Ofsted regularly produce Subsidiary Guidance documents to complement the Framework and provide guidance and advice to inspectors on aspects of Section 5 Inspections. These are easy to miss and they also do not necessarily supersede previous Subsidiary Guidance so have to be carefully interrogated. There were some important changes to achievement which we have summarised below.
Floor Standard Changes
For 2013 a primary school is deemed to be below floor standards when all of these criteria apply:
Less than 60% of pupils achieve L4 or above in all of reading, writing and maths;
Less than the median percentage (91%) make expected progress in reading;
Less than the median percentage (95%) make expected progress in writing;
Less than the median percentage (92%) make expected progress in maths.
Note for schools:
It is harder for a school to get 60% of pupils to Level 4 or above in all three of reading, writing and mathematics than it was to get 60% of pupils to Level 4 or above in both English and mathematics.
For secondary schools, KS4 performance tables will be released in mid January. Currently, performance will be below floor standards if all the following apply:
Less than 40% of its pupils achieve five or more GCSEs A* – C (or equivalent) including English and maths
Less than the median percentage (70%) expected progress in English
Less than the median percentage (70%) expected progress in maths
In the revised Framework for EYFS (September 2012) the previous six areas of learning became seven. “Early Years Outcomes”( non-statutory aide) supports practitioners as a guide to making best-fit judgements about whether a child is showing typical development for their age, may be at risk of delay or is ahead for their age.
There is no national data for attainment on entry to nursery and reception and no prescribed methods of assessing children when they start school. The age bands describe the ‘typical development’ for children at that age but Inspectors will ask how the school measures children’s starting points and what proportions of children who show development that is typical for their age. Leaders have to demonstrate:
- how they use this “baseline” information to plan to meet children’s needs and to ensure progress; This includes children who join part way through a school year or mid-term;
- how they track the progress of individuals and groups across the EYFS into KS1.
There is no requirement to ‘over assess’. Schools must develop systems that meet the needs of children and inform the next stage of teaching to ensure regular progress.
Children will have reached a good level of development if they have reached the Early Learning Goals (the expected levels) in the prime areas and specific areas of literacy and maths.
Note for schools:
This is not the same as making ‘Good’ progress. It may be excellent for some or below expectation for others – depending upon their starting point (or any specific need).
Although the Early Learning Goals do not translate precisely to NC levels, the following pattern largely applies. At the end of the Reception year:
- children who reach a good level of development should reach L2B by the end of KS1;
- children exceeding the Early Learning Goals should be reaching L2A or 3 by the end of KS1.
Note for schools:
The progress made within the EYFS and KS1 will be taken into account when overall judgements about progress and achievement are made.
Changes to Early Entry at GCSE
With effect from 29 September 2013, only a student’s first entry to a GCSE examination will count in their school’s performance tables. For those who have already completed a GCSE, the performance tables will still record their best result from either their previous attempt, or from the next time they sit that GCSE. Those who have not yet taken a GCSE will have their first GCSE taken after 29 September 2013 counted in performance tables.
The Sixth Form
Using performance data and Value Added
The sixth-form PANDA report has been restructured for 2013. It is shorter yet contains some new measures, such as attainment of students known to have been eligible for free school meals, or looked after children, when in Year 11. Inspectors should give due weight to the progress measures for each qualification, which are shown alongside attainment data.
Inspectors must take account of measures of value added. Since 2012, Ofsted has used the level 3 value added data (L3VA), produced by the DfE for GCE examinations and advanced vocational qualifications. The L3VA analysis uses a correlation between GCSE grades achieved on entry and expected advanced-level achievement for qualifications in which grades are awarded. The L3VA report contains aggregate data for each qualification and separate data for each subject within each qualification. From 2013, it is provided to schools through the DfE school and college tables checking website and for inspectors alongside the sixth-form PANDA. The L3VA data are used to inform the progress measures in the sixth-form PANDA report.
Inspectors should consider progress data in the L3VA report, the sixth-form PANDA and any analyses provided by the school, such as those produced by commercial systems including the Advanced level performance system (Alps) and the Advanced Level Information System (ALIS).
Note for schools:
The 2013 Sixth Form PANDA includes students’ GCSE English and maths grade profiles on entry to Year 12.
Schools (and inspectors) should be mindful of differences in the calculation of data between years and reports and therefore the fact that VA scores in the L3VA and the sixth-form PANDA reports are unlikely to match.
For changes to other areas of the Ofsted Framework and Subsidiary Guidance see our other post over on our Teaching & Learning blog: