Governors’ Update
RaiseOnline & Fischer Family Trust
March 2014
Content
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Expectations of Ofsted for Governors
What & how we distribute data at Neston
RaiseOnline ~ source, access, interpretation
FFT ~ source, access, interpretation
Further information & training.
Knowing Your School (KYS)
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National Governors’ Association
Series of Briefing Notes
No. 2 is Secondary RaiseOnline (hand-out).
Ofsted’s Expectations
(KYS p5)
1.
How does attainment and progress at my school compare to
national averages and the government’s floor standards?
Attainment= raw performance, grades, % etc.
Progress = how performing compared to that expected
2.
Do we have any under-performing groups of pupils, or are
there wide gaps in attainment between some groups of pupils?
Groups = SEN, Pupil Premium, FSM, Levels of Ability at KS2
3.
Are we relatively stronger or weaker in some subjects
compared to others?
4.
How might the context of our school affect our performance?
Ability on entry and profile, % of FSM….
5.
How does pupil attendance compare to national averages?
How we share information
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Immediately after exam results:
–
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Early October:
–
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Briefing paper, stats, top performers, early
indicators emailed to all governors
Full presentation to Curriculum Governors
covering all aspects (typically no confirmed ROL
or FFT, but estimates)
Early December:
–
Full presentation to All Governors covering all
aspects (typically ROL or FFT are now confirmed)
Q1) Attainment (ROL p17)
Compare school to
national in terms of
threshold
5A*-C Eng & Maths
Q1) Attainment (FFT p2)
Compare school to
national in terms of
threshold
5A*-C Eng & Maths
Q1) Attainment (ROL p18)
Compare school to
national in terms of
threshold
Capped Point Score
Total of all points but only
counting each student’s
best 8 scores.
Q1) Attainment (FFT p2)
Compare school to
national in terms of
threshold
Capped Point Score
Total of all points but only
counting each student’s
best 8 scores.
Shows past trend
and future
projections based
on known intake
profile.
Q1) Progress (ROL p42-47)
Compare school to national
in terms of
Making Expected Progress
no KS4
result U
KS2
English
attainment
Other or
no prior
available
W
1
2
3
4
5
This chart is for English.
Shows how well students
with starting points at
KS2 typically go on to
perform at GCSE.
Number
National
%
National Achieving School %
Number School %
More
Achieving Achieving
%
Achieving Achieving Achieving
Than
More Than More Than
Expected Expected Expected Expected Expected Expected
Progress Progress Progress Progress Progress Progress
G
F
E
D
C
B
A
A*
Total
No. of
Pupils
0
0
2
2
100%
46%
0
0%
20%
0
1
7
11
158
82
261
0
1
4
10
116
68
201
0%
100%
57%
91%
73%
83%
77%
3%
37%
48%
55%
71%
79%
69%
0
0
2
6
43
40
91
0%
0%
29%
55%
27%
49%
35%
3%
22%
21%
21%
27%
43%
30%
0
0
0
0
1
4
4
2
0
0
0
0
0
0
0
0
0
1
0
0
0
0
0
0
0
0
0
1
3
0
0
0
0
0
2
0
4
1
0
0
1
4
38
2
0
0
1
6
73
11
0
0
0
0
30
28
0
0
0
0
0
0
0
0
13 0
23 17
Summary
Q1) Levels of Progress – How Much?
e.g. 73 students starting at KS2
Level 4 in English, went on to
achieve grade C in GCSE English
Notional 1 level 2 levels 3 levels
Levels
Q1) Progress (ROL p36)
Compare school to national
in terms of progress
Value Added (VA)
Centred around average
of 1000.0
Percentile rank nationally
1=top, 100=bottom
Q1) Progress (FFT p2)
Compare school to expected
based on prior achievement.
NB progress measure is
more challenging for NHS
than the ROL version.
Pupil Progress shows
difference between Actual
and Expected
performance
Q2) Sub-group performance /gaps (ROL p36)
Again centred around 1000.0
overall, but need to compare
to similar group nationally.
e.g. FSM gap is 1006.4 – 998.0 = 8.4
Nationally gap is 1000.0 – 983.5 = 16.5
Our gap is much better than national picture.
Q2) Sub-group performance /gaps (FFT p3)
Based on Capped Points
Score. Compares Actual
Results to Expected
averaged over 3 years.
Only shows within school gap
Does not compare with
national picture.
Q3) Compare subjects attainment
Takes no account of
potential ability of students
opting for that course – raw
attainment.
(ROL p22)
e.g. Art & Design has significantly higher
percentage of students achieving A*-A at 27.1%
compared to national figure of 20.7% - but ours
could be ‘more able’ students than those
typically following the course nationally.
Q3) Compare subjects progress (ROL p38)
Available for all EBACC subjects:
Based on average of 1000.0
English, Maths, Science, Languages, Humanities
Need to compare our gap
with national gap.
Q3) Compare subjects progress (FFT p3)
Available for most GCSE subject areas
Pupil Progress shows
difference between Actual
and Expected
performance.
Q4) Context of school (ROL p7)
Gives background contextual factors that
could account for / contribute towards
particular performance.
Large school; small
proportion of girls; low
incidence of FSM and of
ethnic groups.
Q4) Context of school (ROL p16)
Gives background contextual factors that
could account for / contribute towards
particular performance.
Demonstrates ability
profile on entry. Below
average for year 7.
Shows more spread
of ability; Low is
below Level 4; Middle
is Level 4; High is
above Level 4 at KS2
We have ‘middle
bulge’
Q4) Context of school (FFT p4)
Only gives profile of most
recent year 11 group, but gives
figures to compare with
national.
Q5) Attendance (ROL p11 )
Compares attendance trends.
Q5) Attendance (FFT p4 )
Compares attendance
for latest academic year
to national.
Gives breakdown by
yeargroup.
Further Training
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Access to RaiseOnline & FFT
–
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Requires individual log-in for each governor
Current in-school data set incorporates much
of ROL & FFT requirement.
In future, circulate ROL and FFT summaries
with commentary when available?