pupil groups - Cornwall Council

Report
Making the
most of School
Performance
Data
Richard Horswell
Directorate Support Team
(Data & Statistics)
Cornwall Council
Introduction
 Data
Sources
 Ofsted Grade Descriptors (Achievement)
 Key Questions for School Leaders
Sources of Performance Data
In-school tracking
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.
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.
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?
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.
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?
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)
Attainment
More Able Thresholds : L3+ (KS1), L5+ (KS2), A*-A (KS4)
Average Point Scores (inclusive measure)
Early Years Foundation Stage Profile:
Attainment for pupil groups
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
Pupil Profiles
(corestats)
Pupil Attendance
School
Context
Deprivation of Cornwall
“Outstanding Governing Bodies
effectively challenge school leaders”
[School Governance – Learning from the Best, Ofsted, 2011]
Richard Horswell
01872 323328
[email protected]
www.cornwall.gov.uk/csfdata

similar documents