Table of Contents
Introduction:
Context
Absence
Prior Attainment
EYFSP
Attainment in Phonics
Attainment at KS1
Attainment in KS2
KS1-2 Value Added
KS1-2 Expected Progress
Closing the gaps
Summary of Strengths and Weaknesses
Introduction:
This analysis is based on two documents published via RAISEOnline in October 2015:
- RAISEonline 2015 Summary Report, based on unvalidated 2015 data sets for Key Stages 1 and 2. Data for 2015 will not be available until the December release for absence and later for the Early Years Foundation Stage. As a result, this analysis does not address absence or EYFS. OFSTED guidance states that ‘The aim of the summary report is to help you see how effectively a school is performing in terms of the achievement, attendance and behaviour of its pupils. The report is made available to schools to help with their self-evaluation and planning to raise standards, and is used by inspectors, together with the new Inspection Dashboard, to inform their planning for an inspection’.
- 2015 Inspection Dashboard, based on unvalidated 2015 data sets for Key Stages 1 and 2. This dashboard was first published in the summer term of 2015, using 2014 data. Ofsted guidance states that ‘The Inspection dashboard has been created to support new inspection arrangements from September 2015. The dashboard is a tool showing historic data for inspectors to use when preparing for inspections. During inspection, inspectors will give most weight to the outcomes, attendance and behaviour of pupils currently in the school, taking account also of historic data. The dashboard is designed to show at a glance how well previous cohorts demonstrated characteristics of good or better performance. It contains a brief overview of published data for the last three years using clear visual displays that are quick to interpret’.
While OFSTED guidance states that these reports help with self-evaluation and that they are quick to interpret ‘at a glance’, the time overheads placed upon school leadership in interpreting this information are significant. This analysis aims to provide school leaders with a summary of the key messages coming out of the data contained in these reports.
The sections of this analysis mirror the main sections of the RAISEOnline Summary Report and refer to relevant content from the Inspection Dashboard where appropriate. Relevant page numbers of each report are referenced throughout.
Context
- The school is larger than average.
- The Free School Meal (FSM) eligibility rate (77%) is around three times as high as the national figure.
- The proportions of children from black and minority ethnic (BME) backgrounds and children with English as an additional language (EAL) are lower than average.
- The percentage of children requiring SEN support (26%) is double the national figure. The percentage of children with an EHCP or who are statemented (4%) is four times as high as the national figure.
- The pupil population is much less stable than ‘average’. Only 73% of children were admitted at the standard time of admission, compared to 86% nationally.
- Deprivation levels are very high. The school’s deprivation Indicator (based on the IDACI score[1] for each pupil’s postcode) is double the national figure.
Page 9
- The proportion of FSM children increases in the older year groups, with 92% of children in Year 6 eligible for FSM.
- The proportions of BME and EAL children are higher in the younger year groups.
- The proportions of children with SEN are higher in the older year groups.
Page 10
- The largest ethnic minority groups are ‘Black African’ (4.7%) and ‘White Other’ (3.8%).
Page 11
Charts taken from page 12 of the Inspection Dashboard, showing FSM and SEN rates in each year group compared to the overall national rates for primary schools.
Absence
No absence data for 2015 are provided in the unvalidated release. This section is therefore not covered in this analysis.
Prior Attainment
- The KS1 prior attainment of every KS2 year group is significantly below national. On average, children scored 2.5pts less than the national average at KS1.
- The proportion of children with high prior attainment is very low in each year group.
Page 15
Charts taken from page 12 of the Inspection Dashboard, showing prior attainment of KS2 year groups.
EYFSP
No EYFSP data for 2015 are provided in the unvalidated release. This section is therefore not covered in this analysis.
Attainment in Phonics
- The proportion of children achieving the required standard in the Year 1 Phonics has fallen from 51% in 2014, to 48% in 2015 and remains well below the national figure of 77%.
Page 17
- 41% of boys and 56% of girls met the required standard, this gap is larger than the 8 percentage point (%pt) gap seen nationally.
- There were 8 children eligible for FSM, the same number were identified as Disadvantaged. 33% achieved the expected standard, compared to 66% for FSM / Disadvantaged children nationally and 80% for ‘Other’[2] children nationally.
