Use of data in special schools by school improvement ...wsassets.s3.amazonaws.com/ws/nso/pdf/af323b21b9f52500338...School Improvement Partners Use of data in special schools by school

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Use of data in special schools by school improvement partners (SIPs)

A guidance document

School Improvement Partners

Use of data in special schools by school improvement partners (SIPs)A guidance document

Curriculum and Standards

Guidance

School improvement partners (SIPs) working with special schools; headteachers, governors and other professionals involved in school improvementStatus: Recommended

Date of issue: 03-2007

Ref: 00073-2007BKT-EN

00073-2007BKT-ENPrimary and Secondary National Strategies © Crown copyright 2007

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ContentsPurpose of the document 2

1 Key elements of the role of the SIP 3

2 Data held by schools and local authorities 3

3 Additional data used by special schools 6

4 The role of school leadership teams in the use of data 7

5 The school self-evaluation form (SEF) 8

6 Case studies 10


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Purpose of the documentThis document is for school improvement partners (SIPs) working with special schools. It may also provide a useful reference for headteachers, governors and other professionals involved in school improvement.

It should be read in conjunction with the following publications:

School improvement partners Brief available at www.teachernet.gov.uk/docbank/index.cfm?id=8508.

The role of a school improvement partner (SIP) in a special school

(ref: 00074-2007BKT-EN).

The guidance is in six sections:

Key elements of the role of the SIP

Data held by schools and local authorities

Additional data used by special schools

The role of school leadership teams in using data

The school self-evaluation form

Case studies.

AcknowledgementsSincere thanks are expressed to members of the National Strategies Working Group who have helped to shape this document:

Sue Bainbridge, National StrategiesJohn Bell, North Yorkshire LACarol Buchanan, Royal Borough of KingstonGeorgina Carney, National Association of Independent Schools and Non-Maintained Special SchoolsSteve CochraneClaire Dorer, National Association of Independent Schools and Non-Maintained Special SchoolsJackie Graham, West Sussex LAHilary Green, Southbrook School, DevonMike Hatch, Crosshills School, BlackburnRoger Higginbottom, CapitaAndre Imich, DfESKay Johnson, OfstedIan Morrison, DfESElaine Schollar, DfESRachel Singer, Haringey LALouise Soden, National StrategiesWill Spurgeon (Chair), National StrategiesJenny Tosh, Enfield LAKaren Vanner, Halton LALinda Wafer, Newcastle LA.

And also to those schools and local authorities that allowed us to use their materials to develop the case studies, particularly:

Charles Parson School, NewcastleElwood School, SomersetLancashire LANewcastle LANewick House School, West SussexOakwood High School, SalfordWest Sussex LA.

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1 Key elements of the role of the SIPIn 2004, the government set out its vision for a new relationship with schools (NRwS). This was designed to give schools more freedom and autonomy, releasing greater local initiative and energy in schools, helping them to raise standards.

The SIP programme, introduced as part of this new relationship, aims to provide challenge and support from a body of accredited professionals (SIPs) who have demonstrable skills and experience in promoting school improvement. Every maintained primary, secondary and special school will be allocated a SIP by April 2008. Academies have SIPs deployed by the (DfES) Department for Education and Skills. Pupil Referral Units, which have the status of schools, are included in the programme.

The role of the SIP is to provide dedicated support and challenge to schools by moderating and evaluating the processes leadership teams use to:

judge standards and attainment

identify priorities for improvement

plan for effective change.

This role is fulfilled by analysing and drawing conclusions from data provided by the school, the local authority and the (DfES) Department for Education and Skills.

The SIP acts for the local authority, becoming the main (but not the only) channel for communication about school improvement with the school.

See the School Improvement Partner’s Brief for further information.

2 Data held by schools and local authorities

School data

Performance and Assessment report (PANDA)

SIPs will be familiar with the PANDA. This provides a quick overview, through graphs backed up by diagnostic information for groups and subjects, which shows where strengths and weaknesses in standards and progress lie. The data provide overall information on standards in comparison with national averages. The PANDA report also provides contextual value added (CVA) scores based on individual pupils’ results. The report does not provide grades; it uses significance tests to identify different proportions of schools as significantly different from the national average for each set of attainment or CVA analyses. For CVA analyses of overall average points score (APS), and for individual subject APS, roughly:

the top quarter of schools shows progress that is significantly above national average (sig+)

the middle half of schools shows progress that is not significantly different from national average

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the lowest quarter of schools shows progress that is significantly below national average (sig–).

Evaluation of inclusion may be informed by interpreting the data for groups of pupils, and through identifying the proportion of pupils omitted from a table or graph, then investigating the school’s own data for these pupils.

Special schools no longer have a PANDA because the information that they contained did not provide sufficiently specific data to allow for meaningful comparisons. However, there is ongoing discussion to decide if such a document could be reintroduced.

Further information can be found at www.ofsted.gov.uk/portal/site/Internet/menuitem.

RAISEonline (Reporting and Analysis for Improvement through School Self-Evaluation)

As part of the NRwS, Ofsted and the DfES have worked closely to create RAISEonline, merging the PANDA with the Pupil Achievement Tracker (PAT).

This provision of a common data set is designed to support a consistent approach to data analysis and to reduce the bureaucratic burden on schools.

RAISEonline enables schools, and other professionals engaged in school improvement, to:

examine context, attainment and value-added data

explore hypotheses about pupil performance

analyse question level data for National, Optional and Progress tests

analyse performance for a range of predefined and user-defined pupil groups

set and moderate pupil targets.

The framework has been created so that it is sufficiently flexible to record and analyse data for pupils with special educational needs special educational needs (SEN), whether in mainstream or special school settings. The fields are being populated and it will increasingly become an important tool for special schools and their SIPs when investigating the special school environment. Further information can be found via the website www.raiseonline.org.

Fischer Family Trust (FFT)

FFT data are used to supplement the PANDA. They provide a wide range of performance data, including analysis of performance at the end of Key Stages 2, 3 and 4, scrutiny of value-added data, analyses to support school self-evaluation activities, data to identify learning needs and predictions of potential pupil achievement. This allows comparisons to be made of:

percentages of pupils, and groups of pupils, above and below key attainment thresholds (e.g. achievement of five GCSE grades at C or above)

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a range of data to facilitate target-setting

potential pupil grades.

Many special schools have not had the opportunity to use these data, but may find that the processes used in their analysis could offer a useful pattern as they form partnerships with other schools. Further details can be found at www.fischertrust.org.

School-based data

SIPs will draw upon the range of information contained within the profile of the school including:

staffing and staff absence

school budget

school curriculum plan and related policies

school organisational and structure plan

specialist school application/re-designation documentation

school-level self-assessment documentation (for example, Investors in People (IIP))

community and extra-curricular activities

strategic issues affecting the locality

latest Ofsted report from http://www.ofsted.gov.uk/reports

any other information the school feels is important in defining its character.

Local authority data Local authorities will provide SIPs with access to a range of data, setting the school’s performance in a wider context. This may include:

data that show trends over time in aggregated schools’ performance

reports from local authority officers and other consultants

attendance

exclusions

the local Learning and Skills Council (LSC) data and reports

relevant information related to governance, HR and finance

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the school’s success in meeting targets

relevant history of support to the school

data on pupil well-being, including local youth crime, local drugs/alcohol abuse, obesity, teenage pregnancy rates

the local Children and Young People’s Plan and any specific implications it has for the school.

3 Additional data used by special schools Special schools have worked to overcome the lack of robust local and national benchmarks for those pupils with SEN. This has made the assessment of pupil progress more challenging. The leadership team and the SIP will employ the data available to all schools, but may also look at a number of other measures. The SIP will want to consider the following sources of information:

progress that the school is making to meet targets arising from post-inspection planning

progress towards the five outcomes from Every Child Matters and the wider children’s agenda

school- and pupil-level analysis of performance, including the systems for tracking and evaluating individual pupil progress and attainment

accuracy of assessments, especially on entry to the school or to the next key stage, and how initial pupil assessments are developed into appropriate personalised learning programmes

the means by which teacher assessments are moderated

effectiveness of target-setting for core subjects

targets representing the priorities of the school, including behavioural and pastoral targets.

