Should KS2 floor standards be based on an overall value added score?

From this year, the secondary school accountability framework will be predominately based around a single value added measure, Progress 8, although a small number of headline attainment indicators will be published alongside it. However, there is no single equivalent measure for primary schools. Three value added (VA) measures have been calculated in reading, writing and maths. [...]

By | 2017-10-23T12:45:53+00:00 October 26th, 2016|Exams and assessment, School accountability|

Will more training in moderation of teacher assessment help?

Will more training in moderation for Key Stage 2 writing, announced by Justine Greening yesterday, help reduce the inequities that were highlighted in a recent blogpost on Key Stage 2 writing? Sadly, the evidence suggests otherwise. If you look through the literature on examination standards over the last 20 years, you will find references through [...]

By | 2016-12-07T12:55:04+00:00 October 20th, 2016|Exams and assessment|

The greatest challenge

The starkest figure published in last week’s Key Stage 4 statistical first release (SFR) was the Progress 8 score for Knowsley, a small unitary authority in Merseyside. Pupils attending its six secondary schools achieved on average almost a grade per subject lower than pupils with similar prior attainment elsewhere in the country. All six schools [...]

By | 2016-12-07T12:55:05+00:00 October 18th, 2016|Pupil demographics, School accountability, School improvement|

Provisional KS4 data 2016: What can we learn from destinations data?

Alongside the publication this morning of data covering EBacc entries and Attainment 8/Progress 8, a statistical first release (SFR) has been published on the destinations of the 2014/15 Key Stage 4 cohort. This shows that 91 per cent were in a “sustained education destination” during the first two terms of 2015/16, and 94 per cent [...]

By | 2017-10-23T12:43:42+00:00 October 13th, 2016|Post-16 provision, Pupil demographics, School accountability|

Provisional KS4 data 2016: Grammar schools reporting fantastic Progress 8 scores? Not so fast…

Today’s provisional Key Stage 4 data shows a strong Progress 8 performance from grammar schools, and a negative Progress 8 score for those calling themselves secondary moderns. But the positive results of the grammars seem to more than outweigh the negative results of secondary moderns. So, should we use this data to claim that selection [...]

By | 2017-10-23T12:43:53+00:00 October 13th, 2016|Exams and assessment, School accountability, Structures|

Provisional KS4 data 2016: Superstars and under the bars

Today will be a day of celebration for some schools, and concern for others, as the new Progress 8 performance measure re-sorts schools into piles. Some who did very well on the old 5 A*-C measure will find they are struggling under a progress measure that does not reward them simply for recruiting a high [...]

By | 2017-10-23T12:44:03+00:00 October 13th, 2016|Exams and assessment, School accountability|

Provisional KS4 data 2016: Low take-up of languages will make the government’s 90% EBacc goal hard to achieve

This is the seventh year that English Baccalaureate (EBacc) data has been published. It was first launched in January 2011 when retrospectively applied to 2010 Key Stage 4 data. Since then, much has been written about its impact on take-up of creative subjects, its suitability for less academically-gifted pupils, and even whether it risks failing [...]

By | 2017-10-23T12:44:11+00:00 October 13th, 2016|Exams and assessment, School accountability|

Social mobility opportunity areas: déjà-vu, again?

On Tuesday, Justine Greening announced that six parts of the country have been designated social mobility opportunity areas, with a further four areas to be announced at a later date. The initiative will see these ten areas share £60m in funding, with schools in these areas partnered with those in other parts of the country, and links [...]

By | 2016-12-07T12:55:06+00:00 October 5th, 2016|School improvement|

How should we define KS4 floor standards?

The question of how floor standards are defined is one that – to all heads, but particularly those who might be at risk of not meeting them – is obviously of great importance. And there are clearly numerous ways in which a floor standard could be defined. (We leave to one side the question of [...]

By | 2017-10-23T12:44:21+00:00 October 4th, 2016|School accountability|