Inspecting outcomes using data - primary



5057775-49403000Inspecting outcomes using data - primaryWorkbook For this training you need:this workbookinformation sheets:key stage 2 progress and attainment scoresprimary inspection dashboard chartsprimary inspection dashboard strengths and weaknessesusing the primary inspection dashboardextracts from primary school datacommentary on school data extractsprimary RAISEonline tables and chartsRAISEonline newsletter on new primary 2016 reports – September 2016Questions for users of primary RAISEonline summary reportsthe Section 5 school inspection handbook. The information sheets, RAISEonline newsletter and document containing questions for users of primary RAISEonline summary reports are provided with this workbook.This workbook is provided in Word so you can key in your responses.You will be writing some responses while reading information sheets, so you may prefer to print the workbook. The space is sufficient for you to write in your responses.You may also find it convenient to print the information sheets, newsletter and questions document if you wish to annotate them and retain them for reference.Objectives of this trainingTo increase familiarity with 2016 key stage 2 progress and attainment scoresTo provide details of the content of the 2016 inspection dashboard and RAISEonlineTo explain the focus of strength and weakness sentences in the inspection dashboard To apply the information and the September training on inspecting outcomes to 2016 data through analysing charts and tablesContent of this trainingProgress and attainment scores and who is included in the dataUpdate on accountability measuresCharts in the primary inspection dashboardStrengths and weaknesses in the primary inspection dashboardUsing the primary inspection dashboardTables and charts in the primary RAISEonline summary reportAnalysis of 2016 data for some schoolsHow to use this workbookThis workbook provides a notepad on which to note down key points from information you read and answers to questions. You may find the notes useful for future reference.In each cell, space for a brief response is provided after prompts or questions. Where more than one response is intended, a bullet point is provided for each.This workbook contains 10 activities.Work through them in order, taking breaks. Space is provided on the back page for you to note down any learning points or queries that you want to follow up.Links with other trainingThis training builds on:September distance learning on inspecting outcomesSeptember 8 conference session on inspecting outcomes September 9 regional training session for all inspectors on inspecting groupsA further set of distance learning on inspecting outcomes using 2016 data – secondary will be available in late November. It will contain some material in common with this training and some specific to key stage 4.1143055245 Activity 100 Activity 1 Reviewing key messages about inspecting outcomesReview the key messages below from the September training on inspecting outcomes.Give most weight to progress and take account of it for:prior attainment groups (different starting points), particularly the most abledisadvantaged pupils, particularly the most able.If pre-inspection analysis shows weaknesses in progress of prior attainment groups or disadvantaged pupils:make this a key line of enquiry and follow it uptake it into account carefully if current progress differsreport on the same group of current pupils.Give most weight to current progress but we must take account of how this compares with recent cohorts. Take care to weigh up past and current progress carefully, for example, without giving greater weight to the stronger progress:if progress was strong in recent historic data, but is weaker for current pupilsif historic progress had weaknesses, but current progress is stronger.Remember that 2016 primary assessment and accountability measures are new, set higher standards and cannot be compared directly with previous years. The 2016 progress in any one subject, such as writing, should not carry undue weight. No judgement should be based on only one year’s outcomes. We must consider a wide range of current and past progress. Use the 2015 primary school floor standards, shown on the front page of the unvalidated 2016 dashboard, until the validated data are released in performance tables. The DfE’s provisional date for this 15 December 2016. The validated dashboards will show the 2016 floor standards and whether a school is a coasting school, and will be available soon afterwards, although not pare progress of disadvantaged pupils with progress of other (non-disadvantaged) pupils nationally with the same starting point.Evaluate achievement across the curriculum, not just in English and mathematicsUse the inspection dashboard as the main source of historic data to inform key lines of enquiry before section 5 and section 8 inspections. It reflects inspection emphases and contains information about the main groups (disadvantaged, gender and SEN by low, middle and high prior attainment).Use the RAISEonline summary report during or before inspections only where we need to look at data in more detail or for another key group in the school, such as:one named in a previous area for improvementone highlighted for provision or outcomes on the school’s websitepupils assessed on P scales shown in the transition tables.When considering historic data:treat data for very small groups (five or fewer) with cautioncheck whether progress scores are statistically significant.1143055245 Activity 200 Activity 2 Key stage 2 progress and attainment scoresRead information sheet 1 on key stage 2 progress and attainment scores. Using the information in the sheet, write down answers to the questions below.What are the minimum and maximum scaled scores awarded in tests? … …How many test marks must be obtained to be awarded a scaled score?Is a pupil with the following included in the progress score for all subjects?Tick each pupil that will be included. Cross the pupils that will not.no KS1 prior attainment…KS1 prior attainment on P scales…KS1 prior attainment in reading only…KS1 prior attainment in writing and mathematics only…Overall KS1 prior attainment is used to calculate the progress score.How can the points for overall prior attainment be worked out?Tick each method that can be used. Cross each method that cannot.