Cwestiwn Allweddol 1 Pa Mor Dda Yw R Deilliannau

Key Question 1 – How good are outcomes? Sections 1.1.1 and 1.1.2

Key Stage 3

General Points

Place the results in context. The equivalence of each pupil. How many pupils would the school need to move into the next FSMgroup or vice versa. The distribution of boys and girls. The number of pupils on the register and the distribution of needs. Family details in the Assembly’s ‘Core Data Set’.

Comprehensive judgement on KS3 results.

Wel / Eng / Ma / Sc / CSI / RE / Geo / His / Fr / D&T / IT / Art / Mus / PE
Grade / 1 / 2 / 2 / 3 / 2 / 3 / 3 / 3 / 1 / 3 / 3 / 2 / 3 / 2

Core Subjects

Compare the performance against similar schools (FSM) over the past three years. If relevant, performance should be compared against another FSM family.

You should compare level 5 and 6 performance against the County, Wales and family. You should also draw attention to any differences between girls and boys in absolute terms and in terms of girls’ and boys’ performance against the County, Wales and family. The position of individual subjects in the family.

You should compare the school’s value added performance by scrutinising the FFT absolute figures, the school’s position in the local ‘FFT league’ and the school’s position against the national line of regression.

You should give any specific reasons for inconsistent/unfavourable performance.

Non-core Subjects

You should compare performance against similar schools (FSM) over the past three years.

You should give any specific reasons for inconsistent/unfavourable performance.

Key Stage 4

General Points

Place the results in context. The equivalence of each pupil. How many pupils would the school need to move into the next FSM group or vice versa. The distribution of boys and girls. The number of pupils on the register and the distribution of needs. Family details in the Assembly’s ‘Core Data Set’

Judgement on results against the main indicators

5A*-C / 5A*-G / CSI / Score / Wel / Eng / Ma / Sc
Grade / 1 / 1 / 1 / 1 / 1 / 1 / 1 / 1

Judgement on KS4 subject results

RE / Geo / His / Fr / D+Tg / D+Ts / IT / Geo / Catering / Business / Drama / Art / Mus
Grade / 2 / 3 / 2 / 1 / 3 / 1 / 3 / 3 / 3 / 2 / 1 / 1 / 1

General indicators and the core subjects

Compare the performance against similar schools (FSM) over the past three years. If relevant, performance should be compared against another FSM family.

You should also draw attention to any differences between girls and boys in absolute terms and in terms of girls’ and boys’ performance against the County, Wales and family. The position of general indicators and individual core subjects in the family.

You should undertake a comparison of residuals in the core subjects.

You should give any specific reasons for inconsistent/unfavourable performance.

Other subjects

You should undertake a comparison of residuals in the other subjects. You should give any specific reasons for inconsistent / unfavourable performance.

Key Question 1 – How good are outcomes? Sections 1.1.1 and 1.1.2

Core Subjects

You should compare performance against similar schools (FSM) over the past three years.

KS3 / 2009 v 2009(7.6%, Q1) / 2008 v 2008 (7.8%, Q1) / 2007 v 2007 (8.7%, Q1)
Quartile (1=highest) / 4 / 3 / 2 / 1 / 4 / 3 / 2 / 1 / 4 / 3 / 2 / 1
Welsh / 72 / 79 / 88 / 68 / 76 / 85 / 74 / 81 / 87
English / 67 / 73 / 78 / 65 / 71 / 78 / 68 / 72 / 76
Mathematics / 71 / 76 / 80 / 74 / 78 / 83 / 72 / 78 / 80
Science / 70 / 78 / 85 / 73 / 78 / 83 / 67 / 76 / 82
CSI / 57 / 62 / 68 / 58 / 64 / 68 / 57 / 62 / 67

Level 5 comparison with the County, Wales and family

You should compare performance against the County, Wales and family. You should also draw attention to any differences between girls and boys in absolute terms and in terms of girls’ performance against the County, Wales and family. You should give any specific reasons for inconsistent/unfavourable performance.

2009 / 2008 / 2007
Wel / Eng / Ma / Sc / CSI / Score / Wel / Eng / Ma / Sc / CSI / Score / Wel / Eng / Ma / Sc / CSI / Score
School / 75.2 / 68.0 / 64.7 / 69.9 / 64.7 / 69.9 / 75.2 / 68.0 / 64.7 / 69.9 / 64.7 / 69.9 / 75.2 / 68.0 / 64.7 / 69.9 / 64.7 / 69.9
Authority / 74.6 / 67.5 / 71.4 / 72.5 / 71.4 / 72.5 / 74.6 / 67.5 / 71.4 / 72.5 / 71.4 / 72.5 / 74.6 / 67.5 / 71.4 / 72.5 / 71.4 / 72.5
+/- Auth / 0.6 / 0.5 / -6.7 / -2.6 / -6.7 / -2.6 / 0.6 / 0.5 / -6.7 / -2.6 / -6.7 / -2.6 / 0.6 / 0.5 / -6.7 / -2.6 / -6.7 / -2.6
Wales
+/- Wales
2007 / 2006 / 2005
Wel / Eng / Ma / Sc / CSI / Score / Wel / Eng / Ma / Sc / CSI / Score / Wel / Eng / Ma / Sc / CSI / Score
School / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G
Authority / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G
+/- Auth / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G
Wales
+/- Wales

The position of individual subjects in the family.

You will need to discuss whether to continuewith the current system or make use of sections 1 and 2 in the core dataset. There are visual advantages to the entry in the Core Data.

Level 6 comparison with the County, Wales and family

You should compare the school’s performance against the County, Wales and family. You should also draw attention to any differences between girls and boys in absolute terms and in terms of girls’ performance against the County, Wales and family. You should give any specific reasons for inconsistent/unfavourable performance.

The position of individual subjects in the family.

See the above observation in relation to the Core Data.

KS2-KS3 Value Added

You will need to decide how to provide the above information – a combination of CYNNAL data and Core Data?

Non-core Subjects

You should compare the school’s performance against similar schools (FSM) over the past three years.

KS3 / 2009 v 2009(7.6%, Q1) / 2008 v 2008 (7.8%, Q1) / 2007 v 2007 (8.7%, Q1)
Quartile (1=highest) / 4 / 3 / 2 / 1 / 4 / 3 / 2 / 1 / 4 / 3 / 2 / 1
Art / 72 / 79 / 88 / 68 / 76 / 85 / 74 / 81 / 87
DT / 67 / 73 / 78 / 65 / 71 / 78 / 68 / 72 / 76
Geography / 71 / 76 / 80 / 74 / 78 / 83 / 72 / 78 / 80
History / 70 / 78 / 85 / 73 / 78 / 83 / 67 / 76 / 82
ICT / 57 / 62 / 68 / 58 / 64 / 68 / 57 / 62 / 67
Modern Languages / 72 / 79 / 88 / 68 / 76 / 85 / 74 / 81 / 87
Music / 67 / 73 / 78 / 65 / 71 / 78 / 68 / 72 / 76
Physical Education / 71 / 76 / 80 / 74 / 78 / 83 / 72 / 78 / 80
Welsh as a Second Language / 70 / 78 / 85 / 73 / 78 / 83 / 67 / 76 / 82

Or as follows Art 2 3 4, DT 4 4 3, Geography 4 2 3, History 4 1 3, ICT 2 2 2, Modern Languages 4 3 4, Music 3 4 3, Physical Education 3 3 4, Welsh as a Second Language 4 4 2

The above information can be found in Section 12 of the Core Data.

Non-core Subjects – Level 5 –Comparison on a County, National and Family basis

2009 / 2008 / 2007
Wel2 / RE / Geo / His / D/T / IT / Art / Mus / PE / Wel2 / RE / Geo / His / D/T / IT / Art / Mus / PE / Wel2 / RE / Geo
School / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / %
Authority / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / %
+/- Auth / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / % / %
Wales
+/- Wales
2009 / 2008 / 2007
Wel2 / RE / Geo / His / D/T / IT / Art / Mus / PE / Wel2 / RE / Geo / His / D/T / IT / Art / Mus / PE / Wel2 / RE / Geo
School / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G
Authority / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G
+/- Auth / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G
Wales
+/- Wales

The position of individual subjects in the family.

You will need to discuss whether to continuewith the current system or make use of section 10 in the core dataset. There are visual advantages to the entry in the Core Data.

