NATT+ Conference
October 12th 2010
Jane Gaffney
1
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Objectives
 To explore the attainment of Gypsy Roma and
Traveller pupils nationally
 To consider effective ways of using LA
RAISEonline to explore the historic achievement
of GRT pupils
 To look at estimates of future performance of
GRT pupils in fftlive
 To consider how Student Explorer can enhance
our knowledge about GRT pupils
 To emphasise the importance of analysing
current achievement
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National Data 2009
EYFS Profile
Key Stage 1
Good Level of L2+
L2+
Development Reading Writing
L2+
Maths
Traveller
16.1%
35.6% 31.6% 53.3%
Gypsy/Roma
17.1%
34.7% 31.6% 51.7%
All
51.6%
84.4% 80.9% 89.5%
3
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National Data 2009
Key Stage 2
L4+
English &
Maths
L4+
English
L4+
Maths
Traveller
21.6%
29.1%
33.6%
Gypsy/Roma
24.8%
33.1%
36.2%
All
71.8%
79.7%
78.6%
4
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National Data 2009
Key Stage 4
5+ A*-C inc
English &
Maths
Traveller
Gypsy/Roma
All
5+ A*-C
Any
passes
10.4%
26.4%
93.4%
9.8%
20.9%
91.8%
50.9%
69.8%
99.6%
5
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National cohort sizes 2009
EYFS
KS1
KS2
KS4
Traveller
172
243
128
57
Gypsy/Roma
501
411
545
274
6
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Statistical First Release (Characteristics)
2010 characteristics data releases
EYFS profile
Key Stage 1
Key Stage 2
Key Stage 4
December 2010
November 2010
December 2010
December 2010
http://www.dcsf.gov.uk/rsgateway/DB/SFR/index.shtml
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LA Data 2009
LA Raiseonline
https://lapopulated.raiseonline.org
Requires user name and password
from LA Administrator
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KS1 Average Points Score
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KS2 Average Points Score
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KS1 to KS2 CVA (English)
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KS2 to KS4 VA
ATPS 348.5 (Nat 199.7)
CAPS 260.0 (Nat 168.1)
ATPS 0 (Nat 184.1)
CAPS 0 (Nat 153.2)
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KS2 to KS4 progress
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www.fftlive.org – needs username and password
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Estimates of future progress – KS2
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Estimates of future performance – KS4
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Pupil level estimates
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FFTlive Student Explorer
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School tracking data – analysing current
achievement
 Have GRT pupils been identified and flagged?
 Have past patterns of attendance at school been
explored and taken into account?
 Have realistic and challenging targets been set,
that take into account possible
underachievement at previous key stages?
 Is attainment and progress being tracked and
analysed?
 Is appropriate intervention being put in place?
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