This information could be gathered using the following approaches and tools:

the P scales – an assessment system designed for those pupils who have not yet reached Level � in the National Curriculum (further information regarding P scales is available from www.qca.org.uk)

A toolkit for using P scales has been developed by the East Midlands Regional Partnership in conjunction with Northampton University. This incorporates practical advice on the use and interpretation of P scales, including materials and a CD-Rom of activities that can support moderation. Further information can be found at www.pscales.com

using a range of small-step, hierarchical descriptors that further break down the statements in the P levels and National Curriculum levels

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using modified mainstream measures

collecting detailed qualitative data, usually reflecting the performance of individual pupils.

In the past, special schools have had access to a national PANDA that provided some comparative data, such as school size, gender distribution, staff ratios and inspection outcomes currently being reconsidered. Instead, many special schools and local authorities have made their own arrangements for joining with others to compare the progress of individuals and cohorts of pupils. These may include the following.

Collaboration between schools to compare performance data, discussing the means by which the data were collected and the use to which they are put.

Comparing the achievement of pupils with similar learning needs and common profiles of past performance across the special and mainstream school communities of a local authority.

Regional partnerships between local authorities, thus enlarging the number of pupils in a data set to increase its reliability

National projects, collecting data on the performance of pupils with SEN, to create a significant sample of pupils to form a benchmark for comparison. The P scales project, coordinated by Durham University, is an example of this.

There is much to commend these localised approaches. If they do not exist, SIPs might use their influence to broker such arrangements. However, whether the special school has joined with others to create a point of comparison or not, SIPs can expect to find data sets that analyse past pupil performance in order to set meaningful and challenging targets for the future.

4 The role of school leadership teams in the use of dataHaving generated the information suggested in the previous section, SIPs and leadership teams will have more robust data to analyse the following:

end-of-key-stage performance

actual pupil performance against predictions from ongoing teacher assessment

progress of groups of pupils

pupil performance in comparison with broadly similar schools within the local authority and beyond

use and impact of intervention strategies, including the deployment of support staff.

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Many special school leadership teams have developed further approaches to facilitate and record pupil progression, including:

the use of bespoke software systems that enable schools to record, analyse and display individual pupil and cohort data consistently

the use of multimedia recording systems to reflect pupils’ achievement.

The benefits of comparing processes, moderating each others’ judgements and sharing in target-setting, as has been described, are all important in ensuring that special schools are effective. SIPs, special school leadership teams and local authorities may wish to discuss establishing such clusters where appropriate. These could be ad hoc or formalised by local authorities.

Further information regarding target-setting is available via the Standards site www.standards.dfes.gov.uk/ts.

5 The school self-evaluation form (SEF)An important aspect of the role of the SIP is to support the identification of priorities for improvement, and to help the leadership team plan for effective change. In fulfilling this role, SIPs should consider the information contained within the school self-evaluation form (SEF). A specific version is produced for special schools which should:

convey a clear and succinct evaluation of how well the school is doing

provide evidence to support the judgements the school has made

identify priorities and the actions to be taken to meet those priorities.

The SIP and the headteacher will examine the judgements in the SEF to arrive at a common view of the effectiveness of the school’s evaluation processes.

In evaluating the quality of the SEF, including the use of data, the SIP may find it helpful to consider the following:

achievement and standardspupils’ success in achieving challenging targets over time

the relationship between pupils’ current work and their learning goals

the progress of individual pupils with more complex learning needs than the majority of the school population

quality of provisionhow well teaching meets the needs of all pupils

the suitability and rigour of assessment in planning individual achievement and monitoring progress

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the involvement of parents and carers in their children’s learning and development

the extent to which the curriculum meets individual needs.

Guidance and illustrations of the way schools in the pilot inspection programme have completed the SEF (illustrative extracts) are available in Appendix A of A new relationship with schools: improving performance through school self-evaluation at www.ofsted.gov.uk/publications/index.cfm?fuseaction=pubs.summary&id=38�2.

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6 Case studiesThis section contains five case studies, reflecting the diverse range of tools that special schools and local authorities have developed in relation to assessment, data techniques and performance targets. The case studies seek to inform SIPs of a range of developing practice.

Four of the case studies show different examples of data tools currently being used by special schools across the country. A series of brief prompts, based on the data, is included as part of these case studies to give SIPs some ideas of how to develop a dialogue with schools. The final case study provides a detailed overview of the processes developed in a large county, outlines the target-setting process, and shows how SIPs use this data in their work with schools.

This section does not endorse or recommend any particular approach, but is intended to show SIPs a range of current practice, and support them in their analysis of the data available.



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Case study 1This case study shows an approach that replicates many of the methods that secondary and primary schools employ to collect and analyse data. The National Curriculum is used as the basic starting point for assessment. Pupils follow an adapted mainstream curriculum and are assessed against a modified framework, enabling comparison with other pupils within and beyond the school. National benchmarks can be used as a starting point for considering pupil performance in the school. Analysing this kind of data over many years creates a well-informed view of pupil achievement and progress, both for individuals and for groups of pupils. This offers schools a context in which to judge if achievement and progress is appropriate, and if the targets that have been set are realistic but challenging.

This case study is particularly helpful because many special schools have adopted similar approaches to recognising and analysing pupil achievement.

School type

A large, urban, 11 to 16 special school, designated for pupils with Moderate Learning Difficulties, though recently the nature of the pupil population has changed significantly.

Specialist school status for Arts and Technology was achieved in September 2004.

178 pupils on roll, 22 teaching staff including the headteacher, 25 full-time support staff, plus administrative staff and technicians.

Context

In 1998, an individual pupil profile was introduced for all subject areas from Year 7, including sub-levels, reading ages, end of key stage tests and teacher assessment. All subject managers have produced a document of sub-level descriptors based on NC documents.

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Data provided by the school Data set 1

Table 1 shows the profile of an individual pupil developed over the five years that the pupil has attended school. This approach provides the SIP with pupil-level data to investigate the differential performance of the pupil over time and between subjects. The SIP will be able to establish if this pattern of progress is typical of all pupils in the cohort, providing insight into the strengths and areas for development for the school, or if the pattern is unique to this pupil, leading to a discussion about interventions where performance is less good.

Case study 1


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Case study 1

Tabl

e 1

Indi

vidu

al p

upil

prof

ileE

ntry

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1

Per

sona

l &

Soc

ial

Inte

ract

ion

with

oth

ers

46

810

1214

Inde

pend

ent/

orga

nisa

tion

skill

s6

78

1015

15

Att

entio

n8

1010

1315

15

Eng

lish

Rea

ding

abov

e2A

3A

4B

4C

3C

2A

4A

4AW

ritin

gab

ove

34B

3C4A

Spe

akin

g &

list

enin

gP

1(ii)

2C3A

2A4A

Mat

hem

atic

s

Usi

ng &

app

lyin

g1

22

2

3C

5B

5B

5A

6CN

umbe

r2C

2A2A

3C5A

6A

Sha

pe, s

pace

& m

easu

reP

81C

2A3C

4B5C

Han

dlin

g da

ta–

–3C

3B4A

5A

Sci

ence

Enq

uiry

4A

4B

4B

34C

5C

4BLi

fe p

roce

sses

3A4B

4A

Mat

eria

ls4C

4B4C

Phy

sica

l pro

cess

es4B

4C4B

Tech

nolo

gy

Food

tech

nolo

gy2C

3C3B

3

N/A

N/A

RM

T1B

2A3A

N/A

N/A

Text

iles

2A3C

3A4C

4A

ICT

2B2A

3C3B

3A

Geo

gra

phy

2C2B

3

His

tory

2A3B

3

Mo

der

n Fo

reig

n La

ngua

ges

2A3B

3A

PE

3A2A

3A4C

4A

Mus

ic2C

2B3

Art

3A3A

34A

5A

RE

1A2A

23B

3A

Issu

es fo

r th

e S

IP to

con

side

r

Look

ing

at th

is p

upil’s

pro

gres

s ov

er ti

me

and

betw

een

subj

ects

, th

e S

IP w

ould

see

k to

est

ablis

h if

othe

r pup

ils h

ad a

sim

ilar

expe

rienc

e of

sci

ence

, whe

re

appa

rent

ly li

ttle

prog

ress

is b

eing

m

ade,

or i

n En

glis

h, w

here

one

le

vel o

f pro

gres

s w

as m

ade

over

fiv

e ye

ars.

