Understanding Education Data Basics of school accountability

Transcription

1 Understanding Education Data Basics of school accountability Scott Walker - Regional Adviser Academy Ambassadors (slide deck based on DfE published slides)

2 Assessment of pupils across their education Early Years Foundation Stage Profile (age 5) (*) Phonics Screening Check (age 6 / 7) (*) National Curriculum Assessments Key Stage 1 (age 7) (*) National Curriculum Assessment Key Stage 2 (age 11) Key Stage 4 - GCSE and equivalents (age 16) Key Stage 5 - A-level and equivalents (age 18) Those shown with a (*) are internal assessed and not published at a school level

3 Key Stage 2 SATs (Age 11- end of Y6) Pupils sit formal tests in reading; spelling, grammar and punctuation and mathematics. Writing is teacher assessed. Schools are judged on the percentage of pupils achieving a score of 100 or more on the tests. There is also a high score for thesesubjects. For writing schools are judged on the percentage getting a teacher assessment of the expected standard or the higher greater depth standard. Schools are judged on the percentage of pupils getting the expected standard in all three of reading, writing and maths and a value added progress measure in each subject area. Results are used as the basis for judging secondary school performance.

4 Sample Primary School (1)

5 Sample Primary School (2)

6 Secondary Headline Measures The headline measures appearing in the performance tables from 2017 are: Progress 8 Attainment 8 The percentage of students achieving the threshold in English and mathematics - Grade 5 for 2017 The percentage of students entering the English Baccalaureate (EBacc) The percentage of students achieving the EBacc The percentage of students staying in education or employment after Key Stage (KS) 4 Former accountability measures are no longer be used, such as the 5 A*-C grade GCSEs including English and maths measure.

7 New GCSE Gradings Grade 4 broadly the equivalent of the bottom two thirds of a current grade C will be known as a standard pass. This is the minimum level that students need to reach in English and maths: otherwise they will need to continue to study these subjects as part of their post-16 education. There is no re-take requirement for other subjects. The Department will recognise a GCSE Grade 5 or above as a strong pass. This increasing expectation reflect our ambition to raise standards in schools. This is in line with the expectations of top performing education systems around the world.

8 New GCSE Gradings Grade 4 broadly the equivalent of the bottom two thirds of a current grade C will be known as a standard pass. This is the minimum level that students need to reach in English and maths: otherwise they will need to continue to study these subjects as part of their post-16 education. There is no re-take requirement for other subjects. The Department will recognise a GCSE Grade 5 or above as a strong pass. This increasing expectation reflect our ambition to raise standards in schools. This is in line with the expectations of top performing education systems around the world.

9 Attainment 8, estimated Attainment 8 and Progress 8 A pupil s Progress 8 score is defined by the DfE as being their actualattainment 8 Score minus the estimated Attainment 8 score (based on KS2 levels) The estimated Attainment 8 score comes from an average of a pupil s KS2 Reading Level and Maths Level. The department sets its expectation for all pupils across all grades each year based upon national results. Outcomes published end of September / early October.

10 Attainment 8 Structure CORE Ebacc Group Open Group English or English Literature Maths Double Weighted Science (1, 2 or3) MFL (1 or 2) Geography History Computer Science R.E. P.E. Art Drama Music Product Design Food & Nutrition ICTGCSE/CNAT BTEC Dance BTEC Sport BTECHospitality Any other eligible qualification or not counted in previous category

11 Progress 8

12 Why measure progress?

13 What is Progress 8? Progress 8 aims to capture the progress a pupil makes from the end of primary school to the end of secondary school. Value added measure - pupils results are compared to achievements of other pupils with the same prior attainment. Designed to encourage schools to offer a broad and balanced curriculum with a focus on an academic core at key stage 4, and reward schools for the teaching of all their pupils, measuring performance across 8 qualifications. Progress 8 is calculated for individual pupils in order to calculate a school s Progress 8 score - no need for schools to share with their pupils. Schools should continue to focus on which qualifications are most suitable for individual pupils, as the grades pupils achieve will help them reach their goals for the next stage of their education or training.

14 I really don t understand?!?! Lets do an example...

15 Emma achieved the following grades in 2018 Maths 7 English Lang 8 English Lit 6 Biology 7 Physics 6 Art 3 Spanish 6 RE 3 History - 7 Emma estimated A8 score based on prior attainment was 59 (KS2=5.0) CORE Double these Ebacc Open 7+7=14 8+8= Attainment =65 Progress 65-59=6 Across 10 subjects so divide by 10 = 0.6 Emma s P8= +0.6 This means Emma achieved an average of just over half a grade better, per subject, than other pupils with the same prior attainment

16 Alan achieved the following grades in 2018 Alan s estimated A8 score based on prior attainment was 46 Maths 3 English Lang 4 Comb Sci 5 5 Computer Sc 4 BTEC 1 st Hospitality Dist = 7 BTEC 1 st Sport Merit = 5.5 Camb Nat Cert Bus & Ent Pass=4 Pearson BTEC Cert H&Sc Pass = 1.75 CORE (only Maths is doubled) Ebacc Open 3+3=6 4+0= Attainment =40.5 Progress = -5.5 Across 10 subjects so divide by 10 = Alan s P8= This means Alan achieved an average of just over half a grade worse, per subject, than other pupils with the same prior attainment

17 School Level Figures A school s Progress 8 score is calculated as the average of its pupils Progress 8 scores. It gives an indication of whether, pupils in the school made above or below average progress compared to similar pupils in other schools. A score of zero means pupils in this school on average do about as well at key stage 4 as other pupils across England who got similar results at the end of key stage 2. A score below zero means pupils made less progress, on average, than pupils across England who got similar results at the end of key stage 2. Progress 8 score of below -0.5 indicates the school s average achievement is half a GCSE grade below the national average of other pupils with the same expected progress. A score above zero means pupils made more progress, on average, than pupils across England who got similar results at the end of key stage 2. A negative progress score does not mean pupils made no progress or school failure. It means pupils have made less progress than other pupils across England with similar results at KS2.

18 Want more detail?? More detail including worked examples can be found at t_data/file/748497/secondary_accountability_measures_guidance -_October_2018.pdf

19 What is the English Baccalaureate (EBacc)? Designed to ensure focus on curriculum breadth, the EBacc is a school level measure that comprises the core academic subjects that the vast majority of young people should have the opportunity to study to age 16. To enter the EBacc, pupils must take up to eight GCSEs across five subject pillars. In % entered (i.e. entered GCSE s in the qualifying subjects). 23.7% achieved the EBacc DfE aspiration that 75% of year 10 pupils in state-funded mainstream schools will start to study GCSEs in the EBacc combination of subjects by September By 2025, the aspiration rises to 90% of year 10 pupils studying GCSEs in the EBacc subjects by 2025.

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21 Questions?