RAISEonline methodology guidance
This document provides guidance on the methodology used to populate the 2016
RAISEonline reports.
Published: January 2017
Reference no: version 3
Contents
General information
4
Navigating RAISEonline reports
5
Definitions
6
Context
Basic Characteristics
Other context reports available
7
7
8
Absence and exclusions
Absence
Exclusion
8
8
9
Note on small cohorts
11
Early Years
11
Key Stage 1
Phonics
End of KS1
Key stage 1 summary
12
12
13
13
Key stage 2
Key stage
Key stage
Key stage
Key stage
Key stage
Key stage
17
17
18
18
20
22
23
2
2
2
2
1
2
progress
attainment
summary
progress and attainment reports
to key stage 2 transition tables
scatter plots
Key stage 4
Key stage 4 progress and attainment measures
Key stage 4 progress and attainment reports
Other key stage 4 reports
26
26
27
34
Data Source
39
Appendix
40
RAISEonline methodology guidance – January 2017
2
Appendix A – Basic characteristics
Appendix B - Absence and exclusion
40
46
Appendix C – Phonics
Appendix D – End of KS1
Appendix E – KS2 progress
Appendix F – Prior attainment bands
Appendix G - Confidence intervals
Appendix H – Progress 8
Appendix J – Thresholds
Appendix K – Summary of performance tables approved qualification
results for all pupils
Appendix L – RPIs for performance table approved qualifications
48
49
52
55
55
56
58
59
RAISEonline methodology guidance – January 2017
60
3
General Information
In 2016 RAISEonline reports have been reviewed to take account of assessment and
accountability changes. The methodology used within RAISEonline is consistent with
that applied to the same measures in the school performance tables. For primary
schools, scaled scores and subject progress measures are shown instead of value
added, expected progress and average point scores (APS). For secondary schools,
Progress 8 and Attainment 8 are shown instead of value added best 8, expected
progress and APS. There is no historic data shown for key stages 1, 2 or 4, as the
data is not comparable, but data from previous years can be accessed through the
summary reports and historical interactive data sections.
This document provides an overview of how to navigate the RAISEonline reports, key
definitions and an outline of the methodology used to produce the different reports.
It also provides guidance on how to interpret the information. If you require the
formulas for the calculations, these are included in the appendices alongside worked
examples.
Each interactive report has a unique identifier, which is used in to assist in locating
reports. The titles of reports have been amended to more clearly describe their
contents. These are used throughout this document. Some of the RAISEonline
reports are only available in the interactive reports but not in the summary report,
this is indicated by an (I).
The methodology included in this document relates to 2016 reports. For information
on reports prior to 2016, please see the archive section of the RAISEonline library.
If you have any further queries that cannot be resolved through the support material
in this document or the RAISEonline library please contact us by emailing
[email protected]
RAISEonline methodology guidance – January 2017
4
Navigating RAISEonline reports
This is the view when you first enter the reports section of RAISEonline:
Each report has a help box, when in
the report click on the link to take you
to guidance specific to that report.
To access summary reports or
the inspection dashboard click
on the PDF documents link.
From all report pages
you can always link
directly to the
RAISEonline library.
Use the search options
to help locate the
report that you require.
Tree view groups the
different types of
interactive reports. The
list of reports can be
expanded or contracted.
To access the interactive
reports click on the link
for that report.
Use the Latest news link to
for information on any
updates to the information
on RAISEonline.
If you have any questions relating to the
data in the RAISEonline reports you may
find the answer in the FAQ section.
At the top of the interactive reports there are some additional options to help with
your analysis:
Use this drop down to quickly
navigate to another related report.
For some reports, use the options drop down to change
options including viewing different national comparators.
The interactive reports can be exported or printed.
RAISEonline methodology guidance – January 2017
5
Definitions
Special Education Needs (SEN)
On 1 September 2014, a range of SEND reforms were introduced as part of the
Children and Families Act. Following the changes to SEN school census codes,
RAISEonline has adopted the following categories:
 no SEN
 SEN support (which replaces School Action and School Action Plus)
 SEN with statement or Education, Health and Care (EHC) plan.