(reading + writing + mathematics) ÷ 3…giving equal weight to English and mathematics…(single reading + single writing + double mathematics) ÷ 4…Which KS1 levels are allocated to each prior attainment group?low…middle…high…Which prior attainment group would pupils be allocated to if their KS1 levels were:reading level 1, writing level 1, mathematics level 2b?reading level 2b, writing level 2b, mathematics level 3?reading level 2a, writing level 3, mathematics level 2a?When calculating the progress score, a pupil’s attainment is compared with the national average for pupils in the same attainment band.How many attainment bands are used?How are the groups and national averages shown on the attainment scatterplot?For KS2 attainment, how many points are allocated below the scaled score range for:assessment based on P scales?Foundations for the expected standard?Early development of the expected standard?Growing development of the expected standard?Can pupils with the following KS2 attainment have positive progress scores?Tick those that can. Cross those that cannot.assessment based on P scales…Foundations for the expected standard…Early development of the expected standard…Growing development of the expected standard…What impact on the school’s overall progress score would a pupil assessed at early development of the expected standard be likely to have?Tick one.raise it...no effect…lower it…Why should progress scores for writing be interpreted particularly carefully?distribution…teacher assessment…What is the national average progress score for all pupils?Is it the same for all pupils for each prior attainment group?Which of these progress scores is in the top or bottom 5% and 10% of schools for each of reading, writing and mathematics?Tick all that apply.-5-4-3345bottom 5%top 5%bottom 10%top 10%What percentage of pupils awarded scaled scores had scores of 90 or below?Tick all that apply.less than 10%...more than 10%...more than 20%...Tick the smaller percentage:pupils awarded a score of 10 above expected (110 or above)…pupils awarded a score of 10 below expected (90 or below)…Which of these school percentages attaining at least the expected standard would put them in the bottom 10% of schools?Tick all that apply.writing 50%...reading 50%...mathematics 50%...Is the whole cohort included in the following attainment measures?Tick all that apply.percentage attaining the expected standard…average scaled score…Are pupils assessed on P scales who took the test and scored too few marks to be awarded a scaled score included in the progress score:in unvalidated data?in validated data?How might you be able to tell from figures in the inspection dashboard if pupils working on P scales were entered for the reading or mathematics test but were excluded from the unvalidated progress score?Which of the following pupils are included in the progress score?Tick all that apply.Pupils assessed on P scales who do not take the test…Pupils assessed on the pre-KS2 interim framework who do not take the test…Pupils assessed on the KS2 interim framework as not meeting the expected standard (HNM) who are not entered for the test…What are the 2016 progress thresholds for the following standards?floor standards:reading…writing…mathematics…coasting definition:reading…writing…mathematics…(It may help to remember that floor thresholds are double coasting thresholds.)1143055245 Activity 300 Activity 3 Primary inspection dashboard chartsRead information sheet 2 on primary inspection dashboard charts. Using the information in the sheet, write down answers to the questions below.The inspection dashboard shows data for all pupils by low, middle and high prior attainment groups.For which other groups does the inspection dashboard show data for low, middle and high prior attainment groups (the two-way cut)?For which of these charts is the two-way cut provided in the inspection dashboard?Tick all that apply.KS1: reading…writing…mathematics…science…EGPS…KS2: reading…writing…mathematics…science…What new type of information for KS1 does the two-way cut provide?What is shown alongside the following so that users cannot view them separately:KS2 attainment in reading, writing and mathematics…data for all pupils…Which dashboard charts do not contain the latest year of data in the October 2016 unvalidated release?What national figures will be shown in the inspection dashboard for comparison with:data for disadvantaged pupils?data for girls?progress data for SEN with EHC/statement and SEN support groups?attainment data for SEN with EHC/statement and SEN support groups?low prior attaining group of all pupils?high prior attaining group of disadvantaged pupils?What is the progress figure for all pupils nationally?What is the progress figure for the high prior attaining group of all pupils nationally?Which prior attainment grouping is used in the following charts?Tick the grouping used.progress charts:overall….subject…attainment charts:overall…subject…Why might the total number of pupils included in a progress chart be fewer than the cohort shown in the attainment chart?In attainment charts, why might the total number of pupils shown in low, middle and high prior attainment groups be fewer than the number of pupils in the cohort overall?Why might the number of pupils in the middle prior attainment group differ between the progress and attainment charts?What does the percentage coverage show?Fill in the missing number.For school percentage thresholds, a school percentage that is close to the national figure is within ………. pupil from it.In attainment charts, what do the following numbers in the row labelled ‘Diff no’ show:0?2?-3?What colour and brightness would the following ‘Diff no’ be shaded?-4….…1……Write in each cell what the shading represents.bright reddark redpale redlight redpale greenlight greenbright greendark greenprogressattainmentFor which of the following is shading applied?Tick where shading is applied. Cross where shading is not applied.progress:overall…by prior attainment…KS1 and KS2 attainment:overall…by prior attainment…progress of the SEN support group…KS1 attainment of the SEN with EHC/statement group…progress of the disadvantaged group…KS2 attainment of low prior attaining boys…science…English, grammar, punctuation and spelling…phonics…Early Years Foundation Stage Profile…Why is shading not applied to attainment overall?In attainment charts, for which prior attainment group is shading most likely?Why is it much more likely to be shaded than the other groups?What should also be taken into account when this group is shaded?We can only say progress is above average if…How can you see this from the confidence interval plotted on the chart?How can you see this from the shading on the chart?We can only say progress is below average if…How can you see this from the confidence interval plotted on the chart?How can you see this from the shading on the chart?Tick one of the following.The disadvantaged group’s progress is shaded green because it is:significantly above zero, the national for all pupils…significantly above the national for other pupils…For which size of cohort might high or low progress scores be unshaded?Why?How many pupils are described as a ‘very small cohort’?Which of the following should be checked for very small cohorts?Tick all that apply.when there is no shading, whether there are high or low scores …the size of the difference of the score from national…data for previous years in comparison with national figures for those years…Which two thresholds are shown in attainment charts for reading, writing and mathematics:at KS1……at KS2……Do the charts show the percentage attaining at least the expected standard or the percentage attaining only the expected standard?What attainment do charts show for:KS1 and KS2 science…KS2 English grammar, punctuation and spelling……KS2 spelling…What type of chart is used to show the average scaled score?For which subjects is it shown?Why might the cohorts shown on it differ from those in the attainment threshold charts?Write what the following show in the stacked bar charts that are used for SEN group attainment and KS2 gender group attainment:the darker-shaded lower part of the bar…the lighter-shaded upper part of the bar…the total height of the bar…What charts have been added since 2015 for:phonics?Early Years Foundation Stage Profile?1143055245 Activity 400 Activity 4 Inspection dashboard strengths and weaknessesRead information sheet 3 on primary inspection dashboard strengths and weaknesses. Using the information in the sheet, write down answers to the questions below.Which of the following is a feature of strengths and which is a feature of weaknesses?Tick in the correct cells.StrengthsWeaknessesHighlight consistencyIdentify specific subjectsStrengths and weaknesses are linked to the historic data parts of grade descriptors for which grades?Tick in the correct cells.Grade 1Grade 2Grade 4StrengthsWeaknessesLook at the summary of strengths and weaknesses on the back page of the sheet. Strengths for disadvantaged pupils are provided for:Tick all that apply.KS2 progress…KS1 attainment…phonics…Early Years Foundation Stage Profile…Strengths and weaknesses for SEN groups are provided for:KS2 progress…KS1 attainment…What is the hierarchy of strengths for progress?For the top progress strength, in a school with all prior attainment groups, how many progress scores need to be sig+:in reading?in total?In a school with only low and middle prior attainment groups, how many progress scores need to be sig+ in total?Look at the table on links between shading and strengths and weaknesses on page 7.How can it be seen easily from shading in the charts that a school has a strength for progress?Could a school with no progress score shaded red or green have a strength indicated?Why?If a school had overall progress unshaded, some green shading, no red shading and one progress score of -4, could it have a strength indicated?Why?Is overall attainment included in KS1 attainment strengths?What is the hierarchy of strengths for KS1 attainment?For the top attainment strength at expected+, in a school with all EYFS development groups, how many attainment percentages need to be above national figures:in reading?in total?In a school with only low and middle prior attainment groups, how many attainment percentages need to be above national figures in total?Is attainment that is close to national shaded or unshaded?How can it be seen easily from shading in the charts that a school has a KS1 attainment strength?If a school had all greater depth ‘Diff no’ shaded green, what strength would be indicated?Why?Could a school with no expected+ attainment shaded red or green have a strength indicated for expected+?Why?Could a