- The small numbers of EAL (3 children) and BME (4 children) performed better than their White British classmates.
- 11 children were identified as requiring SEN support. Only 3 (27%) met the required standard, compared to 42% of ‘similar’ children nationally.
- The proportions of children meeting the required standard are fairly consistent, when grouped by term of birth: 46% for autumn born, 55% for spring born and 44% for summer born.
Page 20
- By the end of Year 2 the overall success rates and especially those of FSM/Disadvantaged children are much closer to national. Of the 27 children who were FSM (same number for Disadvantaged), 22 (81%) met the required standard, compared to 84% nationally.
Page 21
Charts taken from page 10 of the Inspection Dashboard, showing 3 year trends for attainment in Year 1 Phonics for the whole school and for disadvantaged children.
Attainment at KS1
- After a significant improvement in 2014, the overall APS has dropped back to 13.2pts this year and is 2.9pts below national.
- The overall APS has been significantly below national in each of the last 5 years.
- The APS for reading has fallen from 14.7 to 13.6 and is 3.0pts below national.
- The APS for writing has fallen from 13.4 to 12.6 and is 2.7pts below national.
- The APS for maths has fallen from 14.1 to 13.3 and is 3.1pts below national.
Page 25
Charts taken from page 9 of the Inspection Dashboard, showing 3 year trends for threshold attainment at KS1.
- The proportion of children achieving 2B+ in reading has fallen from 76% in 2014 to 62% in 2015 and is significantly below the national figure of 82%.
- The proportion of children achieving 3+ in reading has risen from 5% to 7%, but remains significantly below the national figure of 32%.
- The proportion of children achieving 2B+ in writing has risen from 50% to 60%, but remains below the national figure of 72%.
- The proportion of children achieving 3+ in writing has risen from 0% to 2%, but remains significantly below the national figure of 18%.
- The proportion of children achieving 2B+ in maths has fallen from 69% to 56%, andissignificantly below the national figure of 82%.
- The proportion of children achieving 3+ in maths has risen from 0% to 4%, but remains significantly below the national figure of 26%.
Page 23
and
Inspection Dashboard Page 9
- Boys had an APS of 12.9 and girls had an APS of 13.8. The gap between the two groups is the same as national (0.9pts).
- There were 28 children (62% of the cohort) who were FSM and Disadvantaged. Their APS of 13.0 was well below that of the equivalent national groups (14.8). However, the gap between these children and their ‘non-disadvantaged’ class mates was only 0.4pts, much smaller than the national gap of 1.8pts.
- 1 child was ‘Looked After’. This child had relatively high attainment, scoring 15.7pts.
- The APS of the 7 EAL children (13.7pts) was slightly higher than the average for the class, but well below that of EAL children nationally.
- There were 14 BME children, making up 31% of the year group and representing 8 different heritages. Their attainment was quite variable, but was below average overall, at 12.8pts.
- Unusually, autumn born children had the lowest attainment (11.7pts), while summer born children had the highest attainment (13.9pts).
Page 26
Chart taken from page 8 of the Inspection Dashboard, showing KS1 attainment gaps between disadvantaged and ‘other’ children, within school and nationally. Disadvantaged children are not judged to be ‘well below other pupils nationally’ for any subject in the last three years.
Attainment in KS2
- The overall KS2 APS has increased by 0.9pts this year, to 26.3pts. This improvement is greater than the national improvement, but the APS remains significantly below the national APS of 28.8pts.
- The overall KS2 APS has been significantly below national in each of the last 5 years.
- The APS for maths has improved by 0.2pts to 26.4pts, but remains significantly below the national figure of 29.0pts, which remained static this year.
- The APS for reading has improved by 1.0pts to 26.2pts, but remains significantly below the national figure of 29.0pts, which remained static this year.
- The APS for the Writing TA has fallen by 0.1pts to 26.2pts, and remains significantly below the national figure of 28.2pts, which improved by 0.3pts this year.
- The APS for GPS has improved by 1.2pts to 27.2pts, but remains below the national figure of 29.1pts, which improved by 0.5pts this year.
Summary Report Table 4.3.5
Page 36
Chart taken from page 7 of the Inspection Dashboard, showing 3 year trend of KS2 APS in reading, writing and maths.
