1. Data – a focus on vulnerable groups and how governors can use data to positively challenge Directorate Support Team (Data & Statistics) Cornwall Council

2. Introduction  Data & the Governors role  Key Questions for data (Governors)  Data Types and Sources  “Outstanding”

3. Supporting and Challenging – Data & the Governors role  Understand the strengths and weaknesses of the school  School improvement and development planning  Ofsted inspection  Performance management  Setting the strategic vision for the school

4. “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” Sir Michael Wilshaw (HMCI, Ofsted) “Understanding data... requires governors, first and foremost, to access robust, objective data which they can use to ask challenging questions” “Governors need information that helps them compare their school to other schools” “ … accessing the data is one thing. Understanding it and having the confidence to act on it is quite another” Lord Nash (Parliamentary Under Secretary of State for Schools)

5. Key Questions for Governors  How might the context of our school affect our performance?  How does pupil attendance compare to the national average?  How does attainment and pupil progress at my school compare to the national average (and the government floor standards)?  How are we performing in different subjects ?  Do we have any under-performing groups of pupils or groups who are excelling ?  Are there wide gaps in attainment between some groups of pupils? Can we show they are narrowing?  What are the strengths and weaknesses of your school?

6. 2014 Floor Standards PRIMARY  fewer than 65% of pupils at the end of key stage 2 (KS2) achieved level 4 or above in Reading, Writing and Maths  The percentage of pupils at the end of KS2 making expected progress in Reading AND writing AND maths is below the 2014 National median. SECONDARY  Fewer than 40% of pupils achieve five or more GCSEs at grade A*-C or equivalent, including GCSEs in both English and mathematics  The school has a below median score for the percentage of pupils making expected progress between key stage 2 and key stage 4 in English AND Maths  Progress 8 opt in 2015. 2015/16 Floor Standards based entirely on the new accountability framework.

7. Types of Performance Data Attainment Indicators:  the proportion of pupils that meet a particular standard or threshold  the average attainment of pupils (average points scores or APS) Progress Indicators:  expected progress and more than expected progress (KS1-2, KS2-4)  Value Added (VA) – aggregated progress in relation to the progress of all pupils nationally with similar prior attainment. The RAISEonline report uses all four types of performance indicator. Each indicator type answers a different question about school outcomes and no single indicator in isolation gives you a complete understanding of school performance.

8. Sources of Performance Data In-school tracking

9. Data Dashboard  The Data Dashboard provides a snapshot of performance in a school.  Provides simple attainment and progress data over 3 years and compares to “similar” schools.  Includes attendance and school context snapshot.  Groups: Only provides data for “disadvantaged pupils”  OFSTED recommend that the Data Dashboards should be used as a starting point. http://dashboard.ofsted.gov.uk

10. RAISEonline  Provided by OFSTED to all schools and Local Authorities  Primary: Includes Key Stage 1 and 2 attainment and progress from KS1 to 2, with value added performance comparisons between schools nationally – indicates where performance is significantly above or below national.  Secondary: Includes Key Stage 4 attainment and progress from KS2 to 4, with value added performance comparisons between schools nationally. Also now includes “first and best” and non-performance table qualification outcomes.  Includes data for groups such as “disadvantaged” pupils, SEN, boys, girls and more.

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

12. How does pupil attendance compare to the national average?

13. How does pupil attainment at my school compare to the national average (and the government floor standards)?

14. Attainment at Key Stage 2

15. Attainment at Key Stage 4

16. How does progress at my school compare to the national average (and the government floor standards)?

17. Expected Progress - Groups

18. RAISEonline – Value Added  Value added (VA) compares the progress made by individual pupils in your school with pupils with similar prior attainment nationally. These value added comparisons for individual pupils are then aggregated together to provide an overall score for a school or a group of pupils within a school.  A VA score of 100 /1000 indicates that the progress of pupils overall is in line with the national average. A higher VA score shows that progress overall is above the national average. A lower VA score shows that progress overall is below the national average.  If progress overall is significantly above or below the national average, this is highlighted in green (above average) or blue (below average).  Key Stage 1 to Key Stage 2 value added is most useful when answering the question ‘How does the overall progress of our pupils compare with progress for pupils with similar prior attainment nationally?’

