end of KS4 We calculate the proportion of pupils who achieve this expected progress for each school and publish in the performance tables. 7

Floor Standards The national floor standards set out the minimum pupil attainment and progress expectations for all state funded schools, primary and secondary. 2010: Introduced progression measure 8

Floor Standards KS2 Introduced in 2010, and revised each year. A school would be considered as underperforming/below floor in 2014 if: Fewer than 65% pupils achieved level 4 or above in reading, writing and maths; And, fewer than the average % of pupils make expected progress in Reading (94%), Writing (96%) and maths (93%) To be below the KS2 floor, schools must fail all four measures KS 4 Introduced as pupil attainment only measure in 2004 (20%). Pupil progress measure introduced in 2010 A school will be below floor standard if: Fewer than 40% of pupils achieve 5 or more GCSEs at A*-C (or equivalent) including English and maths; And, the school has a below median score for the % of pupils making expected levels of progress from KS2 in English and maths. In 2014, this was 74% in English and 67% in maths. To be below the KS4 floor schools must fail all three measures. Since October 2013, when a pupil does the same exam twice, their first result is the only grade that will be factored into the school’s 5A*C (EM) figure. 9

Measuring Performance – Ofsted The Office for Standards in Education, Children’s Services and Skills (better known as Ofsted) reports directly to Parliament. The Inspectorate is independent and impartial. Inspects and regulates services which care for children and young people, and those providing education and skills for learners of all ages. Inspect schools to assess the quality of education provision, looking at: Achievement of pupils -Ofsted inspection team considers and reviews pupil attainment and progress, against national average/expectations, over a number of years; accuracy and use of pupil data and tracking; pupil’s develop of key skills; and, relative achievement of SEN and pupil premium pupil groups Quality of Teaching -Inspectors undertake formal lesson observations and compares their assessment against the school’s own assessments; looks at: pupil’s engagement, teacher marking, and the schools aspiration and expectation for and of pupils and how pupil progress is driven Behaviour and safety of pupils -Inspection team assesses pupils’ attitudes to learning; behaviour towards each other and staff; prevalence of bullying; attendance; exclusions; and, safeguarding and behaviour policies and practice Leadership and management (and governance) -Inspectors consider whether there is a clear and ambitious vision for school; the school’s approach and success in developing and sustaining capacity of staff; approach to performance management; whether school leaders and governors know the school’s strengths and weakness and promotes improvement; and, effectiveness of governors 10

Measuring Performance – Ofsted Outcomes, follow-up and time frames Two types of school inspection (school notified of inspection midday the day before the inspection team visits): Full (normally conducted over two days) – carried out under section 5 of the Education Act 2005; and, Monitoring (normally conducted over one day, but in some schools can be over two days) – carried out under section 8 of the Education Act 2005 After inspection, Ofsted give judgment (and timeline for future re-inspection): Grade 1 - Outstanding (schools/academies normally exempt from future inspections – re-inspection undertaken if marked change in data or other serious issue identified) Grade 2 - Good (re-inspection every c.5 years) Grade 3 - Require Improvement (RI – normally re-inspected every c.2 years, but can be subject to s8 monitoring visits in the intervening period if leadership is RI) Grade 4 - Inadequate (full re-inspection (under s5) within 24 months, and subject to s8 monitoring visits) : Serious Weaknesses (leadership has capacity to improve – normally this area is judged to be Grade 3 or better) Special Measures Ofsted rating No. of schools % of schools % % % % Total % 11

What’s changing? Reception baseline End of KS2 assessment Life without levels Progress 8 measure 12

ALL CHANGE AT EYFS, KS1 AND KS2 Changes to assessment and accountability 13

Reception Baseline To enable progress to be measured from when a cohort of children start school, we are introducing a new Reception Baseline This will be a short, teacher-administered, age- appropriate assessment conducted in the first few weeks of a child starting school. The reception baseline will be the only measure used to assess progress for children who start reception in September 2016 and beyond. 14

End of Key Stage 2 assessment In academic year 2015/16: Pupils continue to sit externally-set and marked tests in mathematics, reading, and grammar, punctuation and spelling. The results of the tests will be reported to pupils and parents as scaled scores, where 100 will represent the expected standard. Parents will be provided with their child’s score alongside the average for their school, the local area and nationally. We will calculate the percentage of pupils who achieve the expected standard in each school 15

Life without levels Assessment levels have now been removed and will not be replaced (except for years 2 and 6 in 2014/15 who will continue to sit tests under current national curriculum) Schools have the freedom to develop their own means of assessing pupils’ progress towards end of key stage expectations. Many schools already have good assessment systems in place and may choose to continue using these systems, provided they suit the new national curriculum. 16

