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The 2011 Key Stage 2 interactive and summary reports on RAISEonline will not be updated with final data sets this year. RAISE have concluded the scale of changes don’t justify the costs involved.
They have directly contacted the schools that had changes to school level data. If you have heard nothing then your data did not require any updates since the validated data release on 21 and 24 February 2012. Inspectors have been advised about this decision and provided details of the schools affected.
2011 Key Stage 4 final data
The provisional timetable for the release of 2011 Key Stage 4 final data is as follows:
Key Stage 4 final interactive reports will be available on Thursday 24 May 2012 late evening
Key Stage 4 final summary reports will be accessible as of Friday 25 May 2012 late evening.
The Key Stage 4 final data will reflect changes accepted as part of the Schools and Colleges Tables checking exercise or post publication ‘errata’ process. These will mainly be removal from calculations of pupils recently arrived from overseas etc., and the inclusion of late-notified results and re-marks. The final data may not reflect the outcome of any late or ongoing appeals, or of late-resolved maladministration cases.
Key stage 2 SATS
Testing is now complete and results are due back in school on 10 July 2012. If the final deadline for teacher assessment submissions along with P scale data of 11 July 2012 is met then schools should receive the overall English level by the end of the summer term. We are still awaiting absolute clarification of the methodology to be used in calculating the APS (Average Points Score) and the VA (Value Added) measures.
Schools will be aware that a significant number of pupils have also sat the Level 6 tests, the outcomes of these tests will have a major impact on the APS national averages and the relative performance on the VA measure. Therefore care needs to be taken when evaluating your results against the 2011 results and national averages.
For Schools is again providing an early analysis report service over the summer holidays it will provide an independent evaluation of the results long before RAISEonline data is released. If you would like to know more see our KS2 Assessment Analysis page.
Floor standards criteria – clarification
When commenting on floor standards, inspectors should compare the school’s most recent performance data against the figures below for primary and secondary schools. It is important to note that a school must be above at least one of the measures to be deemed to have reached the floor standards. Schools fail the floor standards if they fail all three of the targets. Please note that the secondary school figures have now been updated following the release of the 2011 figures on 26 January 2012.
A primary school is deemed to be below the floor standards when all of these criteria apply.
- Less than 60% of pupils at the end of Key Stage 2 (KS2) achieve level 4 or above in English and maths.
- A below average percentage of pupils at the end of KS2 make expected progress in English (the national median is 87%).
- A below average percentage of pupils at the end of KS2 make expected progress in maths (the national median is 86%).
A secondary school is deemed to be below the floor standards when all of these criteria apply.
- Less than 35% of pupils at the end of Key Stage 4 (KS4) achieve five or more GCSEs A*– C (or equivalent), including English and maths.
- A below average percentage of pupils at the end of KS4 make expected progress in English (the national median for 2010/11 is 74%).
- A below average percentage of pupils at the end of KS4 make expected progress in maths (the national median for 2010/11 is 66%).
The percentages for expected progress for Key Stages 2 and 4 use the median for 2011 results, based on ranking the performance of schools.
For more information, please see DfE floor standards: www.education.gov.uk/inthenews/a00200915/primary-schools-test-results-released.
The requirement to report on floor standards does not apply to nursery and infant schools, special schools or pupil referral units.
Key stage 4 performance table reform (source: Ofsted – Schools and inspection (March 2012))
The Secretary of State for Education has announced that Key Stage 4 performance table reforms will come into effect for the 2014 tables. Only high quality, rigorous qualifications that allow progression to a range of study and employment prospects will be included.
This follows the reforms recommended by Professor Alison Wolf’s review of the current performance tables system, which describes how lower value qualifications being recognised in the league table was inadvertently incentivising schools to offer them, so as to boost league table performance. The review also stated that genuine high quality vocational qualifications deserve recognition alongside a core of GCSEs and established iGCSEs. The DfE has produced a list of the qualifications to be included in the tables, alongside technical guidance that will allow the approval of more qualifications demonstrating the defined characteristics. The criteria emphasise learning through both subject-specific understanding and transferable knowledge. All qualifications will be equivalent to no more than one GCSE.
The changes apply to courses taught from September 2012 and schools have been advised to take this into account when planning timetables. However, other qualifications accredited by Ofqual for pre-16 teaching and with section 96 approval can be taught, where teachers decide that this would be in the best interest of the student.
There is more information on the DfE website: www.education.gov.uk/a00202523/reform-of- 14-to-16-performance-tables.
Current RAISEonline reports (Secondary)
At secondary level there has been considerable confusion what examinations have been included in which measures on the RAISE system. The following may help:
You can see a list of qualifications and subjects which are eligible for the EBacc in the RAISEonline library under “How Ofsted and DfE analyse you data”, and also on the Department for Education’s (DfE) website:
RAISEonline cannot display the full suite of subjects in the summary reports, but BTEC and many diplomas, as well as English Studies, do count towards Capped Best 8 VA, although not towards EBacc VA.
Structure of the measures
The EBacc APS includes only GCSEs (see above).
The Basics APS is as for EBacc APS for Maths, however for English it includes the pilot English Studies. If you would like more information on the treatment of English Studies please email me.
The traditional APS measures include GCSE and equivalents.
Therefore the different APS varieties are layered like a pyramid. All EBacc pupils are included in Basics, and all Basics pupils are included in the traditional measure. So you should always find that the EBacc APS is the lowest of the three and the traditional APS is the highest.
Descriptors for attendance based on 2010/11 absence rates for both primary and secondary schools have now been provided by Ofsted and are provided below. These are based on the distribution of absence data and use the percentile ranges to identify different levels of attendance. These figures are provided as a guide when evaluating evidence on attendance as part of the judgement on behaviour and safety.
|Percentile range||Absence||Attendance||Descriptor for attendance|
|Top 40%||4.67 and below||95.33 and above||Above average|
|Middle 20%||4.68 to 5.28||95.32 to 94.70||Average|
|Bottom 10th-40th%<||5.29 to 6.72||94.71 to 93.28||Below average|
|Bottom 10%||6.73 and above||93.27 and below||Low|
|Mean absence rate for primary schools 5.14|
|Percentile range||Absence||Attendance||Descriptor for attendance|
|Top 40%||6.05 and below||93.95 and above||Above average|
|Middle 20%||6.06 to 6.75||93.25 to 93.94||Average|
|Bottom 10th-40th%||6.76 to 8.32||91.68 to 93.24||Below average|
|8.33 and above||91.67 and below||Low|
|Mean absence rate for secondary schools 6.55|
|Figures are rounded to two decimal places|
I apologise for the length of this newsletter but hopefully you have found it useful. If you have any questions in relation to school data please email me and I will see if I can help.
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Director – For Schools
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