19. Value Added Progress - Groups

20. Key Stage 4: Progress 8  Opt-in from 2015, standard from 2016  All full-course GCSEs count towards the Progress 8 measure, along with approved, high-value qualifications.  From 2016, the floor standard will be based on schools’ results on the Progress 8 measure.

21. Scatter Plots

22. FFT Aspire  Governor Dashboards (Primary and Secondary)  Visual layout includes fuel gauges  Attainment and progress  Relative Strengths and weaknesses (includes groups)  Performance Summary  Subject Performance  Achievement over 3 Years  Pupil Context  School Absence

24. What’s Included? EYFSP Analysis KS1 – Year 4 – KS2 Analysis (listings, scatter plots, levels to levels) Desk Top Monitoring (DTM), CSIT Monitoring FFT estimates and dashboards & RAISEonline summaries KS4 Analysis (and KS2-4 Data) Population Forecasts & Deprivation Analysis One stop shop for a wide range of school data

27. Vulnerable Groups KS1-2 Key Stage 1 Teacher Assessments 2010 Optional Year 4 Assessments 2012 KS2 Average Point Scores% Level 4+% 4B+% Level 5+ Groups Number of Pupils 2008 EYFSP 'Good Level of Development' Reading Writing Maths Science KS1 APS Reading Writing Maths Y4 APS (Progress from KS1) Reading Writing TA Grammar, Punctuation & Spelling (GPS) Maths Science TA KS2 APS Progress from (Y4) & {KS1} Reading Writing TA Grammar, Punctuation & Spelling (GPS) Maths Reading, Writing TA & Maths Level 4B+ in Reading & Maths & 4+ in Writing TA Reading Writing TA Grammar, Punctuation & Spelling (GPS) Maths Reading, Writing TA & Maths All Pupils (Provisional KS2 Data)5271 48.8%15.814.315.715.6 15.3 22.520.521.4 21.5 29.027.928.028.728.5 28.6 88.9%84.6%72.9%85.2%77.2%65.0%49.0%33.3%46.5%38.1%22.1% (National Provisional KS2 2014) (6.2) (7.1) [13.3] 89%86%77%86%79%67%50%33%52%42%24% Males2750 40.1%15.213.615.7 14.8 21.919.721.6 21.1 28.627.127.328.928.5 28.4 87.0%79.8%67.5%85.1%73.9%62.7%45.2%25.9%40.7%40.8%19.4% (6.3)(7.3) [13.6] Females2521 57.4%16.515.215.715.5 15.8 23.121.421.2 21.9 29.528.828.928.428.5 28.8 91.0%89.7%78.5%85.1%80.6%67.5%53.1%41.3%52.8%35.2%25.0% (6.1)(6.9) [13] Non Special Educational Needs (N)4178 58.2%17.115.516.716.4 23.821.822.4 22.7 30.329.329.629.929.6 29.8 96.5%95.2%84.2%93.3%89.0%76.8%57.8%40.6%55.7%45.5%27.0% (6.3)(7.1) [13.4] Any Special Educational Needs - SEN Statement (S), School Action Plus (P), School Action (A) 1090 11.8%10.99.811.812.6 10.9 17.015.417.3 16.6 24.322.522.024.024.3 23.8 59.7%43.7%29.4%53.7%31.5%19.9%15.3%5.1%11.0%9.6%3.1% (5.7)(7.2) [12.9] SEN Without a Statement - School Action (A) or School Action Plus (P) 929 13.8%11.510.312.413.3 11.4 17.616.017.9 17.2 25.023.722.524.825.5 24.5 64.9%47.6%31.0%58.8%34.1%21.4%16.4%5.6%11.4%9.9%3.4% (5.8)(7.3) [13.1] SEN School Action Plus (P) or Statement (S) 463 9.5%9.98.710.611.4 9.7 15.814.116.2 15.4 22.820.321.022.722.5 21.9 46.7%33.0%25.1%42.1%25.7%18.4%16.0%5.6%10.8%9.3%3.2% (5.7)(6.5) [12.2] SEN: School Action (A)627 13.4%11.710.712.713.5 11.7 17.816.318.1 17.4 25.424.122.825.025.6 24.9 69.4%51.5%32.5%62.2%35.7%21.1%14.8%4.8%11.2%9.9%3.0% (5.7)(7.5) [13.2] SEN: School Action Plus (P)302 14.5%11.19.711.913.0 10.9 17.115.417.6 16.7 24.222.721.924.225.3 23.8 55.6%39.4%27.8%51.7%30.8%22.2%19.5%7.3%11.9%9.9%4.3% (5.8)(7.1) [12.9] SEN: Statement Maintained by the LA (S) 161 0.7%7.76.78.28.5 7.5 13.011.413.3 12.6 20.015.519.319.717.2 18.7 29.8%21.1%19.9%24.2%16.1%11.2%9.3%2.5%8.7%8.1%1.2% (5.1)(6.1) [11.2] English as an Additional Language (EAL)101 30.4%13.512.414.3 13.4 20.419.020.9 20.1 27.226.626.428.727.2 27.8 76.2%71.3%58.4%81.2%64.4%56.4%38.6%26.7%38.6%44.6%21.8% (6.7)(7.7) [14.4]