New Floor Standards - Primary Our accountability system will reflect the raised expectations of primary schools and recognise the excellent work they do. We will set a challenging aspiration that 85% of children should achieve the new national standard by the end of primary school. Over time we expect more and more schools to achieve this standard. We will introduce a new floor standard, which will be based on the progress made by pupils from reception to the end of primary school. Underpinned by a new assessment in reception that will capture the school’s starting point from which progress will be measured. A school will fall below the floor only if pupils make poor progress and fewer than 85% of them achieve the new expected standard. 17

Primary progress measure The progress measure will now be a value-added measure rather than an ‘expected levels of progress’ measure. A pupil’s KS2 score is measured against the average KS2 score for pupils nationally having same prior attainment. KS1 baseline is worked out by creating a combined score of all teacher assessment outcomes. A simplified illustration: At KS1, Chris received: ‘National standard’ in writing (3 points); ‘Mastery standard’ in reading (4 points); and, ‘Working towards national standard’ (2 points) in maths. This gives Chris a KS1 average point score of 3.0 points Chris scored 102 in his KS2 reading test. The average score of a pupil who had a KS1 APS of 3.0 points was 101. Chris’s reading progress score is therefore +1 for reading. Until 2020, the KS1 APS is calculated in the same way but using levels instead of performance descriptors. In time, the baseline for the progress measure will become the reception baseline. 18

Secondary Accountability Changes: Progress 8 19

Secondary - Case for Change The current system is easy to understand, but contains three perverse incentives:  Wolf Review identified that it encourages schools to enter pupils for poor quality ‘easier to pass’ qualifications;  It can encourage an excessive focus on pupils around the C/D grade boundary, to the detriment of others; and  It causes a narrow concentration on just five subjects, rather than a broad curriculum. 20

What are we trying to achieve? New measures designed to hold schools to account for all their pupil’s progress across a broader range of subjects. Progress 8 gives us: a measure of school effectiveness a measure that incentivise a broad and balanced curriculum with a strong emphasis on English and Maths a measure which is sufficiently flexible to reflect pupils' needs 21

4 headline measures Progress across the Best 8 subjects Attainment across the same 8 subjects. Percentage of pupils achieving a C grade in English and maths. Percentage of pupils achieving the EBacc. 22

The Progress 8 measure The existing 5 A*-C including English and maths floor standard measure will be replaced with: a progress measure based on pupils’ average scores across a suite of 8 qualifications. The 8 qualifications counted in the measure will be English, mathematics, 3 further English Baccalaureate (EBacc) subjects, and 3 other high value qualifications – EBacc, other academic, arts or vocational. We will calculate progress using a value added method, using KS2 English and maths results as a baseline. 23

The attainment 8/progress 8 measure 24

QualificationGradePts GCSE English languageC GCSE English literatureB GCSE mathsA AS level physicsC GCSE physicsA*8 GCSE biologyB GCSE chemistryB GCSE historyC GCSE FrenchD4 GCSE art & designE3 BTEC level 2 diploma in sport Merit English Maths EBacc1 EBacc2 Ebacc3 Other1 Other2 Other3 6 X 2 =12 7 X 2 = Attainment 8 – a pupil example Attainment 8 score = 61 25

Pupil score measured against average Attainment 8 score for pupils nationally having same prior attainment (based on KS2 English and maths) Our example pupil scored 61 points for attainment 8 Pupil has average Key Stage 2 prior attainment of 4.8 Pupil’s score of 61 is therefore compared to the average Attainment 8 score achieved by all pupils having average prior attainment of 4.8 Pupil progress – example pupil 26

Pupil progress – example pupil 27

School Attainment 8 / Progress 8 scores PupilAtt8 score P8 scor e Pupil 1 (example pupil) Pupil Pupil …… Pupil Pupil Total (sum of scores) 6, School has 120 pupils Attainment 8 score is 6,518.5 / 120 = (5.4 per subject; average grade between a B and a C) Progress 8 score is 61.4 / 120 = Published score would be (published to two decimal places) A school’s Progress 8 score is the mean average of its pupils Progress 8 scores 28

Floor standards 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 than pupils with the same prior attainment) 29

Different Schools will be beneath the floor in the future

RAISEonline provides more detail at school level – a couple of examples: 31

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Other sources of information Ofsted Data Dashboard – Ofsted RaiseOnline – Accountability system - testing-agency testing-agency DfE Performance Tables –