- 4+ attainment in maths has improved by 12%pts to 74% in 2015, compared to a national improvement of just 1%pt. Despite this considerable improvement, attainment against this threshold measure is judged to be significantly below the national figure of 87%.
- 4B+ attainment in maths has almost doubled, from 35% to 62%, compared to a national improvement of just 1%pt. Again, despite the improvement, attainment is judged to be significantly below the national figure of 77%.
- 5+ attainment in maths has improved by 8%pts to 26%, compared to a decline in the national figure of 1%pt. Despite this improvement, attainment is judged to be significantly below the national figure of 41%.
Page 28
(2014 report used for previous years’ figures).
- 4+ attainment in reading has improved by 6%pts to 77% in 2015, compared to no change in the national figure. Despite this improvement, attainment against this threshold measure remains below the national figure of 89%.
- 4B+ attainment in reading has improved by 10%pts to 69%, compared to a national improvement of just 2%pts. Again, despite the improvement, attainment remains below the national figure of 80%, but is no longer judged to be significantly below (as it was in 2014).
- 5+ attainment has improved by 5%pts to 23%, compared to a decline in the national figure of 1%pt. Despite this improvement, attainment is judged to be significantly below the national figure of 48%.
Page 28
(2014 report used for previous years’ figures).
- 4+ attainment in writing has improved by 9%pts to 79% in 2015, compared to a national improvement of 2%pts. Despite this improvement, attainment against this threshold measure remains below the national figure of 87%.
- 5+ attainment has remained static at 21%, compared to an improvement in the national figure of 3%pts. Attainment is judged to be significantly below the national figure of 36%.
Page 28
(2014 report used for previous years’ figures).
- 4+ attainment in GPS has improved by 16%pts to 72% in 2015, compared to a national improvement of 4%pts. Despite this improvement, attainment against this threshold measure remains below the national figure of 80%.
- 4B+ attainment in GPS has improved by 5%pts to 46%, with the national figure improving by the same amount. Attainment remains significantly below the national figure of 73%.
- 5+ attainment has improved by 15%pts to 41%, compared to an improvement in the national figure of 3%pts. Despite the improvement, attainment remains below the national figure of 55%.
Page 28
(2014 report used for previous years’ figures).
- Attainment against the combined headline measure, of the percentage of children achieving 4+ in reading, writing and in maths has improved dramatically, from 53% in 2014 to 74% this year. Attainment is now well above the floor standard of 65%, but remains below the national figure of 80%.
- Attainment against the higher combined headline measure of the percentage of children achieving 5+ in reading, writing and in maths has also improved, from 6% in 2014 to 10% this year. Attainment against this measure remains significantly below the national figure of 24%.
Page 29
And
4.3.3
Page 32
(2014 report used for previous years’ figures).
- The difference between boys’ and girls’ overall attainment is similar to that seen nationally, with girls’ APS 0.5pts higher than boys’. However, there is an 11%pt gap between the proportion of boys and girls who achieved L4+RWM, compared to a 6%pt gap nationally.
- 36 out of the 39 children in the year group were both FSM eligible and Disadvantaged. Their APS of 26.2 was below that of Disadvantaged children nationally (27.2) and well below that of ‘other’[3] children nationally (29.5). However, the in-school gap between disadvantaged and ‘Other’ children was much smaller than national; 1.3pts compared to 2.3pts. 75% of these children achieved L4+RWM, compared to only 70% nationally, but only 11% achieved L5+RWM, compared to 13% nationally.
- 1 child was Looked After; their attainment was relatively high, at 27.0pts and was well above the average for Looked After children nationally.
- There were 3 EAL children and their attainment was well above average, at 29.5pts. The 2 children of Black African heritage performed particularly well, while the 2 children of ‘any other mixed background’ had low attainment.
- The attainment of the non-SEN children was 29.5pts, just 0.4pts below the equivalent national figure. However, there were 15 children requiring SEN support and their APS of 23.4 was well below the equivalent national figure of 25.0. There were also 2 children with statements or EHCPs and they had very low attainment (13.5pts). It is the low attainment of the SEN cohort that has had the greatest impact on overall results.
