The SRS Data Guide

The SRS Data Guide

We are surrounded by data. The purpose of this guide is to try and help explain it, so we can use it in the best way in order to ensure the best results for our students.

Key Terms:

Colour Key:

FS Outcomes

Throughout the two years of FS childrenwork towards the achievement of the Early Learning Goals (ELGs). Across 7 goals (17 areas of learning) children are aiming to reach the ‘expected’ level. Extensive descriptors exist for each learning goal to describe what a child should be able to know, understand and do to reach the expected levels. A student should finish FS2 at the expected level for the development band 40 – 60 months.

Descriptors exist for 3 different stages in 3 different age bands.

Expected achievement is shown below for each stage of FS:

Calculating expected progress:

The expected attainment for the end of Year 2 is level 2b. This is for the average student (who should have reached the expected level at 40 – 60 months at the end of FS2). As a result we can use the FS results to work out expected progress for different students so:

• For progress to be acceptable the above grid should be followed
• For progress to be Good a students should attain 1 sub level or more above what is shown in the grid
• If attainment is below what is shown in the grid then progress is Unsatisfactory

It is expected that 75% of students will make better than expected progress, ending the key stage at least one sub level higher than that shown in the table above.

Please note: Sims has been programmed to calculate progress from a start point. As a result we must enter a level for a student at the end of FS in order for Sims to calculate the progress towards where we would expect them to be. This needs to be in the same format as we report in, at the end of the key stage. 40-60 Expected is not the same as a 1c, but we programme Sims with this figure as the 1c is 2 sublevels below where the student would be expected to be at the end of year 1. A student who is 40-60 emerging would be entered as a w for the start point and a student who is 40 – 60 exceeding would be programmed as starting at a 1b. P levels will only be used as the start point in the case of clear SEN where an IEP has been put in place and followed. This is decided in agreement between the FS Year Leader, Year 1 Year Leader and the Deputy Head Teacher in Primary with responsibility for Inclusion.

KS1 Outcomes

English and Maths

These tests are completed by students in year 2 and provide us with their end of KS1 levels. The expected progress is for students to make 2 levels of progress across a Key Stage. On average a student should finish year 2 on a level 2b. We divide each level into 3 sublevels a, b and c (a is at the top end of a level and c at the lower end of a level.) A student is expected to make 2 sublevels of progress each year.

In practise this means:

• For progress to be Expected2 levels of progress across a key stage is required
• For progress to be Better than Expected more than 2 levels of progress are required

• If less than 2 levels of progress are made then progress is Less than Expected

As an individual class teacher the expectation every year is that students will make two sub levels of progress. This will ensure progress across the key stage is better than expected.

Attainment at the end of KS2 is also reported. 82 – 87% of students are expected to be achieving at Level 4 or higher. Our data from the end of KS1 for the next 3 years suggests this level of attainment will only be achieved if almost all students make better than the expected level of progress.

This means that:

• Targets must be set to ensure that the minimum expected progress is achieved
• If a student underachieves in year 3, 4 or 5 the target cannot be lowered. The student must receive intervention/ strategies to ensure that additional progress is made in subsequent years to enable expected progress to be achieved.
• The earlier the need for this is identified the more effective we can be at reducing underachievement. Do not be tempted to raise a level to hit the target in a lower year, be realistic, as your colleagues in subsequent years will have to ‘make up’ the difference.
• The yo-yo of levels up and down needs to be addressed, so students are on a more steady line of progress. This includes the, sometimes drastic, drop for the start of a new academic year from the higher levels attained at the end of the previous year.
• Teachers must ‘pitch’ a lesson at the correct level. If you have a class of students at level 3b and your lesson is targeting mid level 3, then ‘progress’ will not be seen to be being made. You need to pitch the lesson at the top end of level 3, providing differentiation for students who are either above or below the class average

KS2 Results

English, Maths and Science

These tests are completed by students in year 6 and provide us with their end of KS2 levels. The expected progress is for students to make 2 levels of progress across a Key Stage. On average a student should finish year 6 on a secure level 4. We divide each level into 3 sublevels a, b and c (a is at the top end of a level and c at the lower end of a level.) A student is expected to make 2 sublevels of progress each year.

In practise this means:

• For progress to be Expected2 levels of progress across a key stage is required
• For progress to be Better than Expected more than 2 levels of progress are required
• If less that 2 levels of progress are made then progress is Less than Expected

Thethird Level across Secondary comes during KS4. We do not reset the progress calculations at the end of year 9 as KS3 results are not formally submitted – KHDA view the whole of secondary as one phase. So we continue to add the additional level of progress to the KS2 result. See below:

Much speculation/ opinion exists on the validity of using this as a baseline such as that teachers in KS2 ‘teach to the test’ or that children ‘step back’ during the long summer holidays.

Unfortunately this is somewhat irrelevant as it will not change the fact that we will be measured against progress from the baseline of Key Stage 2 results at the end of Year 11.

This means that:

• Targets must be set to ensure that the minimum expected progress is achieved
• If a student underachieves in year 7 the target cannot be lowered. The student must receive intervention/ strategies to ensure that additional progress is made in subsequent years to enable expected progress to be achieved
• Teachers must ‘pitch’ a lesson at the correct level. If you have a class of students at level 4b and your lesson is targeting mid level 4, then ‘progress’ will not be seen to be being made. You need to pitch the lesson at the top end of level 4, providing differentiation for students who are either above or below the class average.

