Foundation Learning
To consider the implications
of:
New Ofsted framework
Progress 8 measure
© Herts for Learning Ltd.
Secondary School Performance
Measures From 2016
• From 2016, the headline indicator
of school performance
determining the floor standard will
be Progress 8.
The headline measures which will
appear in the performance tables
will be:
• Progress across 8 subjects
• Attainment across the same 8 subjects
• Percentage of pupils achieving the
threshold in English and mathematics
(currently a C grade, grade 5 when new
GCSEs in English and mathematics are first
reported in performance tables in 2017)
• Percentage of pupils achieving the English
Baccalaureate
Performance Tables
There is a plan to introduce a fifth headline
measure to show the percentage of pupils
who went on to sustained education,
employment or training during the year after
they finished their key stage 4 qualifications,
but this will not be included until the
statistics are deemed ‘robust’.
All this information can be found in:
Progress 8 measure in 2016 and
2017
Guide for maintained secondary
schools, academies and free
schools
August 2015
What is progress 8?
‘Third set of buckets’
• The remaining element contains the three
highest point scores in any three other
subjects, including English language or
literature (if not counted in the English slot),
further GCSE qualifications (including EBacc
subjects) or any other non-GCSE
qualifications on the DfE approved list. For
more information see the list of qualifications
that will be included in the 2016 key stage 4
performance tables and in the 2017 key
stage 4 performance tables.
• If a pupil has not taken the maximum
number of qualifications that count in each
group then they will receive a point score
of zero where a slot is empty.
However less than 8
qualifications might
clearly be the right
choice for some pupils.
Please refer to this document for
list of accredited qualifications
2017 key stage 4
performance tables:
qualifications in the
technical award
category
July 2015 (replaces June 2015
version)
Table A.1 New point score scales for unreformed GCSEs
GCSE grade
2016 Points
2017 Points
•
•
•
•
•
•
•
•
1.00
2.00
3.00
4.00
5.00
6.00
7.00
8.00
1.00
1.50
2.00
3.00
4.00
5.50
7.00
8.50
G
F
E
D
C
B
A
A*
From: DfE progress 8 measure in 2016 and 2017.
Guide for maintained secondary schools, academies and free schools
August 2015
New point score scales for
level 1 qualifications
• This will depend on the grading scheme
structure:
• Pass
• 3 grade scheme: P M D
• 4 grade scheme: D E F G
• 5 grade scheme: A B C D E
• 7 grade scheme: DD to GG
• Points awarded will range from 1 to 4 in 2016
and 1 to 3 in 2017
Food for thought…
• What guidance should be given in year 8/9?
• How does the range of qualifications taken by a
pupil lead onto their next stage of learning?
• How many qualifications should a pupil take?
• How does ‘what is right for the pupil’ sit
alongside the demands of performance tables?
• What range of level 1 technical qualifications can
providers offer?
Focus on C grade boundary removed for subjects
apart from English and maths) – now it is all about
progress.
The Common Inspection
Framework September 2015
Designed to bring together the inspection of
different settings to give greater coherence and
comparability.
Providers included are:
• Early years
• Maintained schools and academies (includes
free schools, studio schools, UTCs etc)
• Non-association independent schools
• Further education and skills
Key question for inspectors to consider:
“What is it like to be a child at this school”
A look at aspects of the new
framework
Outcomes
• New language of assessment information rather
than data
• In judging achievement most weight will be
given to pupils’ progress in all year
groups……and to the progress of those currently
in the institution
• As part of pupils’ progress inspectors will also
consider the growth in pupils’ security, breadth
and depth of knowledge, understanding and
skills
Important shift…….
• New focus on destinations by Ofsted,
• Note - no longer ‘achievement’ now
‘outcomes’.
Outcomes
Inspectors will make a relevant judgement on academic
and other learning outcomes for pupils by evaluating the
extent to which all pupils:
• progress well from their different starting points and
achieve or exceed standards expected for their age
nationally (at the end of a key stage), or within the
school’s own curriculum
• attain relevant qualifications so that they can and do
progress to the next stage of their education into courses
that lead to higher level qualifications or into jobs that
meet local and national needs.
To judge outcomes, inspectors will evaluate pupils’
academic and vocational achievement.
From ‘Good’ outcomes
grade descriptor
• Pupils are well prepared for the next stage of
their education, training or employment and
have attained relevant qualifications. The
proportion of pupils progressing to higher and
further education establishments,
apprenticeships, employment or training is
close to or above average. These pupils do
so at a level suitable to meet appropriate
career plans.
Leadership and management the curriculum
In making this judgement inspectors will
consider:
• the design, implementation and evaluation of
the curriculum, ensuring breadth and balance
and its impact on pupils’ outcomes and their
personal, development, behaviour and welfare
• whether leaders and governors have created a
culture of high expectations, aspirations and
scholastic excellence in which the highest
achievement in academic and vocational work
is recognised as vitally important
Personal development behaviour
and welfare
In making this judgement inspectors will consider
whether:
• In secondary schools, high quality, impartial careers
guidance helps pupils to make informed choices about
which courses suit their academic needs and
aspirations. They are prepared for the next stage of
their education, employment, self-employment or
training.
• Pupils understand how their education equips them
with the behaviours and attitudes necessary for
success in their next stage of education, training or
employment and for their adult life.
Sir Michael Wilshaw’s view
on destinations
•
•
•
•
Sir Michael appeared in front of the new education select committee very
recently where he was quizzed by MPs about the importance of destination
data for both schools and colleges, Sir Michael said an “important” line
of questioning for school head teachers would be about post-16
options and careers advice.
He said: “What’s really important for inspections of secondary schools is
that HMI ask questions about post-16 provision, whether schools and head
teachers of secondary schools are providing youngsters with all the
information that they need to make good choices and not restricting that
information to get youngsters into their own sixth form.”
“That’s really important and that’s going to be a big emphasis this
year. We are going to be asking a lot more about careers guidance
than ever before,” he added.
Sir Michael said: “The fact we’ve only got six per cent of youngsters going
into apprenticeships is a disaster, and it’s really important that schools are
fair on their youngsters and make sure that all the options are put to them.
Inspecting Careers Advice
• All Inspectors have had to pass a training
module on inspecting careers advice.
• Key document -
Careers guidance and
inspiration in schools
Statutory guidance for governing bodies, school
leaders and school staff
March 2015
Why it is seen as
important nationally
• Youth unemployment too high – too many do not
progress from school/college into work (NEET
figures)
• Employers struggle to find applicants with the
right skills
• RPA has reduced 16-17 NEETS but this will shift
to 18-24 if no clear guidance.
• When young people are on unsuitable courses
may drop out of system altogether.
Key features of
effective careers guidance
• Led from the top
• Governors and all leaders show
commitment
• High strategic priority
• Leads to young people who are clear
about their options for the future and what
they need to do about it
How can this affect
inspection outcomes?
The quality of careers advice can affect the
judgements of all judgements:
Leadership and management - LIMB
Teaching, learning and assessment –
equality and diversity not promoted
Outcomes – (pupils have not attained the
right qualifications to allow them to progress
onto the next stage).
Finally…
Key question:
Does the qualification/programme of study
allow the young person to progress onto the
next stage of their employment, education or
training?