Free school meals (FSM)
The FSM pupils are those who are, or have been, eligible for free school meals and
have claimed them in the last 6 years (years R to 11) at the time of the January
census.
Children looked after
Pupils that have been in local authority care for one day or more.
Disadvantaged
The term disadvantaged currently pertains only to the attainment and progress
sections. From 2015, the definition of a disadvantaged pupil changed to reflect
changes to the conditions of funding for the pupil premium in 2014-2015. Pupils are
defined as disadvantaged in RAISEonline if they are recorded as:



eligible for FSM in the last six years or
looked after continuously for one day or more or
having left care through adoption or another formal route.
All pupils that are not defined as disadvantaged are called ‘other pupils’ in
RAISEonline, but may occasionally also be referred to as ‘non-disadvantaged’.
Minority ethnic groups
This is derived from categories recorded for pupils in the school census1.
1
See section 8 of the school census guidance https://www.gov.uk/government/publications/school-census-2016to-2017-guide-for-schools-and-las
RAISEonline methodology guidance – January 2017
6
Context
The context section provides information on characteristics of pupils within the
school. The figures in this section do not affect any other calculations, such as
progress measures.
Basic characteristics2
Two versions of the report are available, ‘Basic characteristics of your school’ that
shows three years of data for the school, and ‘Basic characteristics by national
curriculum year group’ that shows the current year’s data by year group.
The national
comparators for
these reports are
separated by phase
into Primary (or
middle deemed
primary) and
Secondary (or middle
deemed secondary).
Special schools are
compared with the
‘Secondary’ national
comparator.
Number on roll is a
count of the number of
students on roll with an
enrolment status of
current or main school
in a dual registration.
The percentiles break down
the figures into five groups (or
quintiles) to assist comparison
with other schools for the
current year only.
The numbers under
the graphs show
national figures for
each quintile
boundary.
For these
groups the
national
comparator is
either
maintained
primary or
secondary
depending on
the type of
school.
The stability indicator is a
measure of the percentage
of students who were
admitted to the school at a
time later than the
standard time of
admission.
2
In this example the girls
percentage of 51.7 lies in
the last quintile showing
that this school is in the
highest 20% of schools in
terms of percentage of
pupils in that category.
The school deprivation indicator is calculated
based on known Income Deprivation Affecting
Children Index (IDACI) value assigned to their
home postcode.
In this example the FSM
percentage of 14.1 lies in
the first quintile showing
that this school is in the
lowest 20% of schools in
terms of percentage of
pupils in that category.
Report codes within RAISEonline: PriSec2.1BasicNCYearGroup, BasicNCYearGroup
RAISEonline methodology guidance – January 2017
7
In the BasicNCYearGroup, the data is broken
down by year group, so that the analyses
are performed separately for each National
Curriculum Year. National comparators are
not shown for this report.
Children looked after is
shown as number in each
year group.
See appendix A for more information on the basic characteristics calculations.
Other context reports available3
There are additional reports available to allow analysis of the context data by ethnic
groups, first language or SEN type. The figures provided for ethnic groups and first
language are provided for children of statutory school age or older, since it is not
compulsory to record characteristics for pre-school children.
Absence and exclusions
Different national averages are calculated for the different types of maintained
schools: primary, middle deemed primary, middle deemed secondary, secondary,
special schools.
Absence4
Absence data is calculated on all enrolments aged between five and fifteen
registered at the school. There are two possible sessions in a day, morning and
3 Report codes within RAISEonline: PriSec 2.2, PriSec2.6.1
4 Report codes within RAISEonline: Abs_2, Trend_1
RAISEonline methodology guidance – January 2017
8
afternoon. From September 2015, persistent absentees are defined as missing 10%
or more of the possible sessions. Previously they were defined as missing 15% or
more of possible sessions.
Absence data in RAISEonline is based upon absence in Autumn and Spring only, not
the full year of data. The Department for Education publish the full year of absence
data, but it is not available in time for RAISEonline releases. It is usually published
around March of the following year (i.e. March 2017 for 2015/16 data).
Overall absence is the
percentage of possible half-day
sessions.
% of sessions missed
due to Overall Absence
School
National
average for
primary
schools
Persistent absence is the
percentage of pupils who have
missed 10% or more of their own
individual possible sessions.
% Persistent absentees absent for 10% or more
sessions
School
National
average for
primary
schools
All Pupils
Gender
Male
Female
Free School Meals*
FSM
Non FSM
See appendix B for more information on the absence calculations. Absence
percentiles for primary and secondary schools are published in the RAISEonline
library.
Exclusions5
The exclusion reports for mainstream and special schools include:
 fixed term exclusions as a percentage of the total school roll
 percentage of pupils with 1 or more fixed term exclusions
 percentage of pupils with more than 1 fixed term exclusion (repeat exclusions)
5
Report codes within RAISEonline: Exc_1, Trend_1
RAISEonline methodology guidance – January 2017
9

permanent exclusions as a percentage of the pupil group.
A fixed period exclusion refers to a pupil who is excluded from a school but remains
on the register of that school because they are expected to return when the
exclusion period is completed. A permanent exclusion refers to a pupil who is
excluded and their name removed from the school register. Such a pupil would then
be educated at another school or via some other form of provision.
The national comparator for mainstream primary schools and middle deemed
primary schools is the same as for maintained primary schools. The national
comparator for mainstream secondary schools and middle deemed secondary schools
is the same as for maintained secondary schools. All special schools are compared
with secondary schools.
In the reporting of fixed term exclusions as a percentage of a pupil group, the
figures are independent calculations for each pupil group. High percentages, even
above 100% are possible, and would typically relate to pupil groups of small cohort
size, such as SEN with a statement/EHC plan. Each period of exclusion counts in the
calculation. For example, if there is just one pupil in a pupil group and that pupil has
been excluded three times, then the figure is 300%.
Dually registered pupils are counted on the roll of only one school according to the
following table:
Mainstream
School
PRU



NonHospital
Special
School
Hospital
Special
School
Mainstream
school
Non-hospital
special school




Assign Pupil
to



Mainstream
school
Reason
PRUs not reported
separately in tables
Special schools are
reported separately in
the tables
Hospital schools not
reported separately in
tables
Non-hospital
special school
PRUs not reported
separately in tables
Non-hospital
special school
Hospital schools not
reported separately in
tables
See appendix B for more information on the exclusion calculations.
RAISEonline methodology guidance – January 2017
10
Note on small cohorts
Inspectors should not report separately on small numbers (typically fewer than five)
where individual pupils could be identified. Further guidance about Ofsted inspection
is available in the school inspection handbook.
Early years6
The percentage of pupils achieving a good level of development in the early years
foundation stage profile (EYFSP) is shown.
A good level of development is defined as achieving at least the level expected in
each early learning goal in the following areas of learning: communication and
language; physical development; personal, social and emotional development;
literacy and mathematics.
Exemplification material for the level expected in each goal is available at the
following link: https://www.gov.uk/government/publications/eyfs-profileexemplication-materials
There is no pupil list available for the EYFSP, nor is there a 'schools own' facility for
this report.
The EYFSP data published in RAISEonline is based on pupils in reception only. A
pupil recorded as being in a nursery class rather than reception would not have been
included.
The national and school figures are calculated based on maintained mainstream and
maintained and non-maintained specials. Pupils have to have an outcome of 1, 2 or 3
in all 17 areas of learning. So if a pupil has an assessment of A in any of the learning
goals then they are excluded from the calculations.
6 Report codes within RAISEonline: – EYFSP
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11
Key stage 1
Phonics7
There is a range of reports showing percentages of pupils meeting the expected
standard in Year 1 and Year 2, pupil level information and trends; school figures are
shown alongside national figures. Year 2 phonics data shows the percentage of all
Year 2 pupils that have reached the expected standard whether it was in Year 1 or in
Year 2. In the case of a pupil repeating Year 1, the pupil’s results are reported based
upon the actual year group that they are in rather than age, so their results will be
included as part of the Year 1 cohort.