If th

is is

typi

cal o

f all

pupi

ls, t

he S

IP w

ould

wan

t to

inve

stig

ate

why

sci

ence

teac

hing

ap

pear

s to

be

less

effe

ctiv

e. If

th

is is

onl

y th

e ca

se fo

r thi

s pu

pil,

the

SIP

wou

ld w

ant t

o kn

ow w

hat

actio

ns th

e sc

hool

had

take

n,

give

n th

at th

e pu

pil h

ad a

sec

ure

foun

datio

n in

sci

ence

on

entr

y to

th

e sc

hool

.

■

This

pup

il’s

perf

orm

ance

in

mat

hem

atic

s is

not

ably

str

ong

com

pare

d w

ith o

ther

sub

ject

s,

part

icul

arly

Eng

lish.

The

SIP

w

ould

wan

t to

ask

abou

t the

pe

rfor

man

ce o

f oth

er p

upils

in

this

coh

ort t

o se

e w

heth

er

this

pat

tern

was

repe

ated

. Th

is w

ould

allo

w a

dia

logu

e ab

out t

he d

iffer

ent s

tren

gths

of

cur

ricul

um a

reas

with

in th

e sc

hool

.

■W

hen

com

parin

g th

e pu

pil’s

pro

gres

s ov

er ti

me

in m

athe

mat

ics,

ther

e is

an

impr

ovem

ent o

f tw

o le

vels

fr

om Y

ears

9 to

10,

and

a

furt

her l

evel

to Y

ear 1

1.

This

wou

ld b

e de

scrib

ed a

s ra

pid

prog

ress

for a

pup

il in

a

mai

nstr

eam

set

ting.

The

S

IP w

ould

wan

t to

esta

blis

h w

ith th

e sc

hool

how

they

co

uld

acco

unt f

or th

is. T

his

wou

ld a

lso

rais

e qu

estio

ns

abou

t pro

visi

on fo

r suc

h an

abl

e st

uden

t and

the

mea

ns b

y w

hich

this

w

as b

eing

reco

gnis

ed in

su

mm

ativ

e as

sess

men

ts.

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Case study XCase study 1E

nd o

f Key

Sta

ge 3

test

s in

200

4

Eng

lish

Mat

hem

atic

sS

cien

ce

43

3

Rea

din

g ag

eE

ntry

Year

7Ye

ar 8

Year

9Ye

ar 1

0Ye

ar 1

1

10.0

10.1

10.9

12.3

11.0

012

.6+

Issu

es fo

r th

e S

IP to

con

side

r

The

SIP

wou

ld w

ish

to e

xam

ine

rate

s of

pro

gres

s fo

r oth

er s

tude

nts

who

en

ter t

he s

choo

l with

a s

imila

r ass

esse

d le

vel o

f ach

ieve

men

t. Th

e SI

P sh

ould

es

tabl

ish

if th

e sc

hool

has

a b

ench

mar

k ab

out r

ates

of p

rogr

ess

and,

if s

o,

how

this

was

arri

ved

at. T

his

wou

ld e

nabl

e th

e SI

P to

con

side

r the

sch

ool’s

ju

dgem

ent a

bout

rate

s of

pro

gres

s. F

inal

ly, th

e SI

P w

ould

wan

t to

inve

stig

ate

the

appr

opria

tene

ss o

f the

lear

ning

task

s fo

r suc

h a

pupi

l.

The

SIP

may

wis

h to

look

at t

he a

dmis

sion

s cr

iteria

for t

he s

choo

l and

lo

cal a

utho

rity

whe

n co

nsid

erin

g th

e pu

pil’s

leve

ls o

f ach

ieve

men

t on

entr

y to

the

scho

ol a

nd p

rogr

ess,

to s

ee if

this

rais

es a

ny q

uest

ions

ab

out o

ngoi

ng p

lace

men

t and

pro

visi

on fo

r thi

s pu

pil.

■ ■

By

the

time

this

pup

il en

ters

Key

Sta

ge 4

the

leve

ls o

f att

ainm

ent

com

pare

favo

urab

ly w

ith m

any

pupi

ls in

a m

ains

trea

m s

ettin

g. T

he

scho

ol m

ay h

ave

cons

ider

ed a

retu

rn to

mai

nstr

eam

, dua

l pla

cem

ent

or s

ome

othe

r str

ateg

y fo

r inc

ludi

ng th

is p

upil

alon

gsid

e th

eir p

eers

. Th

is w

ould

ena

ble

the

SIP

to e

xam

ine

the

scho

ol’s

eth

os, p

artic

ular

ly

its p

olic

y on

incl

usio

n.

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Data set 2

This data set shows several graphs (Figures 1 to 4) that detail pupil performance in relation to English. The graphs are composed of a variety of information the school has generated in its analysis of cohort achievement. This allows the SIP to look at the aggregated performance of a group of pupils within a single subject across a period of time. The SIP will be able to draw some conclusions about rates of progress in English, for making comparisons with other subjects and for providing a basis for future target-setting. Once the analysis of mean scores has been completed, the school’s performance and data manager meets each

Yr

7–05

Yr

8–04

Yr

8–05

Yr

9–03

Yr

9–04

Yr

9–05

Yr

10–0

2

Yr

10–0

3

Yr

10–0

4

Yr

10–0

5

Yr

11–0

2

Yr

11–0

3

Yr

11–0

4

Yr

11–0

5

0

1

2

3

4

5 Key

Cohort 2005

Cohort 2004

Cohort 2003

Cohort 2002

Cohort 2001

Figure 1 English cohort progress

are based on actual GCSE or Entry Level grades. The mean increase during 2004/5 was 0.461 of a National Curriculum level.

subject leader to interrogate the analysis produced. The aim is to review subject progress over the previous year, and identify specific performance targets that will be set for the following year, including whole-school, cohort and individual targets. As part of the overall evaluation of performance, all subject leaders are expected to complete a comprehensive written analysis of subject performance using the current Ofsted self-evaluation format. Recently QCA has changed its point scoring system to include Entry Level and some vocational subjects. Whenever possible, both old and new point systems are included to enable comparison of historical data.

0

5

10

15

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005

Figure 2 English GCSE A*–G passes

Case study 1

The graph above shows mean cohort progress in English from 2001 to 2005. Each colour shows the performance over time of the current year group from Year 7 to Year 11. To validate the data, the Year 11 scores



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0

0.5

1

1.5

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005

Figure 3 English GCSE APS

Case study 1

0

0.5

1

1.5

2

1996 1997 1998 1999 2000 2001 2002 2003 2004 2005

Issues for the SIP to consider

The school uses a system of breaking down the National Curriculum levels into three sub-levels, A, B and C, with a numerical value to measure pupil progress. The SIP would want to consider how robust this method is, and if the school can show evidence of increasing accuracy and validity of the data and associated judgements.

The data in tables 2–4 show significant progress in English over time. There are some years where progress is significantly greater than in other years. The SIP would wish to know how the school accounts for these improvement trends and what action it has taken as a result.

■

■

The SIP will need to explore with the school whether the method of calculation of English Entry Level APS in table 3 is a sufficiently sensitive measure of performance and progress.

From the analysis of trends of past performance in English in tables 1–4, the SIP would be able to have a challenging dialogue about the next cohort and the targets to be set. The SIP should form a view about what those targets might be and the additional evidence that should be called upon to support this view.

■

■

The English GCSE Average Point Score is based on the old DfES system of 1 point for grade G, 2 points for

Figure 4 English Entry Level APS

The English Entry Level Average Point Score is based on the school system of 1 point for Entry 1, 2 points

for Entry 2 and 3 points for Entry 3, divided by the total number of pupils in the cohort.

grade F etc., divided by the total number of pupils in the cohort.


18


Case study 2

Case study 2This is an assessment framework that shows the performance and progress of pupils and groups of pupils with the most complex learning needs. As part of a data collection that includes several schools, the number of pupils is increased and so the reliability and validity of analysis increases. This introduces the possibility of comparing the achievement and progress of pupils with similar learning needs. For example, pupils with autistic spectrum disorder (ASD) who enter their respective schools at the same level can be compared according to their subsequent progress, both with each other and with a cohort average.

School type

An all-age, 4 to 16 special school, which is one of 12 special schools in the county. While still designated as being for pupils with moderate learning difficulties, the school has significant numbers of pupils with ASD as well as pupils with emotional and behavioural difficulties.

Approximately 147 pupils on roll, supported by 14 full time teachers, 13 part-time teachers and 50 non-teaching support staff.