school with the exceeding development group unshaded for greater depth have the highest strength identified for greater depth?Why?When will the new strengths and weaknesses for early years and absence be shown in the dashboard?How do the new strengths for absence emphasise consistency across groups?FSM…other groups…Look at the table on links between shading and strengths and weaknesses on page 7.Summarise the criteria used to indicate weakness in:progress…attainment at KS1 and KS2…What number of pupils is referred to by ‘well below’ the national figure?The colour and brightness of shading in the charts that shows the weaknesses are:for progress……for attainment…… Group weakness sentences for KS1 and KS2 specify disadvantaged and gender groups by prior attainment/development but do not specify the subject.How can the weaknesses be pinpointed easily?Write the size of cohort for which weaknesses are indicated:at KS1 and KS2…for phonics, early years and absence…In the phonics weaknesses, how far are the thresholds below the national percentages?1143055245 Activity 500 Activity 5 Using the inspection dashboardLook at information sheet 4 on using the primary inspection dashboard.There is no need to read it in detail before you start to look at a dashboard. Using the information in the sheet, write down answers to the questions below.In the inspection dashboard, what needs to be analysed before looking at charts? While evaluating strengths, what are useful questions to ask about:consistency…disadvantaged pupils…Which strengths might be consistent with grade 1 outcomes?If progress for a prior attainment group was weak, why is it helpful to check attainment for that group?Which should be given most weight when shading for progress and attainment differ for the middle prior attainment group?Why might attainment of the middle prior attainment group be shaded when progress is not?What should be considered carefully when the progress and attainment shading differ for the middle prior attainment group?For small cohorts, if no progress shading is shown, what should be checked?Tick the school for which it is harder to have the highest progress strength.School with only low and middle prior attainers…School with low and middle prior attainers and one high prior attainer…Why?What is the likely effect of particularly low prior attainers on the school’s progress score?What should be considered carefully?Which figures in the dashboard can be checked to see if some pupils have not been included in progress measures?Where can detailed information on the KS1 and KS2 attainment of low attainers be seen?1143055245 Activity 600 Activity 6 School A’s inspection dashboardLook at the strengths and weaknesses for School A, in information sheet 5.You may wish to use the summary table of strengths and weaknesses on the back page of information sheet 3 to help you analyse them.Using School A’s strengths and weaknesses, write down answers to the questions below.Which of the KS1 and KS2 strengths are the highest possible?...Which strengths are missing?...How might they relate to the weaknesses? …What questions or issues do the strengths and weaknesses suggest about:disadvantaged pupils…KS1 weaknesses…KS2 strengths…Do the strengths and weaknesses suggest that a short inspection of this school might convert? ……….Why?...Look at School A’s KS2 progress charts for reading, writing, mathematics and SEN groups.Using School A’s KS2 charts, write down answers to the questions belowWhy is the progress of disadvantaged and SEN prior attainment groups not sig+?... Are some groups very small?……If so, which ones?...Did any very small groups make sig+ progress?...If so, which ones?...A key line of enquiry based on KS2 data is…The rationale for it is…Look at School A’s KS1 charts for reading, writing, mathematics and SEN groups.Using School A’s KS1 charts, write down answers to the questions belowWhy are the strengths listed for disadvantaged pupils not also met by all pupils?...What more minor weaknesses (pale red shading) do the charts show?...(Note that shading is not applied to SEN attainment charts.) What do the charts show about the emerging group?...What do the charts show about the exceeding group?...Summarise the KS1 weaknesses…Key lines of enquiry based on KS1 data are:The rationale for them is:Now read the commentary on School A’s data in information sheet 6 alongside your responses.Check your responses against the commentary on School A’s data in information sheet 6.1143055245 Activity 700 Activity 7 School B’s inspection dashboardLook at the strengths and weaknesses for School B, in information sheet 5.You may wish to use the summary table of strengths and weaknesses on the back page of information sheet 3 to help you analyse them.Using School B’s strengths and weaknesses, write down answers to the questions below.Which of the KS1 and KS2 strengths are the highest possible?...Which strengths are missing?...How might they relate to the weaknesses? …What questions or issues to follow up in the charts do the strengths and weaknesses suggest about:disadvantaged pupils…high prior attainers…KS1 strengths…KS2 weaknesses…Look at the reading progress and attainment charts for School B, in information sheet 5.Note that the progress charts for writing and mathematics contain no red or green shading.Using School B’s charts, write down answers to the questions below.What is the progress score in reading for the:all pupils high group?disadvantaged high group?They are sig- and in the lowest 10%. Why is the difference with national ‘Diff’ larger for the disadvantaged high group than the all pupils high group?How many pupils are in the:all pupils high group?disadvantaged high group?How large an