Year 1 or Year 2 phonics screening reports (Y1.PPC, Y2.PPC) show the percentage of
pupils in the school meeting the expected standard alongside the national
percentage for the same pupil group:
Additional columns have been added to the
The cohort comprises the pupils
who: met the expected standard;
did not meet the expected standard;
were absent; were misapplied;
whose outcome was affected by
malpractice.
All Pupils
Gender
Male
Female
Free School Meals*
FSM
Non FSM
Children Looked After
CLA
Not CLA
phonics tables in 2016 showing average marks.
Phonics Screening Check
Cohort
Number
A/D*
Number
achieving
expected
standard
Clicking on a pupil group
in the interactive report
takes you to the year 1/
year 2 Phonics Pupil List
for that group of pupils.
%
School
%
National
Average mark
School National
An A indicates a pupil was
absent, a D indicates a pupil
did not take the test. These
pupils are included in the
denominator for calculating
the percentage.
The pupil level reports (Y1.PPL, Y2.PPL) include pupil characteristics, and the marks
attained, the percentage correct response, and whether or not the pupil achieved the
expected standard.
7 Report codes within RAISEonline: Y1.PPC, Y1.PPL (I), Y1.PFTM, Y2.PPC, Y2.PPL (I), Y12PPT
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The percentage of pupils achieving different marks can be viewed as a distribution
chart (Y1.PFTM):
Yellow bars indicate
pupils who achieved the
expected standard.
The blue line represents
the national.
Red bars indicate pupils
who did not achieve the
expected standard.
You can find additional guidance in the FAQs at:
https://www.raiseonline.org/contact/faqData.aspx?faqId=45
and also in the help boxes associated with some of the interactive phonics reports.
End of KS18
The KS1 attainment reports show the percentage of pupils achieving the different
standards in reading, writing, mathematics and science based on teacher
assessments. The teacher assessment outcomes for reading, writing and
mathematics are: below pre key stage, foundations, working towards, at expected
and greater depth. For science teacher assessments there are just two outcomes:
met expected and not met expected.
Key stage 1 summary
The KS1 summary tables compare school percentages for all and disadvantaged
pupils achieving different standards to national figures. There are two tables for each
subject, the table on the left with figures for those achieving the expected standard
and above, and the table on the right with figures for those achieving greater depth.
Here is an example of the reading part of a summary table (KS1.Sum):
8
Report codes within RAISEonline: KS1.Sum, KS1.TA, KS1Sci, EYKS1.Trans, KS1.List (I)
RAISEonline methodology guidance – January 2017
13
An A indicates a pupil was
absent, a D indicates a pupil
that was disapplied from the
teacher assessment.
The national comparator shown for
disadvantaged is the national figure for
other pupils (non-disadvantaged).
For disadvantaged pupils the
difference shown is with the
national figure for other pupils
(non-disadvantaged pupils).
This is calculated by
subtracting the national
% from the school figure.
Red shows that the
difference is below national,
pale red for 1 pupil below
and bright red for 2 or more
pupils below.
This represents the difference per pupil.
Green shows that the difference
is above national, pale green for
1 pupil above and bright green
for 2 or more pupils above.
To calculate ‘Diff’ you need to determine the percentage that one pupil represents by dividing 100 by
the cohort size e.g. 100/10=10. The difference in percentage points is then divided by the percentage
represented by one pupil e.g. 20/10=2. This is shown as a whole number, always rounded down.
A Diff of 1 or more shows that the school’s results are above the national figure. A Diff of 0 shows that
the school’s results are close to the national figure. A negative Diff shows that the school’s results are
below the national figure.
You are able to drill down from any cell with cohort and school percentages in it to the appropriate pupil list, simply by clicking on
the cell.
RAISEonline methodology guidance – January 2017
14
The report below is an example of a KS1 subject report (KS1.TA):
When the national
comparator is ