1. 1 New Performance Tables: 2011 and Beyond… Cathy Christieson Head of School Performance Data Unit 13 th May 2011

2. 2 The White Paper signalled a strong and continuing role for performance tables In future:  Performance tables will set out Government’s high expectations – every pupil should have a broad education and a firm grip of the basics.  Parents, governors and the public will have access to much more information about every school and how it performs. Intuitive, interrogative functionality Reformed performance tables More data in more detail

3. 3 Our ambition: a much wider range of information on schools available to the public  The Government’s vision is that schools should be accountable to parents, pupils and communities for how well they perform.  Department is committed “to make it easier to locate, analyse and interpret our data”.  White Paper commits to publish all school-level data which underpins the Government’s statistical publications.  Our objective is to create a flexible dataset and open up underlying data to allow users to create and compare the information of most importance to them.  Will reform performance tables between 2011 – 2013 to make a much wider range of information available and increased interrogative functions  Our ultimate ambition is to bring together all the data we hold on schools in one place that serves all users (with appropriate secure access at lower levels). Our ambition

4. 4 Our ambition: a much wider range of information on schools available to the public  The new “School Performance Website” underpinned by significant re-build of infrastructure – a new data warehouse.  Will take some years to achieve final ambition of seamless, fast, modern service that meets needs of all users – schools, LAs, Ofsted, governors, parents, policy makers.  Also envisage more commercial applications of school data.  Strong transparency agenda. Important to Government that all data freed up to improve productivity, growth and service.  Must empower parents to take centre stage in school accountability.  Significant reforms to performance tables will begin from this year. Our ambition

5. 5 2011 performance tables CONTENT COMMON TO KS2 & KS4 Progress measures to continue (with tuning to methodology) Narrowing attainment gaps between deprived pupils & peers % of FSM+CLA achieving L4+ in Eng+maths or “the Basics” at KS4 % all others achieving L4+ in Eng+maths or “the Basics” at KS4 Show as time series (perhaps from next year) to demonstrate whether gap has narrowed Also serves to demonstrate impact of Pupil Premium. Drop CVA. Instead publish VA: KS1-2 KS2-4 Best 8 (or equivalent) including English and maths Reformed performance tables

6. 6 2011 performance tables CONTENT COMMON TO KS2 & KS4 Additional information about school and cohort context: gender split APS of cohort at beginning of Key Stage % started Key Stage below, at and above expected level % eligible for FSM + CLA % EAL % SEN % mobile pupils For first time pubish information on variance within schools for headline indicators. This year for FSM+CLA, and by low/average/high prior attainment. Will add in more from next year. Reformed performance tables

7. 2011 performance tables CONTENT COMMON TO KS2 & KS4 Reformed performance tables

8. 8 2011 performance tables KEY STAGE 2 Additionally will publish from 2011: Key Stage two test results level 5 in English and Maths Level 3 and below in English level 3 and below in Maths Key Stage two Teacher Assessment % achieving level 3 and below in English % achieving level 3 and below in maths % achieving level 3 and below in science And supporting data will include: % achieving below L4 in 3Rs and separately for Reading and writing % achieving L4+ in 3Rs and separately for Reading and writing % achieving L5 in 3Rs and separately for Reading and writing Reformed performance tables

9. 9 2011 performance tables KEY STAGE 4 Additional indicators published from 2010 : % of pupils achieving the Basics (A*-C GCSEs in English and maths) % of pupils achieving the English Baccalaureate included precursors to accredited iGCSEs Also released data on all GCSE subjects in March (in XL files), plus additional underlying Ebacc results, and 5+A*-C without equivalences. User friendly tables on school expenditure also published on the same day which included attainment info (% L4+ in English and maths; % 5+A*-C(or equiv) including English and maths). Reformed performance tables

10. 10 2011 performance tables KEY STAGE 4 For continuity, 5+A*-C (or equivalent) including English and maths will be prominent in 2011, accompanied by Best 8 VA. Composition of “the Basics” yet to be determined pending impact of Wolf: English and maths? English, maths and 2 science? To replace 5+A*-C (or equiv) incE&M? Or will 5+A*-C (or equiv) incE&M continue with improved eqivalences? More on Wolf later …. Will publish more on Ebacc: VA for each subject area. No single overall Ebacc VA because can reward poor entry patterns. Reformed performance tables

11. 11 2011 performance tables KEY STAGE 4 Reformed performance tables

12. 12 2011 performance tables KEY STAGE 4 Supplementary information will include: Individual Subject Information (web only) % entered for top 30 GCSEs % entered attaining A*-A for top 30 GCSEs % entered attaining A*-C for top 30 GCSEs % entered for top “other” qualifications % entered attaining equivalent of A*-C for top “other” qualifications Reformed performance tables

13. 13 WOLF REPORT HIGHLIGHTS FROM GOVERNMENT RESPONSE …. “we should clearly and simply recognise through performance tables those vocational qualifications which are most appropriate for the vast majority of 14-16 year olds, and which are comparable in terms of rigour of content and assessment to other qualifications that will count in the tables.” ….. “We will identify the best vocational qualificaions for this age group and will recognise them in performance tables.” …… “Preferred qualifications for this age group will: Have rigorous assessment, including a percentage of external assessment; Provide good progression opportunities to Level 3; Be in subjects which are recognised by employers and higher education; Offer rigour, breadth and depth; Be of an appropriate size to complement the academic core for the majority of students.”

14. 14 WOLF REPORT HIGHLIGHTS FROM GOVERNMENT RESPONSE …. “To avoid this [focus on C/D borders] we will continue to include performance measures, like average point scores, which capture the full range of outcomes for pupils of all abilities. In addition, from 2011, the performance tables will show for each school the variation in performance of low attaining pupils, high attaining pupils and those performing as expected.”