GSCE Average Point Scores

KS5

At the end of Year 11 students sit a combination of GCSE’s and IGCSE’s. Each grade has an average point score associated with it, as shown below.

Students are expected to be performing at the target grade to be graded as Yellow i.e. making the expected progress. Anything below the target grade will appear as Red i.e. below the expected progress. We would not expect many students to be achieving higher than the expected grade at A/ AS Level as there is a strong element of challenge already built into the process.

Progress Within a Year: How is it defined?

Year Leaders and Heads of Department will receive a colour coded report and several grids after every reporting cycle. They will be coded to represent the expected progress for that moment in the year. This page attempts to set out exactly how the ‘colour’ is added to show the progress expected.

In every case the example is a student who finished FS2 at the 40 – 60 expected level, so should be a 2b at the end of KS1, a 4b at the end of KS2 and so a solid C grade at the end of GCSE

Primary – 5 reports per year

Year 1 and Year 2

Year 3, 4, 5 and 6

Secondary – 6 reports per year

Year 7. 8 and 9

Year 10 and 11

Reports

A wealth of information can be extracted from Sims, but as a class teacher, YL or HOD 3 main reports come from Sims/ Excel every time data is entered which you need to be aware of. After each data entry these reports will be generated and copied for YL and HODs in a hard copy as well as being emailed on Excel. It is really important that you are comfortable in reading your reports, to ensure you ask the right kind of questions to maximise what it is telling you. Hopefully the time for you to create data reports reduces, allowing your more time to interegate and intervene with the data. The example is from secondary (simply because this is my data), but is applicable to all phases.

Report 1 – Attainment:

Report 2 – Progress:

Report 3 – Summary Data:

Report 4 – Summary – At the end of the year (subject specific)

MidYIS

The test is designed to test students’ ability and aptitude for learning. It provides us with 4 scores:

• Vocabulary Score

This is the basis for the predictions of subjects such as English, History and Modern Foreign Languages – although it is the most open to cultural variations. Students who have not been exposed to a vocabulary rich environment, or who have English as an additional language will often score lower on this section that the others. The other 3 sections will then be a better guide to a student’s ability.

• Maths Score

The maths section is designed with an emphasis on speed and fluency, rather than knowledge of Maths. It is most useful when predicting ability in subjects such as ICT, Design Technology, Maths and Statistics.

• Skills Score

This is calculated from the proof reading, perceptual speed and accuracy sections of the test. Skills include the ability to spot mistakes in spelling, punctuation and grammar within a piece of text, Spot the difference and explain the reason for something being the ‘odd one out’. The proof reading sections tests how quickly and accurately students can skim read a piece of texts; a valuable skill for all examinations.

• Non-Verbal Score

This section gives us an insight into a student’s ability to visualise, see in 3 D, and identify patterns. It tells us about their spatial awareness and ability to sequence logically or think through a problem logically. For EAL students this score gives us the best insight into their overall ability.

A score of 100 is average. This student is a typical C/D borderline GCSE student.

Below 80 is a student who will find accessing the curriculum difficult in some way. This student will have an IEP and you will need to ensure you differentiate accordingly.

Above 120 and we would consider a student to be gifted and talented in an area/ multiple areas of their learning. You will need to ensure you have differentiated your lesson appropriately to ensure they have a challenge and will continue to make further progress.

Targets – these are calculated as the probability that a student will get a certain level/grade. They are a best fit....for example

Student A has a score of 104 so will be predicted a D because he/ she is:

43 % likely to get a D37% likely to get a C

10% likely to get a B 10 % likely to get a E

Student B has a score of 106 so might be predicted a C because he/ she is:

43% likely to get a C37% likely to get a D

10% likely to get a B10% likely to get a E

These targets do not add value and will not provide stretch for an individual student. Especially in the context of SRS where most students are EAL, these ‘targets’ will lead to students underachieving.

CATs

CAT4 assesses a pupil’s ability to reason with and manipulate different types of material through a series of Verbal, Non-Verbal, Quantitative and Spatial Ability tasks. Together, these four tests provide teachers with a comprehensive profile of a pupil’s reasoning abilities, and as such the core abilities related to learning.

The resulting data can then be used to identify a pupil’s strengths, weaknesses and learning preferences, providing accurate and reliable information that is essential for personalised learning. The more we know about a pupil, the better position we should be in to offer a learning environment and ways of teaching and learning that allow pupils to maximise their potential.

• CAT4 identifies a pupil’s strengths, weaknesses and learning preferences, providing accurate and reliable information that is essential for personalised learning
• CAT4 is unique in the way it can ‘unlock potential’ – that is, identify a pupil with high level ability who may have been overlooked or who is in danger of underachieving
• A new Spatial Ability test has been developed building on the latest research which confirms the importance of assessing pupils’ spatial ability in order to develop and support spatial skills which are so important across the curriculum and the basis for success in STEM subjects and careers
• Results from CAT can help in intervention, monitoring progress and setting targets for future attainment.
• A brand new suite of easy-to-understand reports offer richer and far more comprehensive assessment data
• Different reports are available for teachers, senior leaders, parents and pupils in a number of formats
• CAT4 has been newly standardised to provide accurate, up-to-date data
• It can used to inform appropriate target-setting, with indicators of attainment provided at KS2, KS3, GCSE, AS/A Level, Scottish Standard Grade and Intermediate 1 and 2.

More information on CATs will follow when we have the results at the end of September. The tests are going to be completed by the following cohorts of students: