Workshop: Making Use of Contextual and Value added Data to Raise Achievement

1. Workshop: Making Use of Contextual and Value added Data to Raise Achievement Feyisa Demie Adviser for school self-evaluation and Head of Research & Statistics Raising Achievement: Making use of data and good practice Conference: 3rd of November 2011

2. Outline • Effective Use of Data in Schools • Performance information to support school improvement • Contextual reports • Value added data • Conclusions • Questions for Discussion and Workshops

3. Effective Use of Data in Schools Data can be used in a number of ways: • Monitoring Progress and tracking Performance • Support school self-evaluation • Identify underachieving groups • Set targets • Narrow achievement gaps • Celebrate good news • Defend and challenge league tables

4. Support to schools in the use of Data KS1 &KS2 Contextual Reports to identify underachieving groups School Profiles- Comprehensive set of benchmarking data to support Governors and Headteachers KS1 to KS2 Value Added Reports for tracking pupils progress

5. School improvement research shows that there are a number of factors that are known to affect pupils’ performance and need to be collected. Prior attainment Gender Ethnic background Socio-economic background (e.g EAL, FSM and Mobility) Birth date Pupils’ motivation and attitudes The teaching & learning provided by the school contextual factors used in Lambeth: Deprivation measure SEN status Gender Mobility Ethnicity Level of fluency in English FSM Birth date See KS2 contextual reports Using contextual data to identify underachieving groups

6. Lambeth Contextual Reports: How Statements were arrived? p – the percentage of pupils in your school attaining level 4+ -(82%) q – the percentage of pupils in Lambeth (or Nationally) attaining level 4+ - (75%) n – the number of pupil in your school to whom the indicator refers. (49) The z score figure is calculated using the formula above and the following comments are applied. “well below average” Z < - 2.3 “below average” -2.3 <= Z < -1.3 “broadly in line with average” -1.3 <= Z < = 1.3 “above average” 1.3 < Z < = 2.3 “well above average” Z > 2.3

7. Contextual reports: Consistent approach to determining statements of performance: using Z-score z=1.13

8. Using Value added Data monitoring progress and tracking the performance • Value-added data provided to schools has considerable value for monitoring progress and tracking the performance of individual pupils? • Types of Value added • Lambeth Prior attainment based value add data • RAISEonline Contextual Value-Added:Contextual factors likely to be: • Pupil prior attainment • Deprivation measure • SEN status • Gender • Mobility • Ethnicity • First Language • In Care

9. Brixton JMI – English Key Stage 2 Value-Added Analysis

10. Brixton Primary School. National median line relating pupils’ KS1 APS in 2007 to their maths mark in 2011 –Free school meals

11. Brixton Primary School. National median line relating pupils’ KS1 APS in 2007 to their maths mark in 2011 –Ethnic Background

12. Brixton JMI – Key stage 1 to KS2 2011 Value addedNumber and percentage of pupils in each quartile of national median line graph

13. Value added: Prior attainment based Value Added in RAISEonline Prior attainment value added scores relative to the national mean of 100. VA above national average Good Value added progress overall

14. OFSTED Special Measures / Notice to Improve • Value Added: VA by relative attainment • Shows both VA and relative attainment on same graph VA and Att > National GOOD !! VA > National Attainment < National GOOD – challenging cohort VA < National Att > National ?? COASTING ?? VA and Att < National POOR / CAUSING CONCERN !!

15. Key Stage 1 to Key Stage 2 performance: value added and relative attainment

16. Key Stage 1 to Key Stage 2 fine grades value added analysis by pupil (Gender)

17. Key Stage 1 to Key Stage 2 fine grades value added: performance of groups within school – ethnic backgrounds

18. National Median Line Value Added KS2 Fine-Graded Average Point Score 2006 to GCSE Total Uncapped Point Score 2011 – School A

19. National Median Line Value Added KS2 Fine-Graded Average Point Score 2006 to GCSE Total Uncapped Point Score 2011 – Gender

20. National Median Line Value Added KS2 Fine-Graded Average Point Score 2006 to GCSE Total Uncapped Point Score 2011 – Ethnicity

21. School A - Key Stage 2 2006 to GCSE 2011 Value Added

22. Workshop Questions for Group Discussion • What does the contextual information in Lambeth contextual reports and RAISEonline tell me about tell me about my school KS2? (see your school Lambeth KS2 contextual reports) • What is the relative performance of EAL, FSM, boys and main ethnic groups? • What issues might you want the school to address as the result of the contextual performance at KS2? Please share key findings of your school performance with others in your group. • What is the Lambeth median based value added information telling you about the school? How many pupils appear to be achieving less than expected, as expected, more than expected? (see your school value added graphs) • What is the RAISEonline value added information telling you about your school? How many pupils appear to be achieving less than expected, as expected, more than expected? (see page 7, page 49, page 48-71). Share key evidence within your group. • Discuss and share the advantage and disadvantage of using CVA , VA, median lines based value added and contextual data for school performance? • How useful is using a range of alternative source of performance data to monitor your school performance?