effect does the progress of disadvantaged pupils have on the progress of the all pupils high group?Write which attainment is shaded as a weakness, expected+ or high:for the all pupils high group…for the disadvantaged high group…The other attainment is close to national, even though the school’s bar is below the pink national line. The difference is zero because the group is small.How many pupils in the high group attained the high standard:all pupils?disadvantaged pupils?What percentage does one pupil in the high group represent for:all pupils?disadvantaged pupils?How many more pupils need to attain the high standard for the school’s attainment to be close to national:for the all pupils high group, where the percentage difference is 49%?for the disadvantaged high group, where the percentage difference is 52%?What is a key line of enquiry?What is the rationale for it?Which other attainment was shaded as a weakness for all and disadvantaged pupils:expected+, high or both…group…Was progress for this group shaded red for sig- or dark red?Is there an issue to follow up for this group, bearing in mind that:progress is the most important andshading for attainment of the middle group is more likely as the group is relatively large (many more schools will have shading for this than for progress of the middle group)?If so, what is the issue?How many of the pupils in the whole cohort do not have a progress score?What is the coverage for all pupils?For all pupils, what is the total of the cohort in the low, middle and high groups in the attainment chart?Why is this different from the overall cohort of 28?In total for the low, middle and high prior attainment groups for all pupils, how many pupils are:included in the progress chart…shown in the cohort in the attainment chart…How can this arise?Now read the commentary on School B’s data in information sheet 6 alongside your responses.Check your responses against the commentary on School B’s data in information sheet 6.1143055245 Activity 800 Activity 8 School C’s inspection dashboardLook at the strengths and weaknesses for School C, in information sheet 5.You may wish to use the summary table of strengths and weaknesses on the back page of information sheet 3 to help you analyse them.Using School C’s strengths and weaknesses, write down answers to the questions below.Which of the KS1 and KS2 strengths are the highest possible?Which strengths are missing?How might they relate to the weaknesses?What questions or issues to follow up in the charts do the strengths and weaknesses suggest about:disadvantaged pupils, including the size of the cohort…pupils who have special educational needs…KS1 weaknesses…KS2 strengths…Look at the KS2 progress and attainment charts for School C, in information sheet 5.Using School C’s charts, write down answers to the questions below.Which groups had progress not significantly different from average?Were the groups small?In which subjects did these groups have positive progress scores that were substantially above average?Look at the mathematics attainment chart.How well did the high group do?How many pupils were in the high mathematics group for:progress?attainment?The difference between these numbers shows that three pupils with middle prior attainment in mathematics but high in reading and/or writing were included in the high group’s progress score.Look at the writing attainment chart.What may have contributed to the weaker progress of the high group?Look at the KS1 attainment charts for School C, in information sheet 5.Using School C’s charts, write down answers to the questions below.Check how high the highest strengths (% expected+) were for all and disadvantaged pupils.Do all of the groups have the Diff no for expected standard+ shaded green?If not, which is unshaded and why?Is the Diff no large or percentage very high (such as 100%) for any particular group or subject?Are the disadvantaged pupils a small or large proportion of all pupils?Will their attainment have a small or large effect on the attainment figures for all pupils?Follow up the weaknesses (mathematics expected GD and disadvantaged expected.The disadvantaged weakness can only be for GD as E+ is a strength.Is the disadvantaged weakness in mathematics and/or another subject?What are the other light red shaded weaknesses?A key line of enquiry for KS1 is…Look at the phonics and early years charts for School C, in information sheet 5.Using School C’s charts, write down answers to the questions below.Check for indicators of KS1 weaknesses in mathematics and reading by considering the data for previous cohorts for phonics and early years.Was the 2016 strength in Year 1 phonics consistent with previous years or does it reflect an improvement?How strong was the phonics attainment of disadvantaged pupils in 2014, 2015 and 2016?Roughly how large a proportion of the early years cohort was in the FSM group:in 2014?in 2015?In early years in 2015, which of reading, writing and mathematics was:strongest?weakest?In which subjects and groups were the main weaknesses in 2015?Were 2014 early years weaknesses in mathematics reflected in 2016 KS1 weaknesses?What were the links?Was the 73% attaining the expected standard in early years reading in 2014 and 2015 reflected in the phonics attainment:in 2015?in 2016?What might this indicate about phonics provision?Key lines of enquiry across early years, phonics and KS1 for mathematics and reading are:The rationale for them is:Look at the KS2 SEN charts for School C, in information sheet 5.Note that progress for the EHC/statement and support groups is compared with the national for all pupils, which is zero. Progress of the ‘no SEN’ group is compared with ‘no SEN’ nationally, as shown