Context The school has been developing detailed assessment processes since 2003. The school uses a system based on the P scales, which are now being used by increasing numbers of special schools in this and other local authorities. These contribute to a growing pupil performance database, including aspects relating to the Every Child Matters (ECM) agenda. The school has also been involved in developing moderation materials for the P scales that have been used by the local authority and the DfES.

The adoption of P scales has enabled special schools to make more use of the National Curriculum assessment framework. In particular, this tool, when enriched by other qualitative evidence, enables schools to recognise and analyse the achievements of pupils with the most complex learning needs.

The inclusion in an authority-wide collection and analysis of data has provided the school with partners to make comparisons with on levels of achievement and rates of progress for both pupils and groups who share similar

■

■

profiles of learning need. This could replicate some of the analyses available to their mainstream counterparts through RAISEonline.


Pupils’ progress is assessed throughout the year, using a range of formative and summative strategies. The assessment and recording system is linked to a commercial IT system and enables the school to generate a range of data, which the school’s leadership team and teaching staff can scrutinise.

Figures 5 and 6 show a sample of P level assessment results for pupils during 2005/06, based on the main areas of learning, which compares performance with average results based on a three-year rolling average. The marks shown against each bar identify the number of comparisons with average scores for each aspect on which the cohort average is based. Comparisons with the average score for an aspect is only possible where the pupil has a score, and where an average value for the same year band and main area of need exists.



19

Case study 2Fi

gure

5

Ave

rage

P le

vel a

sses

smen

t res

ults

by

aspe

ct fo

r gi

rls

in

Key

Sta

ge 3

(200

5/06

)

1818

18

1818

18

18

1818

18

1818

18

18

1818

18

13

18

18

18

1 0.5

0 –0.5

–1 –1.5

–2 –2.5

–3 –3.5

–3.5–3

–2.5–2

–1.5–1

–0.50

0.51

Number of P levels above/below average


Lang

uag

e an

d L

itera

cyM

athe

mat

ics

Sci

ence

Info

rmat

ion

and

Co

mm

unic

atio

n Te

chno

log

yP

erso

nal a

nd S

oci

al

ReW

rSp

LiNu

UsSh

SeLp

Ma

PpPr

IsTg

IwHa

CoIn

IdAt

PSHE

Key

Re

Rea

ding

W

r W

ritin

g S

p S

peak

ing

Li

List

enin

g N

u N

umbe

r U

s U

sing

and

app

lyin

g S

h S

hape

Se

Sci

entif

ic e

nqui

ry

Lp

Life

pro

cess

es

Ma

Mat

eria

ls

Pp

Phy

sica

l pro

cess

es

Pr

Pre

sent

atio

n Is

In

form

atio

n so

urce

s Tg

Te

xt/g

raph

Iw

Imag

e/w

ords

H

a H

andl

ing

Co

Con

trol

In

In

tera

ctin

g Id

In

depe

nden

t A

t A

tten

tion

28

3.5

3 2.5

2 1.5

-2 -2.5

2

3.5



Lang

uag

e an

d L

itera

cyM

athe

mat

ics

Sci

ence

Info

rmat

ion

and

Co

mm

unic

atio

n Te

chno

log

yP

erso

nal a

nd S

oci

al

ReW

rSp

LiNu

UsSha

peSe

LpM

aPp

PrIs

TgIw

HaCo

InId

At

PSHE

3

2.5

1.5 1

0.5 0

-0.5 -1

-1.5 -2

-2.5

1 0.5

-1 -1.5

0 -0.5

2828

2828

2828

2828

2828

2828

2828

2828

20

28

28

28

Key

Re

Rea

ding

W

r W

ritin

g S

p S

peak

ing

Li

List

enin

g N

u N

umbe

r U

s U

sing

and

app

lyin

g S

h S

hape

Se

Sci

entif

ic e

nqui

ry

Lp

Life

pro

cess

es

Ma

Mat

eria

ls

Pp

Phy

sica

l pro

cess

es

Pr

Pre

sent

atio

n Is

In

form

atio

n so

urce

s Tg

Te

xt/g

raph

Iw

Imag

e/w

ords

H

a H

andl

ing

Co

Con

trol

In

In

tera

ctin

g Id

In

depe

nden

t A

t A

tten

tion

Figu

re 6

A

vera

ge P

leve

l ass

essm

ent r

esul

ts b

y as

pect

for

boys

in

Key

Sta

ge 3

(200

5/06

)

By

cons

ider

ing

aspe

cts

of g

irls’

sub

ject

pe

rfor

man

ce, t

he S

IP w

ill be

abl

e to

det

ect

varia

tion

betw

een

subj

ects

whe

n se

t aga

inst

th

e av

erag

e an

d w

ill be

abl

e to

iden

tify

thos

e ar

eas

they

wou

ld w

ant t

o lo

ok a

t in

mor

e de

tail.

■

The

SIP

will

wis

h to

und

erta

ke th

e sa

me

enqu

iry w

hen

anal

ysin

g th

e pe

rfor

man

ce o

f K

ey S

tage

3 b

oys.

■

Issu

es fo

r th

e S

IP to

con

side

r

This

app

roac

h al

low

s th

e S

IP to

ana

lyse

th

e ag

greg

ated

per

form

ance

of K

ey S

tage

3

girls

and

boy

s ag

ains

t an

aver

age.

The

pe

rfor

man

ce is

trac

ked

acro

ss th

e m

ain

area

s of

lear

ning

. The

SIP

will

be a

ble

to r

aise

a

serie

s of

que

stio

ns a

bout

the

perf

orm

ance

of

thes

e gr

oups

ove

r tim

e an

d co

mpa

re th

is

with

oth

er s

igni

fican

t gro

ups

in th

e sc

hool

.

The

SIP

will

also

be

able

to fo

rm a

vie

w a

bout

w

hich

sub

ject

are

as m

erit

furt

her d

iscu

ssio

n w

hen

look

ing

at th

e co

mbi

ned

perf

orm

ance

of

boy

s an

d gi

rls.

The

SIP

will

reco

gnis

e th

at th

is is

onl

y a

star

ting

poin

t for

ask

ing

abou

t the

pe

rfor

man

ce o

f pup

ils w

ith th

e m

ost c

ompl

ex

lear

ning

nee

ds. H

avin

g ga

ined

som

e in

itial

im

pres

sion

s ab

out d

iffer

entia

l sta

ndar

ds

with

in s

ubje

cts,

the

SIP

will

wan

t to

deci

de

wha

t fur

ther

evi

denc

e th

e sc

hool

sho

uld

offe

r to

sub

stan

tiate

thes

e em

ergi

ng ju

dgem

ents

.

The

SIP

wou

ld w

ish

to d

iscu

ss w

ith th

e he

adte

ache

r the

reas

ons

for t

he s

eem

ingl

y be

tter

per

form

ance

of b

oys

whe

n co

mpa

red

to g

irls

and

if th

is is

repl

icat

ed in

oth

er a

reas

of

lear

ning

.

■ ■ ■ ■


20


Case study 2

Dat

a se

t 2

The

syst

em in

use

mos

t rec

ently

ena

bles

the

anal

ysis

of p

upil

perf

orm

ance

to

be

cond

ucte

d at

var

ious

leve

ls. T

he s

choo

l has

col

lect

ed d

ata

on

perf

orm

ance

for p

upils

gro

uped

acc

ordi

ng to

lear

ning

nee

d, in

this

cas

e th

ose

on th

e au

tistic

spe

ctru

m. T

his

enab

les

the

scho

ol a

nd th

e S

IP to

form

a

view

abo

ut a

chie

vem

ent a

nd p

rogr

ess

for t

his

grou

p an

d th

en c

ompa

re th

em

to p

upils

with

sim

ilar n

eeds

in o

ther

sch

ools

and

pup

ils w

ith d

iffer

ent l

earn

ing

need

s w

ithin

this

sch

ool.

The

com

para

tive

info

rmat

ion

in F

igur

e 7

show

s an

nual

ave

rage

pro

gres

s or

pr

ogre

ss in

term

s of

AS

D p

upils

with

in th

e P

sca

les.

Thi

s is

a s

naps

hot o

f the

pe

rfor

man

ce o

f yea

r gro

ups

at a

par

ticul

ar p

oint

in ti

me

and

com

pare

s th

is to

an

ave

rage

per

form

ance

of a

ll th

ose

pupi

ls in

clud

ed in

the

sam

ple.