Page 37
And
4.3.2
Page 29
Chart taken from page 7 of the Inspection Dashboard, showing 3 year trend of KS2 APS in reading, writing and maths, for children with SEN.
KS1-2 Value Added
- The progress of children, as measured by the KS1-2 Value Added score, has improved significantly this year. In 2014, the VA score was 98.7; significantly below national and on the 90th centile. This year it has improved to 99.8; broadly in line with national on the 58th centile – an improvement of 32 places in the national rankings.
- The VA score for maths has also improved significantly, from 98.3 (92nd centile) to 99.8 (58th centile) – an improvement of 34 places in the national rankings.
- The VA score for reading has improved from 98.5 (95th centile) to 99.3 (80th centile) – an improvement of 15 places in the national rankings.
- The VA score for writing has improved from 100.0 (51st centile) to 100.5 (31st centile) – an improvement of 20 places in the national rankings.
- It should be noted that although attainment has fallen in this subject, progress has improved and is above the national average.
Page 39
Charts taken from pages 5 & 6 of the Inspection Dashboard, showing 3 year trend of KS1-2 VA in reading, writing and maths.
Charts taken from RAISEOnline (KS1-2 VA ‘Snake Plots’), showing KS1-2 VA national ranking overall, in reading, writing and in maths.
- The progress of all pupil groups is broadly in line with, or above national rates of progress, except for the 2 children with a statement of EHCP, whose VA is significantly low. This is highlighted as a weakness in the inspection dashboard, but judgements made on the results of 2 children should be treated with caution. It is also interesting to note that the progress of the 2 EAL children is significantly above average, but is not highlighted as a strength in the inspection report.
- The overall VA score for boys has improved significantly, from 97.8 to 100.0, but boys’ VA score in readingis much lower (98.8). Girls’ VA score has improved from 99.0 to 99.5.
- The VA score of FSM/Disadvantaged children has improved from 98.8 to 99.8.
- The VA score of children with low prior attainment (below L2 at KS1) has improved significantly, from 97.5 to 99.6.
- The VA score of ‘non-mobile pupils’ has improved significantly, from 98.5 to 99.8.
- The VA score of children whose first language is English has improved significantly, from 98.4 to 99.5.
- The VA score of children requiring SEN support has improved from 96.9 to 99.5 overall and the writing VA score is 101.1; significantly above average.
Page 42
KS1-2 Expected Progress
- The proportion of children making expected progress in reading has risen from 78% in 2014 to 89% in 2015 and is just below the national figure of 91%.
- The proportion of children making better than expected progress in reading has risen from 22% in 2014 to 32% in 2015 and is just below the national figure of 33%.
- The proportion of children making expected progress in writing has risen from 84% in 2014 to 92% in 2015 and is just below the national figure of 94%.
- The proportion of children making better than expected progress in writing has risen from 31% in 2014 to 45% in 2015 and is well above the national figure of 36%.
- The proportion of children making expected progress in maths has risen from 66% in 2014 to 87% in 2015 and is just below the national figure of 90%.
- The proportion of children making better than expected progress in maths has risen from 22% in 2014 to 32% in 2015 and is just below the national figure of 34%.
Pages 44-49
(2014 report used for previous years’ figures).
- The proportion of disadvantaged children making expected progress in reading has risen from 82% in 2014 to 89% in 2015 and is just below the national figure for ‘Other’[4] children of 92%.
- The proportion of disadvantaged children making better than expected progress in reading has risen from 25% in 2014 to 34% in 2015 and is above the national figure for ‘Other’ children of 33%.
- The proportion of disadvantaged children making expected progress in writing has risen from 89% in 2014 to 91% in 2015 but is below the national figure for ‘Other’ children of 95%.
- The proportion of disadvantaged children making better than expected progress in writing has risen from 32% in 2014 to 46% in 2015 and is well above the national figure for ‘Other’ children of 37%.
- The proportion of disadvantaged children making expected progress in maths has risen from 71% in 2014 to 86% in 2015 but is below the national figure for ‘Other’ children of 91%.
- The proportion of disadvantaged children making better than expected progress in maths has risen from 21% in 2014 to 29% in 2015 but is below the national figure of 37%.
Pages 44-49
(2014 report used for previous years’ figures).
Closing the gaps