Workshop 2P (Primary)

© Crown copyright 2009

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Workshop 2P (Primary)

Using RAISEonline to examine attainment data


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Objectives

• To examine the data analyses that are available in RAISEonline and how they can be used to explore attainment gaps

• To use the analyses to identify attainment gaps in the school and agree aspects of focus for improvement


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Resource 2.1P: KS2 APS by pupil type – gender and FSM

All NC Core Subjects English Mathematics Science

School National School National School National School National

Cohort APS APS Cohort APS APS Cohort APS APS Cohort APS APS

All Pupils 34 28.9 27.9 34 28.2 27.5 34 28.8 27.4 34 29.8 28.9

Gender

Male 14 29.4 27.7 14 28.7 26.8 14 29.1 27.7 14 30.4 28.8

Female 20 28.6 28.1 20 27.9 28.2 20 28.5 27.1 20 29.4 29.0

Free School Meals

FSM 12 29.3 25.8 12 28.0 25.2 12 30.0 25.3 12 30.0 27.0

Non FSM 22 28.7 28.3 22 28.4 27.9 22 28.1 27.8 22 29.7 29.3


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Some key points to note

• In this school, boys do better than girls overall and in English, mathematics and science, while nationally girls do better than boys, except in mathematics.

• FSM children attain roughly half a National Curriculum level (3 points) above the national average.

• The attainment gap between non-FSM children and the national average is much less, at roughly 0.5 points.


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Resource 2.2P: KS2 APS by pupil type – SEN

All NC Core Subjects English Mathematics Science

School Nat School Nat School Nat School Nat


No identified SEN

12 31.5 29.1 12 31.0 28.8 12 32.0 28.7 12 31.5 29.9

SEN without a statement

21 27.3 24.3 21 26.4 23.4 21 26.7 23.6 21 28.7 26.0

School action 18 28.0 24.9 18 27.3 24.2 18 27.3 24.1 18 29.3 26.4

School action plus

3 23.0 23.3 3 21.0 22.0 3 23.0 22.6 3 25.0 25.3

SEN with a statement

1 33.0 20.9 1 33.0 19.9 1 33.0 20.4 1 33.0 22.8


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• There is only one child in the school with a statement of SEN, and they have attained L5b (33 points) in all subjects at KS2.

• There are three children at school action plus; their attainment is very close to the national average, except in English, where it is 1 point below (half a sublevel).

• Children with no identified SEN, and those at school action, attain consistently above the national average in all three core subjects.


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Resource 2.3P: KS2 APS by pupil type – ethnicity

All core subjects English Mathematics Science

School Nat School Nat School Nat School Nat


Ethnicity group

White British 29 28.9 28.1 29 28.2 27.6 29 28.7 27.5 29 29.7 29.1

Travellers of Irish Heritage 1 31.0 22.0 1 27.0 21.6 1 33.0 22.0 1 33.0 23.6

Any other White background 1 33.0 27.3 1 33.0 26.6 1 33.0 27.2 1 33.0 28.2

Indian 1 23.0 28.5 1 21.0 28.1 1 21.0 28.3 1 27.0 29.2

Any other Asian background 2 30.0 27.8 2 30.0 27.2 2 30.0 27.9 2 30.0 28.5


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• One child of Indian heritage attains well below the national average in all subjects, the smallest gap being in science (about 2 points or one sublevel below the national average).

• One child is ascribed as a Traveller of Irish heritage; this child is attaining almost one level above the national average in English (6 points) and almost two levels above the national average in mathematics.


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Resource 2.4P: KS1 APS – five-year trend by subject


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• There was a significant improvement in the APS (all subjects) in 2005 to 16.0 points, but this was followed in 2006 by a significant fall to 14.4 points

• Attainment in writing in 2008 was significantly below the national average, while reading and mathematics were in line with the national average


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Key questions about average point scores (1)

• How does the gender gap in core subjects in the school compare to the gender gap nationally?

• How well do FSM children do, compared to the school average for all children? For non-FSM children? Is the gap narrowing, or getting wider, compared to previous years?

• How well do children on the SEN register do, compared to the school average? Is the gap narrowing, or getting wider, compared to previous years?


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Key questions about average point scores (2)

• Are sufficiently ambitious targets set for children from underachieving ethnic groups? If children meet their targets, will this result in a narrowing of the gap between disadvantaged groups and their peers?

• How are groups that have underperformed historically being targeted for additional support?

• How much variability is there in attainment in different subjects?


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Resource 2.5P: Percentage of pupils attaining or surpassing each level in KS1 writing – gender and FSM

Level 2C+ Level 2B+ Level 2A+ Level 3+

Coh Sch Nat Sig Coh Sch Nat Sig Coh Sch Nat Sig Coh Sch Nat Sig

All pupils 23 78 81 – 23 52 59 23 26 32 23 0 12 –

Male 10 70 75 – 10 40 51 – 10 20 25 – 10 0 9 –

Female 13 85 86 – 13 62 67 – 13 31 39 13 0 16 –

FSM 7 71 64 – 7 43 38 – 7 0 15 – 7 0 4 –

Non-FSM 16 81 84 – 16 56 63 16 38 35 16 0 14 –


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• No children in this school have gained L3 in writing, compared to 12% nationally.

• No FSM children in this school have achieved L2a or better in writing, whereas 38% of the non-FSM children have achieved this threshold.


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Resource 2.6P: Percentage of pupils achieving or surpassing each sublevel in KS2 by subject (English) – gender and FSM

5C 5B 5A

Co Sc Na Sig Co Sc Na Sig Co Sc Na Sig

All pupils 24 45 27 Sig+ 6 11 8 0 0 1

Male 12 40 21 Sig+ 4 13 6 0 0 0

Female 12 52 33 2 9 11 0 0 1

FSM 1 17 12 0 0 2 0 0 0

Non-FSM 23 49 30 Sig+ 6 13 10 0 0 1


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• 11% of children in the school achieve L5b, compared to 8% nationally; however, no children achieve L5a.

• Only one FSM child achieves L5c or above, while 23 non-FSM children achieve this.


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Resource 2.7P: Percentage of children achieving or surpassing each sublevel in KS2 (mathematics) – gender, FSM and ethnicity


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A key point to note

There are 52 children in the cohort; 14 children are non-FSM White British girls. Of these, 71% achieved L4a or better in mathematics, compared to 68% of the non-FSM White British boys.


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Key questions about threshold measures (1)

• How well do FSM children or children from minority ethnic groups attain, compared to school and national averages on statutory threshold indicators (L4+ in both English and mathematics)? Are gaps narrowing?

• Does the school provide good opportunities for children on the G&T register, and higher-attaining children generally, to gain L3 at KS1 or L5 at KS2?


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Key questions about threshold measures (2)

• Does the school tracking system generate reports that allow leaders and practitioners to see how well key groups are progressing towards ambitious targets? Are targets set that will ensure attainment gaps narrow over time?

• How are groups that have underperformed historically being targeted for additional support?

• How much variability is there in attainment in different subjects?


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Workshop 2P (Primary)

Documents

Transcript of Workshop 2P (Primary)