Y1 a

nd 2

Y3 a

nd 4

Y5 a

nd 6

Y7, 8

and

9

Y10

and

11

72

162

178

125

124

Sch

oo

lA

gg

reg

ate

Ave

rag

e

2.6

2.4

2.2

2 1.8

1.6

1.4

1.2

1 0.8

0.6

0.4

0.2

0 -0.2

-0.4

-0.6

-0.8

-1

2.6

2.4

2.2 2

1.8

1.6

1.4

1.2 1

0.8

0.6

0.4

0.2 0

-0.2

-0.4

-0.6

-0.8 -1

Movement in P levels

Movement in P levelsFigu

re 7

C

ompa

riso

n of

ann

ual a

vera

ge m

ovem

ent i

n P

leve

ls, b

y Ye

ar B

and

: mai

n ar

ea o

f nee

d A

SD

Issu

es fo

r th

e S

IP to

con

side

r

The

SIP

will

form

an

initi

al im

pres

sion

of o

vera

ll pe

rfor

man

ce b

y an

alys

ing

annu

al a

vera

ge m

ovem

ent o

f AS

D p

upils

in P

leve

ls.

Whe

n co

mpa

ring

the

perf

orm

ance

of y

ear g

roup

s w

ith e

ach

othe

r, an

d ag

ains

t the

ave

rage

, the

SIP

will

be a

ble

to id

entif

y th

e gr

oup

that

they

wis

h to

look

at i

n m

ore

deta

il.

■ ■Th

e an

alys

is o

f P le

vel p

erfo

rman

ce is

pre

sent

ed w

ithin

yea

r gr

oups

, sho

win

g po

sitiv

e bu

t red

ucin

g pe

rfor

man

ce. T

he S

IP w

ill w

ish

to s

peak

to th

e he

adte

ache

r abo

ut th

e fa

ctor

s th

e sc

hool

pr

esen

ts to

acc

ount

for t

his

patt

ern.

■



21

Case study 2

525

5075

95

2

P16

P14

P15

P13

P12

P11

P10 P9

P8B

P7B P6B

P5B

P4B

P16 P15

P14

P13

P12

P11

P10

P9

P8B P7B

P6B

P4BP5B

Y14

Y13

Y12

Y11

Y10

Y5Y4

Y3Y1

YR

1

1 1 12 1 3

1 1

Pre

YRY2

Y6Y7

Y8Y9

P levels

P levels

NC

Yea

r in

yea

r of

tes

t (s

umm

er t

erm

)

P1(

i)BP

2(i)B

P3(

i)B

P1(

i)BP

2(i)B

P3(

i)B

1

1131

11 212

1

1 2 12

1

112 2 3

11 1 1 2

Dat

a se

t 3

The

third

dat

a se

t in

Figu

re 8

sho

ws

pupi

l ach

ieve

men

t in

rela

tion

to th

e pe

rson

al a

nd s

ocia

l int

erac

tion

of A

SD

pup

ils, s

core

d 1

to 1

6 ag

ains

t the

cr

iteria

with

in th

e P

sca

les.

The

pup

ils h

ave

been

furt

her o

rgan

ised

into

cent

iles

that

sho

w th

e co

mpl

exity

of t

he s

choo

l’s p

upil

popu

latio

n w

ith re

gard

to

this

are

a of

lear

ning

nee

d w

hen

com

pare

d to

the

who

le s

ampl

e.

Figu

re 8

S

choo

l res

ults

plo

tted

aga

inst

P le

vel p

erce

ntile

s (2

001/

05) f

or in

tera

ctio

n: m

ain

area

of n

eed

AS

D

Issu

es fo

r th

e S

IP to

con

side

rIn

ana

lysi

ng th

e in

tera

ctio

n of

AS

D p

upils

sho

wn

in th

e gr

aph,

the

SIP

can

fo

rm a

n in

itial

impr

essi

on o

f ove

rall

perf

orm

ance

.

The

SIP

will

wan

t to

inve

stig

ate

the

link

betw

een

the

P le

vels

att

aine

d by

gr

oups

with

in c

entil

e ra

nges

and

the

lear

ning

exp

erie

nces

the

scho

ol

plan

s. F

or e

xam

ple,

the

scho

ol s

houl

d sh

ow w

hat s

trat

egie

s it

uses

to b

e am

bitio

us fo

r the

per

form

ance

of t

hose

pup

ils p

erfo

rmin

g at

the

50th c

entil

e an

d ab

ove.

■ ■

The

SIP

can

als

o fo

rm q

uest

ions

ab

out d

iffer

ence

s in

pr

ovis

ion

for t

hose

pu

pils

at t

he 5

th

and

25th c

entil

es,

in c

ompa

rison

with

th

ose

abov

e th

e 50

th.

■Q

uest

ions

will

also

em

erge

abo

ut th

e ye

ar g

roup

s to

be

disc

usse

d, in

clud

ing

the

spre

ad o

f ac

hiev

emen

t with

in

and

betw

een

the

year

gr

oups

.

■


22


Case study 3

Case study 3This case study shows the way in which an individual school, supported by its local authority, has adapted the National Curriculum assessment framework to be more relevant to its pupils. The school has used the P scales and National Curriculum levels, but has further subdivided these statements into small-step descriptors. This is something that many special schools have done either individually or in groups. The strengths of such a system are that it is likely to be more sensitive to the complex learning needs of its pupils, more adaptable to the diverse ways in which the school recognises achievement, and more clearly understood and easy to apply by the staff. However, without the local authority’s support, such an approach may restrict the school from taking account of evidence from other schools when deciding whether the performance of its pupils and the standards within the school are appropriate.

School typeSecondary pupils aged 11 to 19, special school working with pupils with Profound and Multiple Learning Difficulties and Severe Learning Difficulties.

Approximately 118 pupils on roll, supported by 22 teachers and 35 non-teaching support staff.

Context The school has been developing detailed assessment processes for over five years in liaison with the local authority.

Within the local authority, use is made of the P levels, National Curriculum levels and a ‘small steps’ framework to evaluate pupil performance. Each P level and National Curriculum level is broken into five stages, allowing progress to be measured in smaller increments.

The school is also included in a pilot project involving other schools that are using the same model to assess pupil progress. Comparative information from the project is processed by the Durham University Centre for Education Management (CEM).

■

■


Pupils’ progress is continually assessed throughout the year, using a range of formative assessment strategies. Each June, Key Stage 3 pupils are assessed in all subjects using P levels and National Curriculum (NC) levels. A software system developed by the local authority is used to store and analyse this information.

Currently the system allows a simple comparison, year by year, of numbers of pupils maintaining the same level, progressing by one or more small steps, or regressing, for all subjects by gender, year group and type of SEN. The school has also been part of the Durham University CEM P scales project for three years, showing how their pupils are performing when compared to the average for similar pupils in similar schools.

Table 2 below represents a sample from Key Stage 3 pupil performance data related to English that have been derived from the school and the pupil tracker software designed by the local authority. It shows data for the Year 9 cohort. It includes final assessments for 2004, 2005 and 2006 for each pupil. The 2006 data is colour coded. Red shows regression, green shows that the level has been maintained from last year and gold shows progress has been made.