by the pink bar. For attainment, no national comparisons are made for the EHC/statement group or support groups.Using School C’s charts, write down answers to the questions below.Does the school have any pupils in the SEN with EHC/statement group?If so, how many for each subject?Write down the prior attainment group are they in for:progress…attainment:reading…writing…mathematics…Note that for each SEN group, the darker colour shows the percentage attaining the high standard and the lighter colour shows the percentage attaining the expected standard. Together they make up the height of the bar, which shows the percentage attaining at least the expected standard (expected+). The table also shows the % expected+.In which subjects did the SEN with EHC/statement group attain:at least the expected standard?the high standard?For the SEN support group, how many were in the cohort overall?For how many was a progress score shown in each subject?How might the difference between attainment and progress cohorts have arisen?In which prior attainment group is the largest number of SEN support pupils?In the progress chart, three pupils in the SEN support group had low prior attainment.How strong was their progress in each subject?Look at the attainment charts and the cohort sizes in them for the low group.Why might progress for the low group have been lower in writing than for reading and mathematics?When you glance at the attainment charts for the middle group for SEN support (purple), how can you see quickly whether any attained the high standard?In which subject did any attain the high standard?Look at the chart for average scaled score in reading.What is the cohort for SEN support in:the reading average scaled score chart?the reading threshold chart?How could the difference in cohort have arisen?Is the full cohort included in the mathematics average scaled score?What are the scaled scores in reading and mathematics for the SEN support group, and which is higher?How does the average scaled score for the no SEN group compare with the same group nationally?Summarise the KS2 strengths for SEN with EHC/statement and SEN support groups….Look at the KS1 SEN charts for School C, in information sheet 5.Using School C’s charts, write down answers to the questions below.At KS1 a similar number of pupils are in the SEN support group to the number at KS2.How does the distribution of EYFSP development compare with the prior attainment grouping for KS2?Summarise how well the KS1 SEN with EHC/statement and SEN support groups have done…Are the SEN strengths at KS2 also apparent at KS1?Are the same subjects strongest and weakest?Now read the commentary on School C’s data in information sheet 6 alongside your responses.Check your responses against the commentary on School C’s data in information sheet 6.1143055245 Activity 900 Activity 9 RAISEonline summary reportRead the RAISEonline September 2016 newsletter describing the new primary tables and charts for 2016. It is provided with the materials for this training.Using the information in the newsletter, write down answers to the questions below.Do RAISEonline tables and charts for key stages 1 and 2 show historic data?Which other tables and charts will include data for previous years?Which pages in the summary report show data for disadvantaged by prior attainment/ early years development (the two-way cut used in the inspection dashboard)?These are the only pages in the summary report that use shading to highlight stronger and weaker performance. Is this shading the same as used in the dashboard or different:for progress?for attainment?The prior attainment groups used in these KS2 two-way progress and attainment tables use overall prior attainment. How does this differ from the prior attainment groups used for KS2 in the inspection dashboard:for progress?for attainment?In the tables showing attainment by groups, the specified national comparator type for male is ‘same’. Examples are shown in the KS1 science table.What are the specified national comparator types for the following groups:disadvantaged…other…female…SEN with EHC/statement…SEN support…no SEN…How does this differ from comparators used for attainment charts in the inspection dashboard?Bear in mind the differences in SEN EHC/statement and SEN support comparators between progress and attainment in dashboard charts.The specified national comparator type for ‘on roll in years 5 & 6’ is ‘same’.For ‘summer birth’ it is ‘same’ (please note that the example in the newsletter is incorrect)What are the specified national comparator types for the following groups:Ethnic groups…English additional language…Free School Meals…mathematics emerging…writing high…Look at the KS2 test table. It contains progress scores, followed by attainment data, so both can be viewed together.For the progress scores, no national comparators are provided in the summary report. The progress scores for each group can be compared easily with zero, the national average progress for all pupils and for each prior attainment band, however wide or narrow.How can schools see the national average progress score for each pupil group?For progress, the summary report implies ‘all pupils’ as the national comparator group for all pupil groups.Is this the same approach used in the inspection dashboard?If not, what national comparators for progress does the inspection dashboard use for:disadvantaged?girls?SEN support?no SEN?For the attainment data in the KS2 test table, national comparators are shown.Look at the line chart showing the progress scores and confidence intervals for groups.Does this chart include the progress score of the whole cohort ‘all pupils’?What order is used for the group progress scores?How