28. EPAS Analysis (corestats)

29. Gaps Exercise Where are the gaps in Year 6 and 11 ? Key Stage 2: Year 6: 2013 gap FSM/non FSM 2014 gap FSM/ non FSM 2015 predicted outcome for FSM 2015 predicted outcome for non FSM 2015 predicted gap Comments/ contextual information Attainment - Level 4+ in English Attainment - Level 4+ in mathematics Average points score – English Average points score – reading Average points score – writing Average points score – mathematics Achievement – expected progress in English Achievement – more than expected progress in English Achievement – expected progress in mathematics Achievement – more than expected progress in mathematics Attendance

30. Governance – Outstanding Schools  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.  Governors are responsible for monitoring the impact of the pupil premium and Ofsted pay particular attention to how schools are using the pupil premium funding and the impact that this is having on pupil results.

31. OFSTED: Grade 1 – Outstanding: Primary  Governors are highly ambitious for the school and are fully aware of how good it can become. Their very accurate analysis of school and national assessment data gives them a clear picture of the school’s progress.  Governors keep up to date through regular training and have the necessary skills to compare the school’s performance with that of others.  They have ensured that any underperformance has been rigorously tackled; they continue to monitor the progress of pupils very closely. Governors rigorously hold senior leaders to account. They ask, for example, what is done about developing literacy levels for the least able.  Governors use data successfully to check on progress made by year groups and individual pupils and the quality of teaching. Governors’ notes and records show that they use challenging questions to hold the school to account for its effectiveness.  Governors ensure that the academy makes excellent use of extra funding, such as the pupil premium and the additional school sports funding, and monitor their impact well.

32.  Governors are very clear about the college’s strengths and areas for improvement. They ask astute questions of both senior and middle leaders about performance and outcomes, as clearly evidenced in the minutes of their meetings. For example, they have previously requested a review of pupil premium spending and its impact and recently a review of mathematics.  Governors understand the college’s and national comparative performance data and what it means.  Members of the governing body are highly skilled and knowledgeable about the college, including how well the college is doing and the impact the quality of teaching has on standards of achievement. They are fully committed to the college’s vision to be outstanding and provide strong challenge and effective support for leaders at all levels.  Governors are fully involved in planning the use of the pupil premium and know that the achievement of eligible students is improving rapidly. OFSTED: Grade 1 – Outstanding: Secondary

33. Drop In Slots: Friday 27 th March 01872 32 7811 corestats@cornwall.gov.uk www.cornwall.gov.uk/csfdata