23

Case study 3

Eng

lish

: rea

din

gE

nglis

h: c

om

pre

hens

ion

Eng

lish

: sp

eaki

ng &

list

enin

g

Pup

il20

0420

0520

06P

upil

2004

2005

2006

Pup

il20

0420

0520

06

AP4

dP4

dP4

dA

P6d

P6c

P6d

AP

6dP

6cP

6d

BP

8c1C

e1C

aB

P7a

P8b

1Be

BP

7aP

8b1B

e

CP

8c1C

d1B

cC

1Cc

1Ba

1Ab

C1C

c1B

a1A

b

D1C

b1B

b2C

dD

2Cb

2Bb

3BD

2Cb

2Bb

3B

E1C

d2B

e1A

dE

1Cc

2Bd

2Cc

E1C

c2B

d2C

c

F2C

c2B

e2B

bF

2Be

2Ad

3eF

2Cc

2Bd

2Ba

GP

5aP

5bP

5bG

1Cc

1Bb

1Ac

GP

6aP

7aP

8e

H1C

d1B

a2C

cH

1Bd

1Ac

2Cb

H1C

a1A

d2B

c

IP

7bP

8aP

8dI

1Ca

1Aa

1Ab

I1C

b1C

a1C

a

JP

8b1C

c1B

bJ

1Be

1Ab

1Ab

J1B

c2C

c2B

b

K1C

c1B

a2C

cK

1Ab

2Bb

3eK

2Cc

2Ba

2Ac

LP

8eP

6cP

8aL

P6a

P7d

P7a

LP

6dP

7eP

7a

MP

7cP

8dP

8bM

P7e

P7c

P8e

MP

6aP

7cP

8e

N2C

a2B

b2A

aN

P6c

P7d

4AN

4A4A

4A

OP

32d

P4e

P4a

OP

32d

P4c

P5c

OP

32d

P4e

P5d

PP

32c

P4d

P5d

PP

7dP

7a1C

aP

P6a

P8b

1Cc

QP

7dP

7bP

7aQ

P7d

P8d

1Ca

Q1C

a1A

c2C

c

R1B

c1B

b1A

cR

1Ba

1Aa

2Ca

R1B

b1B

a1A

c

S1C

c2A

a3B

S2c

c3B

4BS

2Bb

3B4B

TP4

bP

5bP

7bT

P7b

1cc

1Aa

TP

6a1B

b2C

c

UP

7bP

8cP

8aU

P7e

P7c

P8e

UP

6eP

6dP

7d

V2C

a2B

d3D

V4A

4A4A

V4A

4A4A

Tabl

e 2

Sam

ple

of fi

nal a

sses

smen

ts in

Eng

lish

for

a Ye

ar 9

coh

ort

Issu

es fo

r th

e S

IP to

con

side

rD

urin

g th

e pr

oces

s th

e he

adte

ache

r and

S

IP, l

ooki

ng a

t som

e of

the

anom

alie

s fo

r ind

ivid

ual p

upils

, sho

uld

be a

ble

to

esta

blis

h ho

w s

ecur

e th

e sc

hool

is a

bout

th

e ac

cura

cy o

f the

ass

essm

ent p

roce

sses

an

d w

hat o

ther

info

rmat

ion

the

scho

ol h

as

so th

at it

can

und

erst

and

the

barr

iers

to a

pu

pil’s

lear

ning

and

pro

gres

s.

■S

imila

rly, t

he S

IP w

ill w

ish

to d

iscu

ss

with

the

head

teac

her t

he re

ason

s gi

ven

for t

he a

ppar

ent l

ack

of p

rogr

ess

of a

sm

all n

umbe

r of Y

ear 9

pup

ils in

read

ing

and

spea

king

& li

sten

ing

in 2

006

whe

re

achi

evem

ent h

as re

mai

ned

the

sam

e or

re

gres

sed.

■

This

app

roac

h to

iden

tifyi

ng

and

reco

rdin

g pu

pil

achi

evem

ent a

gain

st a

sha

red

fram

ewor

k al

low

s th

e sc

hool

to

eas

ily id

entif

y va

ryin

g pe

rfor

man

ce w

ithin

asp

ects

of

a si

ngle

sub

ject

. For

exa

mpl

e,

the

SIP

will

be a

ble

to d

ecid

e w

hich

spe

cific

asp

ects

of

prog

ress

ion

in E

nglis

h to

in

vest

igat

e ba

sed

on th

e pu

pil

data

sup

plie

d.

The

scho

ol h

as b

een

colle

ctin

g th

is d

ata

cons

iste

ntly

ove

r a n

umbe

r of

yea

rs. T

he s

choo

l will

be

able

to d

emon

stra

te h

ow it

ev

alua

tes

pupi

l pro

gres

s in

key

ar

eas

of le

arni

ng, f

or e

xam

ple

in re

adin

g an

d sp

eaki

ng &

lis

teni

ng, o

ver t

he th

ree

year

s fo

r whi

ch d

ata

are

avai

labl

e.

Hav

ing

esta

blis

hed

tren

ds

in p

upil

achi

evem

ent a

nd

prog

ress

, the

sch

ool w

ill be

abl

e to

sho

w th

e lin

ks

esta

blis

hed

betw

een

rate

s of

pr

ogre

ss a

nd a

chie

vem

ent

and

futu

re ta

rget

-set

ting

in

subj

ects

, in

this

cas

e E

nglis

h.

■ ■ ■

The

anal

ysis

com

pare

s th

e pe

rfor

man

ce o

f pup

ils w

ith e

ach

othe

r, so

that

the

SIP

will

be a

ble

to d

ecid

e w

hich

pup

ils to

dis

cuss

with

the

lead

ersh

ip te

am.

■

The

SIP

and

the

head

teac

her w

ill be

abl

e to

iden

tify

trend

s th

at n

eed

furt

her e

xpla

natio

n. F

or e

xam

ple,

wha

t ex

plan

atio

n do

es th

e he

adte

ache

r giv

e fo

r the

hig

her a

chie

vem

ent a

nd p

rogr

ess

of p

upils

with

in c

ompr

ehen

sion

whe

n co

mpa

red

with

read

ing?

■


24


1413

1211

109

87

65

43

21

0

Year

Gro

up

-1

02468

10121416

P-Scales values

Inte

rqua

rtile

Ran

ge

Year

Gro

up A

vera

ge

Sco

res

by in

divi

dual

stud

ents

Case study 3

Dat

a se

t 2

Figu

res

9 to

11

are

exam

ples

of t

he in

form

atio

n pr

ovid

ed fr

om D

urha

m C

EM

that

com

pare

the

perf

orm

ance

of p

upils

in th

e ca

se s

tudy

sch

ool w

ith d

ata

prov

ided

by

the

othe

r sch

ools

invo

lved

in th

e pr

ojec

t.

Figu

re 9

C

ompa

riso

n of

pup

il pe

rfor

man

ce in

sch

ool w

ith

othe

r sc

hool

s fo

r P

sca

le R

eadi

ng

Figu

re 1

0 C

ompa

riso

n of

pup

il pe

rfor

man

ce in

sch

ool w

ith

othe

r

scho

ols

for

P s

cale

Sci

enti

fic e

nqui

ry

Figu

re 1

1 C

ompa

riso

n of

pup

il pe

rfor

man

ce in

sch

ool w

ith

othe

r

scho

ols

for

P s

cale

Num

ber

1413

1211

109

87

65

43

21

0

Year

Gro

up

-1

0

P-Scales values

Inte

rqua

rtile

Ran

ge

Year

Gro

up A

vera

ge

Sco

res

by in

divi

dual

stud

ents

246810

1413

1211

109

87

65

43

21

0

Year

Gro

up

-1

P-Scales values

Inte

rqua

rtile

Ran

ge

Year

Gro

up A

vera

ge

Sco

res

by in

divi

dual

stud

ents

Issu

es fo

r th

e S

IP to

con

side

r

The

incl

usio

n of

the

scho

ol in

the

Dur

ham

pro

ject

mea

ns th

at th

e sc

hool

ca

n co

mpa

re p

upil

achi

evem

ent a

nd

prog

ress

, bot

h at

indi

vidu

al p

upil

leve

l an

d w

ithin

gro

ups.

Whe

re th

ere

are

smal

l num

bers

in e

ach

year

gro

up (a

s sh

own

by th

e on

e or

two

indi

vidu

al

scor

es fo

r eac

h ye

ar g

roup

in th

e ch

arts

), th

is p

rovi

des

the

scho

ol w

ith

a si

gnifi

cant

ly la

rger

pup

il po

pula

tion,

su

bjec

ted

to a

con

sist

ent m

etho

d of

ana

lysi

s, s

o th

at m

ore

secu

re

judg

emen

ts c

an b

e m

ade

abou

t th

e ap

prop

riate

ness

of t

he ra

tes

of

prog

ress

and

are

as o

f str

engt

h an

d w

eakn

ess.

The

scho

ol h

as m

ore

cont

extu

al

info

rmat

ion

on w

hich

to b

ase

futu

re

targ

ets

and

will

be in

a b

ette

r pos

ition

to

dec

ide

if th

ese

are

chal

leng

ing.

Th

e S

IP is

abl

e to

con

side

r a ra

nge

of q

uest

ions

for d

iscu

ssio

n w

ith th

e he

adte

ache

r.

The

SIP

sho

uld

still

be c

autio

us a

bout

in

ferr

ing

too

muc

h fro

m th

e da

ta

abou

t pup

il pe

rfor

man

ce b

ecau

se

of th

e ve

ry s

mal

l num

ber o

f pup

ils in

ea

ch y

ear g

roup

.

Con

side

r the

ana

lysi

s of

the

scho

ol’s

pe

rfor

man

ce in

read

ing,

w

hen

com

parin

g in

divi

dual

and

yea

r-gr

oup

perf

orm

ance

with

in

terq

uart

ile in

form

atio

n pr

ovid

ed b

y D

urha

m,

and

the

issu

es th

at a

rise.

■

Con

side

r the

ana

lysi

s of

the

scho

ol’s

pe

rfor

man

ce in

sc

ient

ific

enqu

iry,

whe

n co

mpa

ring

indi

vidu

al a

nd y

ear-

grou

p pe

rfor

man

ce w

ith

inte

rqua

rtile

info

rmat

ion

prov

ided

by

Dur

ham

, an

d th

e is

sues

that

ar

ise.

■

Con

side

r the

ana

lysi

s of

the

scho

ol’s

pe

rfor

man

ce in

num

ber,

whe

n co

mpa

ring

indi

vidu

al a

nd y

ear-

grou

p pe

rfor

man

ce w

ith

inte

rqua

rtile

info

rmat

ion

prov

ided

by

Dur

ham

, an

d th

e is

sues

that

ar

ise.

■



25

Case study X

Case study 4This case study shows a school with a pupil population that is becoming more diverse. The school collects a range of data built around individual pupil performance. These pupil-level data are then aggregated to create a cohort score. The school takes as its starting point the success or otherwise of pupils in meeting individual objectives, set as ‘can do’ statements within their individual education plans. The strength of such an approach is to remain focused on the individual pupil’s performance, entirely appropriate in schools with very few pupils. It is easy to discern which pupils are making progress against their personal targets and which pupils are in need of support. Also, progress over time can be displayed easily. However, the school would need to be sure that the individual objectives were challenging since this method also measures the ability of the staff to set meaningful targets. Furthermore, comparisons with other pupils are more difficult since the school will not necessarily be comparing pupils who share the same targets, rates of progress, levels of achievement or learning needs.

School type

A special school for pupils aged 4 to 16, designated for pupils with Moderate Learning Difficulties (MLD) but working with a significantly changed pupil population over the last decade.

At present, there are 60 pupils on roll, supported by 9.1 teaching staff including the headteacher and 20.4 full-time support staff.

Context

The school has been involved with the use of P scales since their introduction in late 1998, developing the first ‘can do’ statements with exemplifications from the original P scales, and designing a scoring system that enabled schools to show very small-step progress year on year.

The school works closely with senior officers and has been active in training with local schools. The authority has produced detailed guidance, Accessing the P Scales, for special and mainstream schools who are adopting this approach to pupil target-setting.

The data sets were first collected in 2000 and use the Durham University CEM P scales project to provide additional analysis, including value-added data.

■

■

Case study 4


Data are collected for all subjects, but the emphasis is on scores in mathematics and English. P scale scores are collated annually in June for all pupils at strand level, and at whole-school level, with subject coordinators responsible for collation in science, ICT and the foundation subjects. The school relies mainly on formative rather than summative assessment processes.

The latest pupil assessments are recorded onto individual pupil record sheets, providing a visual record of progress year by year. The school enters all the data into a software system to enable full analysis of the information. This system provides tabular information, as well as graphs. Alongside the numerical targets, the school uses the ‘can do’ statements from the authority’s P scale guidance to develop termly curriculum targets for pupils. These are recorded on target-setting sheets, and the headteacher monitors these targets on a termly basis.

Table 3 shows percentages of the total number of pupils on roll in each year group on 28.02.06 who were set targets for the autumn/spring terms 2005/2006.


26


Case study XCase study 4Ta

ble

3 N

umbe

rs a

nd p

erce

ntag

es o

f pup

ils a

chie

ving

tar

gets

Cla

ssK

ey

Sta

ge

(s)

Year

g

roup

(s)

Tota

l nu

mb

er

of p

upils

in

gro

up

No.

of p

upils

w

ith

targ

ets

in

mat

hem

atic

s,

Eng

lish

Mat

hem

atic

s P

SH

E–

num

ber

and

p

erce

ntag

e of

pup

ils

achi

evin

g th

eir

targ

et

Eng

lish

– nu

mb

er

and

per

cent

age

of

pup

ils a

chie

ving

th

eir

targ

et

PS

HE

– n

umb

er a

nd

per

cent

age

of p

upils

ac

hiev

ing

thei

r ta

rget

3H2,

34,

5, 6

, 8,

98

8 (8

)4

5 0%

7 88

%5

63%

3R3

76

6 (6

)6

1 00%

6 10

0%4

67%

3E3

8, 9

88

(8)

6 7 5

%3

38%

6 75

%

4M3,

48,

9, 1

08

8 (8

)6

7 5%

4 50

%8

100%

4L4

1010

9 (9

)7

7 8%

6 67

%7

78%

4CR

411

1616

(16

)10

63

%11

69

%15

94

%

4J4

111

00

00

TW

38

11

(1)

00

0

Tota

l58

56 (5

6)

39

70%

37

66%

45

80%

Com

paris

ons

with

sco

res

achi

eved

in s

umm

er 2

005

show

the

follo

win

g re

sults

: mat

hem

atic

s -4

%, E

nglis

h -8

%, P

SH

E +

26%

.

Issu

es fo

r th

e S

IP to

con

side

r

Ove

rall,

the

SIP

sho

uld

cons

ider

oth

er e

vide

nce

to s

et a

long

side

the

aggr

egat

ion

of re

sults

of i

ndiv

idua

ls a

chie

ving

thei

r per

sona

l tar

gets

w

ithin

a s

ubje

ct o

r yea

r gro

up. T

his

will

supp

ort a

dia

logu

e w

ith th

e he

ad a

bout

the

degr

ee o

f am

bitio

n th

at te

ache

rs a

nd o

ther

s ha

ve b

uilt

into

the

targ

ets

that

they

hav

e ag

reed

for t

he in

divi

dual

pup

ils.

Mos

t im

port

antly

, the

SIP

wou

ld s

eek

to e

stab

lish

wha

t mod

erat

ion

ther

e is

in th

e pr

oces

s of

form

ulat

ing

targ

ets.

■ ■

Whe

n pr

ogre

ss is

si

gnifi

cant

for a

ver

y la

rge

num

ber o

f pup

ils,

for e

xam

ple

PS

HE

whi

ch h

as s

een

a si

gnifi

cant

ove

rall

rise

in p

erfo

rman

ce w

ith

som

e gr

oups

sco

ring

over

75

per c

ent i

n th

eir

asse

ssm

ents

, the

sch

ool

wou

ld w

ant t

o di

scus

s w

ith th

e S

IP w

hich

fa

ctor

s th

ey c

onsi

dere

d in

fluen

tial i

n pr

omot

ing

thes

e ou

tcom

es.

■

Ther

e ar

e di

ffere

nces

in p

upil

prog

ress

with

in s

ubje

cts,

for

exam

ple

mat

hem

atic

s. T

he

SIP

wou

ld w

ant t

he s

choo

l to

iden

tify

the

fact

ors

in o

vera

ll pe

rfor

man

ce, o

r ach

ieve

men

t in

a p

artic

ular

yea

r gro

up, t

hat

war

rant

furt

her s

crut

iny.

■

In lo

okin

g at

the

over

all

anal

ysis

of y

ear-

grou

p pr

ogre

ss re

late

d to

m

athe

mat

ics,

Eng

lish

and

PS

HE,

the

scho

ol is

abl

e to

sho

w w

hich

sub

ject

ar

eas

are

seem

ingl

y m

ore

succ

essf

ul in

mov

ing

pupi

ls fo

rwar

d. T

he S

IP

wou

ld w

ant t

o lo

ok a

t th

ese

subj

ects

in m

ore

deta

il an

d se

ek re

ason

s w

hy th

is w

as th

e ca

se.