does the chart show a group’s progress that is statistically above zero (sig+), which is the national average for all pupils?How does the chart show a group’s progress that is in the bottom 10%?Ethnic groups are not included in the extract of the table and chart in the newsletter. Where are the figures and chart for ethnic groups shown in RAISE?All transition tables show numbers of pupils in each cell.Tick each of the transition tables that also show percentages for the school and nationally. Cross the ones that do not.EYFS to KS1 all pupils…EYFS to KS1 disadvantaged pupils…EYFS to KS1 P scale…KS1 to KS2 all pupils…KS1 to KS2 disadvantaged pupils…KS1 to KS2 P scale…What information is provided about spelling attainment:overall?at thresholds?Read information sheet 7 on primary RAISEonline tables and charts. Using the information in the sheet, write down answers to the questions below.How similar is the new shading in RAISEonline to the shading in the inspection dashboard?In which tables is shading applied?In which section have tables not been amended, so the old pupil groups and figures for the same group nationally are still shown?Data for these groups should be compared with figures for all pupils nationally.Where in these tables can this figure be found?Where has old style shading been left on a table in RAISEonline because it has not been redesigned?In the summary tables, which prior attainment grouping is used for the following sections?Tick the grouping used.progress:overall….subject…KS2 attainment:overall…subject…KS1 attainment:overall…subject…Is this the same as the inspection dashboard for progress?...Is this the same as the inspection dashboard for KS2 attainment?...Is this the same as the inspection dashboard for KS1 attainment?...Do the summary tables include two-way cut data for the same groups as the dashboard?For which groups do they contain data?Do the summary tables include two-way cut data for the same subjects as the dashboard?Which additional subjects do they include at KS2?Which additional subjects do they include at KS1?For KS1 science, what early learning goal are the early years development groups based on?For which progress scores is rank shown?top…bottom…Complete the sentences.On a scatterplot, the distance of the point showing the pupil’s attainment above the national average line for the pupil’s prior attainment group gives the pupil’s ………… score.Scatterplots in the RAISEonline summary report show ………….. pupils and ………… pupils.Tables beneath the scatterplots summarise the plotted data for prior attainment groups.They split the low prior attainment group into:level…level…They split the middle prior attainment group into:level…level…level…Tick the mathematics scatterplots that are shown in the summary report.mathematics progress and overall KS1 prior attainment…mathematics attainment and overall KS1 prior attainment…mathematics progress and mathematics KS1 prior attainment…mathematics attainment and mathematics KS1 prior attainment…When might it be helpful to look at the scatterplots that show overall prior attainment?When might it be helpful to look at the scatterplots that show subject prior attainment?Read the document ‘Questions for users of primary RAISEonline summary reports’. It is an extract from the introduction in each school’s summary report. It is provided with the materials for this training. Using the information in the document, write down answers to the questions below.For which of the following are questions included?statistically above or below average progress…disadvantaged pupils’ progress compared with that of others nationally…high prior attainers…consistency…small cohorts…impact of pupil premium…links between early years, phonics and KS1…pupils assessed using P scales…The questions in this document are available to schools and governors in the introduction to their RAISEonline summary report.How might you use them in inspection discussions?1143055245 Activity 1000 Activity 10 Low attainers in Schools D and ELook at the progress charts for Schools D and E, in information sheet 5.Using the charts, write down answers to the questions below.There are some differences between cohorts for test and teacher assessment subjects.Where in the charts can these differences be seen?Which subject has the most pupils included in the progress score?...What is the difference between the number of low prior attainers included for writing and for reading:in school D?in school E?What could be the reason for lower numbers in test subjects (explained in information sheet 3, in the section on who is included in progress and attainment data)?…Is the exclusion of these pupils from the progress score likely to raise or lower the school’s progress score overall and for low prior attainers?...Look at the transition tables for School D.The transition tables shown in the RAISEonline summary report provide some insight into the attainment of low prior attainers, but there is no need to consult them before inspection or during a short inspection.Using School D’s transition tables, write down answers to the questions below.How many pupils have no KS2 outcome:for reading?for writing?What was the prior attainment in reading of pupils with no KS2 outcome?...For those with W, were they assessed on P scales at KS1?... If so, which ones?...How many pupils with prior attainment on P scales were entered for the reading test and awarded a scaled score?... What was the score?...In writing, four pupils had prior attainment on P scales. Perhaps three of them were the same pupils that had prior attainment on P scales in reading.At KS2, were they assessed using P scales, the pre-key stage framework or the KS2 framework?What was their KS2 