1 / 39

Secondary Assessment and Data BPF

sumana
Download Presentation

Secondary Assessment and Data BPF

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

    1. Secondary Assessment and Data BPF July 2011

    2. Agenda

    3. Making Good Progress Pilot: Key Findings from the Analysis Learning Pathways (details in Chapter 5) For many pupils, progress during Key Stages 2 and 3 is not linear and continuous; episodes of regression to an earlier level of attainment, or remaining at the same level for a period, are part of the norm. Patterns of progress are highly individual; there is low concentration of pupils into one pathway or another, especially in reading and writing. The more progress a pupil made in the previous term, the less likely they are to make progress the following term, and vice versa.

    4. Key Findings 2 Timing of Progress (details in Chapter 1) More progress is made per year in Key Stage 2 than Key Stage 3 in all three subjects, but especially in reading and writing. Pupils make most progress during the summer term and least progress during the autumn term. Prior Attainment (details in Chapter 2) Pupils who were behind at the previous Key Stage are less likely to make progress than those who had achieved the expected level or above. Differences in progress by prior attainment were largest for maths.

    5. Key Findings 2 Pupil Characteristics (details in Chapter 4) Boys are less likely to make progress than girls in all three subjects; the differences are larger during Key Stage 3, when the probability of progressing each year decreases more for boys than for girls. Maths has the smallest gender progress differences, and reading has the largest. The FSM attainment gaps widen in years 4 and 5, although pupils with FSM also make less progress during Key Stage 3. Reading has the smallest FSM progress differences, and maths has the largest. The widening of the attainment gaps between pupils with Special Educational Needs (SEN) and their peers is spread across both Key Stages, with similar differences in progress in years 4-5 as in years 8-9.

    6. Key Findings 2 Pupil Characteristics (details in Chapter 4) Chinese pupils progress the most, especially in maths. Asian pupils also make more progress than White pupils, but this is concentrated in Key Stage 2, with their progress slowing to be more in line with other pupils in the latter part of Key Stage 3. Black pupils show a tendency for polarized progress performance in Key Stage 3, with more failing to progress, as well as more making three or more sub-levels of progress per year (compared with White pupils). Pupils with English as an Additional Language (EAL) make more sub-levels of progress than other pupils in all years in all three subjects. The biggest difference is in reading, with smaller differences in writing and maths.

    7. What are the implications of this for us?

    8. Mind blowing graphs 1

    9. Mind blowing graphs 2

    10. Mind blowing graphs 3

    11. Expected Progress Analysis

    12. Attainment on entry of KS4 cohorts from 2007 to 2010 South Gloucestershire and National Figures There is no significant difference between the SG and National distributions of prior attainment for English or Maths The proportion at each sub level has been broadly consistent for the last four years for both subjects

    13. ‘Expected’ Progress by sub level on entry National Figures Nearly 10% increase in overall proportion achieving expected progress since 2007 in both English and Maths. In English, substantial increase in proportion achieving expectations for weaker pupils on entry and for lower sublevels in level In Maths greatest increases are for middle ability (level 4) pupils NB These are mean figures – Median figures are used for defining the floor standard. In 2010 these were 72% for English and 65% for Maths.

    14. English expected progress figures SG figures are not improving as fast as the national and have been Sig- for 3 of the past 4 years In 2010 significantly less SG pupils made the expected progress starting from sub levels B/N, 3A, 4C, and 4A Apart from the substantial increase in the ‘Other’ proportion and the higher figures for 3B pupils, there has been a lower increase for SG than national for most transitions, particularly for B/N, 3C, 3A and 4C prior ability pupils

    15. 2010 English Transition Matrix – South Gloucestershire

    16. 2010 Eng cont.

    17. 2010 Eng cont.

    18. 2010 Eng cont. Summary Lower transition than national across the prior ability range Transition has worsened since 2009 compared to national Lower proportions of level 3 pupils gaining a C, level 4 pupils gaining a C and above and level 5 pupils gaining A and A* grades Expected progress figures have been significantly below expectations for the past three years for all pupils, boys and girls separately, and across the prior ability range apart from higher ability girls

    19. Low expected progress in English – schools which would benefit most from intervention Abbeywood Chipping Sodbury Downend Kingsfield Mangotsfield Sir Bernard Lovell

    20. Maths expected progress figures SG figures are improving faster than the national and have now caught up This catching up is due to better progress for level 4 pupils, particularly 4C The change for level 2 pupils is concerning and may be part of a pattern of less increase in progress for lower ability pupils (2, 3C, 3B) in SG

    21. 2010 Maths Transition Matrix – South Gloucestershire

    22. 2010 Maths Transition Matrix – South Gloucestershire

    23. 2010 Maths Transition Matrix – South Gloucestershire Summary 2010 expected progress figures in line with national showing good progress compared to previous years Improvement needed for girls, particularly lower ability girls Transition to A* has stagnated for SG whilst climbing year on year nationally

    24. Low expected progress in Maths – schools which would benefit most from intervention Abbeywood Chipping Sodbury Downend Marlwood

    25. New Performance Tables: 2011 and Beyond… Cathy Christieson Head of School Performance Data Unit 13th May 2011

    26. The White Paper signalled a strong and continuing role for performance tables In future: Performance tables will set out Government’s high expectations – every pupil should have a broad education and a firm grip of the basics. Parents, governors and the public will have access to much more information about every school and how it performs.

    27. Our ambition: a much wider range of information on schools available to the public The Government’s vision is that schools should be accountable to parents, pupils and communities for how well they perform. Department is committed “to make it easier to locate, analyse and interpret our data”. White Paper commits to publish all school-level data which underpins the Government’s statistical publications. Our objective is to create a flexible dataset and open up underlying data to allow users to create and compare the information of most importance to them. Will reform performance tables between 2011 – 2013 to make a much wider range of information available and increased interrogative functions Our ultimate ambition is to bring together all the data we hold on schools in one place that serves all users (with appropriate secure access at lower levels).

    28. Our ambition: a much wider range of information on schools available to the public The new “School Performance Website” underpinned by significant re-build of infrastructure – a new data warehouse. Will take some years to achieve final ambition of seamless, fast, modern service that meets needs of all users – schools, LAs, Ofsted, governors, parents, policy makers. Also envisage more commercial applications of school data. Strong transparency agenda. Important to Government that all data freed up to improve productivity, growth and service. Must empower parents to take centre stage in school accountability. Significant reforms to performance tables will begin from this year.

    29. 2011 performance tables CONTENT COMMON TO KS2 & KS4

    30. 2011 performance tables CONTENT COMMON TO KS2 & KS4

    31. 2011 performance tables CONTENT COMMON TO KS2 & KS4

    32. 2011 performance tables KEY STAGE 2

    33. 2011 performance tables KEY STAGE 4

    34. 2011 performance tables KEY STAGE 4

    35. 2011 performance tables KEY STAGE 4

    36. 2011 performance tables KEY STAGE 4

    37. WOLF REPORT HIGHLIGHTS FROM GOVERNMENT RESPONSE

    38. WOLF REPORT HIGHLIGHTS FROM GOVERNMENT RESPONSE

    39. Briefings

More Related