Making the most of School Performance Data

1. Making the most of School Performance Data Richard Horswell Directorate Support Team (Data & Statistics) Cornwall Council

2. Introduction • Data Sources • Ofsted Grade Descriptors (Achievement) • Key Questions for School Leaders

3. Sources of Performance Data In-school tracking

4. Achievement – Outstanding • From each different starting point, the proportions of pupils making expected progress and the proportions exceeding expected progress in English & maths are high compared with national figures. For ‘pupil premium pupils’, the proportions are similar to, or above, those for other pupils in the school or are rapidly approaching them. • Pupils make rapid and sustained progress throughout year groups across many subjects, including English and maths, and learn exceptionally well. • The standards of attainment of almost all groups of pupils are likely to be at least in line with national averages with many pupils attaining above this. An outstanding grade can be awarded where standards of attainment of any group of pupils are below those of all pupils nationally, but the gap is closing rapidly.

5. Achievement – Outstanding (contd.) • The learning of pupil groups, particularly those who are disabled, those who have special educational needs, pupil premium pupils, and the most able is consistently good or better. • Pupils read widely, and often across all subjects to a high standard. • Pupils develop and apply a wide range of skills to great effect. They are exceptionally well prepared for the next stage in their education, training or employment. • Pupils, including those in the 6th form and those in the EYFS, acquire knowledge quickly & develop their understanding rapidly in a wide range of subjects across the curriculum.

6. Key Questions for School Leaders • Is the school above DfE Floor Standards? • How does progress compare to national averages? • How does attainment compare to national averages? • Are there gaps in progress or attainment between pupil groups? • How does pupil attendance compare to national averages? • How does the school context help explain performance? What are our strengths and areas for improvement?

7. DfE Floor Standards Key Stage 2 (4 measures) • <60% achieve Level 4+ in reading, writing & maths . • Fewer than the national median percentage make expected progress in Reading and writing and maths. Key Stage 4 (3 measures) • <40% achieve 5+ A*-C GCSEs including English & maths. • Fewer than the national median percentage make expected progress in English and maths.

8. Progress • Who are the pupils who didn’t make expected progress? • What does the summary line look like? • What about those coming from different ability groups?

9. Progress for pupils in school • What about pupils still in your school? • Each year who are making good or better progress? • Progress across KS1 (FFT and corestats) • Progress across EYFSP (from baselines) and 6th Forms (ALPS, 6th form PANDAs, L3 VA reports)

10. Attainment More Able Thresholds : L3+ (KS1), L5+ (KS2), A*-A (KS4) Average Point Scores (inclusive measure) Early Years Foundation Stage Profile:

11. Attainment for pupil groups

12. Progress of Pupil Groups Beware of very small numbers! Look at 3 year trends. A pupil is estimated to get 29pts (4a) but achieves 31pts (5c) they have a value added score of +2. Source: FFT Governor Dashboard

13. Pupil Profiles (corestats)

14. Pupil Attendance

15. School Context

16. Deprivation of Cornwall

17. “Outstanding Governing Bodies effectively challenge school leaders”[School Governance – Learning from the Best, Ofsted, 2011] Richard Horswell 01872 323328 csfstats@cornwall.gov.uk www.cornwall.gov.uk/csfdata