teacher assessment?Note that pupils with KS2 PKF will always have a negative progress score, as explained in information sheet 1.Note some differences between the numbers of pupils shown in the transition tables and the progress charts, which group pupils based on overall prior attainment.For reading, write down the following:the overall attainment cohort... the total shown with no KS1 outcome…the total shown with no KS2 outcome…These pupils must have been given KS2 interim framework teacher assessment of HNM (has not met the expected standard) because no lower teacher assessment is shown.the overall progress number included... How does it link to the numbers above?hence the coverage...the low prior-attainment group number included in the progress chart...the total number with KS1 prior attainment in reading at level 1 or below...the number with KS1 prior attainment in reading who have a test score…For writing:how many low prior attainers had a progress score?how many pupils had KS1 writing prior attainment at level 1 or below? why are the two numbers above different?Look at the scatterplots for School D.The scatterplots shown in the RAISEonline summary report provide some insight into the attainment and progress of low prior attainers, but there is no need to consult them before inspection or during a short inspection.Using School D’s scatterplots, write down answers to the questions below.The tables below the scatterplots summarise the number of pupils and performance for those with prior attainment at level 1 (6.0 - 11.9 points) and, separately, for those with prior attainment below level 1.For how many low prior attainers are attainment and progress shown?Are the four pupils with no KS2 outcome included?Only one of the three pupils with prior attainment on P scales is included. What was the pupil’s scaled score?The red line shows that the national average score for the same prior attainment band (3 to < 6) is 85.6. The pupil’s progress score, shown on the progress scatterplot, is how far the pupil’s scaled score is above this line. What is the pupil’s progress score?Did the pupil do better than other pupils nationally with prior attainment below level 1 (5.9 points or below, as shown in the table beneath the scatterplot – this is a wider band than the one used to calculate the pupil’s progress score)?Does this pupil have a positive or negative effect on the school’s progress score?Look at the transition tables and scatterplots for School E.Using School E’s tables and scatterplots, write down answers to the questions below.Look back to the reading progress charts. The number of low prior attainers included is less than that for writing.What is the progress score for the three low prior attainers?...Is it sig+?...The reading progress scatterplot shows the specific prior attainment of each of these three pupils. Was their prior attainment at level 1 (6.0 - 11.9 points) or below level 1?...Look at the attainment scatterplot. The three pupils with level 1 prior attainment are shown. How many pupils with prior attainment below level 1 are also shown?...Look back at the dashboard progress charts. How many fewer low prior attainers were included for reading than for writing?... These are the pupils excluded from the reading progress calculation and progress scatterplot but shown on the attainment scatterplot.Look at the reading transition tables, including the P scale details, to see these three pupils.What was their KS1 prior attainment?….….….What was their KS2 attainment?….….….Note that ‘other’ may be used where a pupil is new to the school or to speaking English.Note also that the transition tables enable the attainment of pupils with degenerative conditions to be shown clearly.Look again at the attainment scatterplot. Would these three pupils have a positive or negative progress score?...What might be the effect on the school’s progress score of including these pupils?... School D and School E illustrate two different cases.Both schools have entered pupils for the tests who have scored fewer than three marks and so not been awarded a scaled score. Consequently, they have not been included in the progress score.In School D, the reading teacher assessment for these pupils, HNM, was from the KS2 interim framework.For School E, the reading teacher assessment was on P scales or the pre-key stage framework.For cases like School D, pupils will continue to be excluded from the progress score in the validated results. Dashboard charts will still show differences in numbers included for test subjects and writing, which can be followed up. The accuracy of the HNM teacher assessment is an important factor: a pupil assessed as HNM will be excluded from the progress score, but one assessed as PKG will not.For cases like School E, pupils were excluded from the progress score in the unvalidated results but will be included in the validated results. This could make a big difference for some schools. The intention is to remove any future incentive to enter very low attainers for the test in order to exclude them from the progress score.Where unvalidated or validated progress scores for the low prior attainment group are low, checking transition tables or scatterplots can give insights into whether this has been influenced by very few particularly low attainers with large negative scores. Now read the commentary on School D and E’s data in information sheet 6 alongside your responses.Check your responses against the commentary on School D and E’s data in information sheet 6.ConclusionNote down any learning points or queries you want to follow up.We hope you have found this training useful. ................
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