Non-core Subjects – Level 6 - Comparison on a County, National and Family basis

The position of individual subjects in the family

You will need to discuss whether to continuewith the current system or make use of section 10 in the core dataset. There are visual advantages to the entry in the Core Data.

Key Stage 4

Main indicators and the core subjects

You should compare the school’s performance against similar schools (FSM) over the past three years.

2009 / 2008 / 2007
Quartile (1=highest) / 4 / 3 / 2 / 1 / 4 / 3 / 2 / 1 / 4 / 3 / 2 / 1
5+ A*-C/TL2 / 52 / 58 / 66 / 54 / 58 / 63 / 51 / 55 / 64
5+ A*-G/TL1 / 86 / 90 / 92 / 87 / 90 / 93 / 86 / 90 / 92
CSI / 39 / 43 / 48 / 36 / 44 / 49 / 35 / 41 / 46
Wider average score
TL2+
Welsh [TL1 a TL2] / 55 / 62 / 69 / 55 / 61 / 66 / 53 / 58 / 65
English [TL1 a TL2] / 47 / 53 / 57 / 46 / 53 / 60 / 43 / 49 / 55
Mathematics [TL1 a TL2] / 48 / 53 / 61 / 48 / 53 / 62 / 44 / 52 / 60
Science [TL1 a TL2] / 40 / 44 / 49 / 41 / 44 / 48 / 40 / 43 / 48

You will need to discuss whether to continuewith the current system or make use of sections 1 and 2 in the core dataset. There are visual advantages to the entry in the Core Data.

Comparison on a County, National and Family basis

You should compare performance against the County, Wales and family over a period of 3 years. You should also draw attention to any differences between girls and boys in absolute terms and in comparison withthe County, Wales and family. You should give any specific reasons for inconsistent / unfavourable performance.

2009 / 2008 / 2007
TL2 / TL1 / CSI / TL2+ / Score / Wel / Eng / Ma / Sc / TL2 / TL1 / CSI / TL2+ / Score / Wel / Eng / Ma / Sc / TL2 / TL1 / CSI / TL2+ / Score / Wel / Eng / Ma / Sc
School / 75.2 / 68.0 / 64.7 / 69.9 / 69.9 / 64 / 69 / 69.9 / 64.7 / 75.2 / 68.0 / 64.7 / 69.9 / 69.9 / 64 / 69 / 69.9 / 64.7 / 75.2 / 68.0 / 64.7 / 69.9 / 69.9 / 64 / 69 / 69.9 / 64.7
Authority / 74.6 / 67.5 / 71.4 / 72.5 / 72.5 / 71 / 72 / 72.5 / 71.4 / 74.6 / 67.5 / 71.4 / 72.5 / 72.5 / 71 / 72 / 72.5 / 71.4 / 74.6 / 67.5 / 71.4 / 72.5 / 72.5 / 71 / 72 / 72.5 / 71.4
+/- Auth / 0.6 / 0.5 / -6.7 / -2.6 / -2.6 / -6.7 / 2.6 / -2.6 / -6.7 / 0.6 / 0.5 / -6.7 / -2.6 / -2.6 / -6.7 / -2.6 / -2.6 / -6.7 / 0.6 / 0.5 / -6.7 / -2.6 / -2.6 / -6.7 / -2.6 / -2.6 / -6.7
Wales
+/- Wales
2009 / 2008 / 2007
TL2 / TL1 / CSI / TL2+ / Score / Wel / Eng / Ma / Sc / TL2 / TL1 / CSI / TL2+ / Score / Wel / Eng / Ma / Sc / TL2 / TL1 / CSI / TL2+ / Score / Wel / Eng / Ma / Sc
School / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G
Authority / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G
+/- Auth / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G
Wales / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G
+/- Wales / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G / B/G

The position of indicators and individual subjects in the family.

You will need to discuss whether to continuewith the current system or make use of sections 1 and 2 in the core dataset. There are visual advantages to the entry in the Core Data.

KS2-KS3 and KS2-KS4 Value Added

You will need to decide how to provide the above information – a combination of CYNNAL data and Core Data?

GCSE Residuals

You may use CYNNAL data or /and WED over a period of three years. You should draw attention to the mean residual of subjects whilst noting subjects where the rolling pattern shows specific trends.