■



27

Case study XD

ata

set

2

Tabl

e 4

show

s a

rang

e of

pup

il ta

rget

s se

t dur

ing

the

perio

d 20

05/2

006

and

cove

rs a

ll pu

pils

. Thi

s ap

proa

ch is

als

o us

ed to

det

erm

ine

spec

ific

targ

ets

for i

ndiv

idua

l pup

ils in

resp

ectiv

e ye

ar g

roup

s. T

his

is il

lust

rate

d by

the

tabl

e be

low

whi

ch s

how

s pr

ogre

ssiv

e ta

rget

s se

t and

eva

luat

ed fr

om a

utum

n 20

05

to s

prin

g 20

06 fo

r Eng

lish,

mat

hem

atic

s an

d P

SH

E. T

he s

ymbo

ls u

sed

to

disp

lay

this

info

rmat

ion

visu

ally

are

:

+ ta

rget

ach

ieve

d

0 ta

rget

not

ach

ieve

d

* t a

rget

not

set

Pup

ils a

rriv

ing

from

Sep

tem

ber 2

005

are

show

n in

red,

pup

ils a

rriv

ing

from

Janu

ary

2006

are

sho

wn

in b

lue.

Tabl

e 4

Targ

ets

set a

nd a

chie

ved

for

indi

vidu

al p

upils

Nam

eA

utum

n 05

Spr

ing

06

Ma

Eng

PS

HE

Ma

Eng

PS

HE

Pup

il a

Y40

++

0+

+

Pup

il b

Y5

++

+0

+0

Pup

il c

Y5

++

++

++

Pup

il d

Y6*

**

0+

0

Pup

il e

Y6+

+0

++

0

Pup

il f Y

8+

+0

+0

0

Pup

il g

Y8*

**

++

+

Pup

il h

Y8+

+0

0+

+

Pup

il i Y

9+

++

+0

+

Pup

il j Y

7+

++

++

+

Pup

il k

Y7

0+

0+

++

Pup

il l Y

7*

**

++

+

Pup

il m

Y7

Pup

il n

Y7

+0

0+

++

Pup

il o

Y7

**

*+

+0

Pup

il p

Y80

0+

+0

+

Pup

il q

Y9

0+

00

0+

Pup

il s

Y8+

00

0+

0

Pup

il t Y

8+

0+

+0

+

Pup

il u

Y9

**

*P

lace

d in

mai

nstr

eam

Pup

il v

Y8+

00

+0

+

Pup

il x

Y9

00

++

++

Pup

il y

Y10

**

*0

0+

Pup

il z

Y10

++

++

++

Pup

il w

w Y

11+

00

00

+

Case study 4

Som

e pu

pils

are

ach

ievi

ng a

ll th

eir

targ

ets

with

in e

ach

subj

ect a

nd

acro

ss b

oth

term

s. T

he S

IP w

ould

ne

ed to

kno

w w

hat a

dditi

onal

in

form

atio

n co

uld

be s

ough

t to

ensu

re th

at th

ere

is s

uffic

ient

ch

alle

nge

for t

hese

pup

ils.

■

A m

inor

ity o

f pup

ils h

ave

achi

eved

fe

w o

f the

ir ta

rget

s. T

his

wou

ld

also

rai

se a

num

ber o

f iss

ues

for

disc

ussi

on w

ith th

e he

adte

ache

r.

■

Issu

es fo

r th

e S

IP to

con

side

r


28


Case study XCase study 4

Issues for the SIP to consider

The school is able to determine which pupil or year group will become a focus for further inquiry in terms of progress. The SIP can discuss can be sure that the targets are ambitious and the nature of the related learning tasks that are then planned.

The school may attempt to group the performance of particular pupils to see if any patterns emerge. This will also lead to an analysis of the differing teaching and learning approaches within and across year groups and subjects.

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During this process, the SIP and the headteacher should decide what additional evidence the school might collect to substantiate judgements arising from this analysis.

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Case study 5This case study shows how a local authority has taken a significant lead in bringing its special schools together to systematically collect and analyse data about school effectiveness, particularly pupil achievement and progress. The strength of such an approach is to enlarge the pupil population, increasing reliability and validity of judgements about improvement trends for groups of pupils. This offers an individual school a more certain benchmark against which to judge how effective it is, and to provide a context for setting challenging targets in the future. However, schools would want to be sure that they were comparing similar pupils and groups before placing too much reliance on the data.

Context

The authority has been providing data analysis and interpretation to its schools and advisers for 14 years with a value-added project for secondary schools based on NFER CAT data. This has gradually developed into a comprehensive data service covering all phases: secondary, primary, short stay (PRU) and special schools.

The 650 schools in the authority receive a School Information Profile (ScIP) and an interactive spreadsheet for statutory and non-statutory target-setting. In addition, the local authority also distributes the FFT self-evaluation reports and school databases.

Schools can opt to take part in projects such as the Secondary Value Added Project (VAP), Pupil Attitude Questionnaire (PAQ), Parental Questionnaire and target-setting for pupils with SEN (using a small-steps assessment framework). Some of these projects include other local authorities who subscribe to services such as the PAQ and VAP.

Data provided by the Local AuthorityThe ScIP is a comprehensive document for schools, which summarises the data held by the local authority. It provides comparison with local benchmarks and with national indicators where these are available. This document has a summary page, which is worked through by the headteacher and SIP, to highlight current practice and priorities in standards, teaching, and leadership and management, and informs the annual performance review. The agreed priorities derived from this analysis form the basis of the discussion for the performance management of the headteacher.

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For the last three years, an interactive spreadsheet has been provided to assist schools in all phases with target-setting. This is pre-populated, using individual pupil data, and captures information from a range of sources, using unique pupil numbers (UPN). The methodology is based on a predictive model and does not build in an additional factor for improvement at this stage, but takes the higher of two calculated probabilities to offer a final prediction for each pupil. Pupils who have left or joined the school can be deleted or added. The school has the option to amend the targets based on their own assessment and contextual information and using the tables provided within the sheet. These tables provide information by gender and ethnic group, based on the prior performance of pupils in schools, encompassing a cohort of 170 000. In addition to these, there are tables for pupils below Level 1, working within the P scales, based on the achievement of 50 000 pupils in the ‘small steps’ cohorts. The large numbers offer a high level of reliability. As amendments are made, the overall targets for the school are recalculated.

This process takes place prior to the target-setting visit by the SIP. The target-setting spreadsheet includes historical data for the school and overall FFT estimates to support this. During the process, pupils at the thresholds of the levels are identified and these groups of pupils are set as target groups for intervention strategies and additional support. The SIP encourages the school to set targets for vulnerable groups, such as looked-after children, those with English as an additional language and types of SEN statement. On subsequent visits to the school, the SIP follows up the progress of these pupils when reviewing progress with priorities.

As the spreadsheet is interactive, schools are encouraged to use it to set targets for other cohorts in the school. The format lends itself to this, and a simple process of cutting and pasting allows schools the flexibility to extend target-setting to other year groups. This facility has encouraged schools to look at individual target-setting for all pupils. The methodology has promoted ownership of the targets by the schools. For pupils who are unlikely to achieve National Curriculum levels, the small-steps approach and benchmarking are particularly useful.

The data from the PAQ and Parental Questionnaire are analysed, benchmarked and interpreted for schools, flagging areas for further consideration or celebration. This information is used by schools to inform the


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stakeholder section of the SEF, and also by SIPs to highlight the links to achievement and to challenge underperformance.

In addition to this school-based information, SIPs have access to Local Authority Strategic Information (LASI), which is a series of databases that are pre-set with filters to enable comparative data for similar schools and groups of pupils to be highlighted and analysed. For example, this can be used to promote and track the achievement of underachieving groups.

Issues for the SIP to consider when partnered with a school involved in a similar local authority model

The SIP would want the school to demonstrate how certain it was in its assessment framework, particularly:

initial assessment on entry

the moderation of teachers’ assessments.

The school will be keen to show that the initial priorities derived from the analysis of performance indicators and standards in the local authority model match those which the school and the SIP would focus on when reviewing the school’s performance using other evidence that it had generated.

The SIP would need to examine the link between the school’s targets and those targets that emerge from the predictive model developed by the local authority.

As there is an authority-wide approach to collating data and target-setting, the SIP would wish to see what efforts the school has made to compare its analyses to schools with similar profiles.

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The local authority model should lead to a more effective target-setting process. Therefore, the SIP would wish to see:

how the current targets compare with those set in the past three years and how successful the school has been in meeting these targets

whether the targets set for pupils following the ‘small steps’ programmes in the school are sufficiently challenging compared with the significant database developed within the local authority over the years.

There will be students within the school who do not fit the local authority model, and for whom the predictions are less relevant. For example, the SIP would need to consider the additional evidence the school collects on those pupils who remain at the same level for a period of time or regress.

Finally, the SIP may look at the way in which the school’s leadership team has used performance data effectively to target additional support and intervention strategies for pupils operating at learning thresholds.

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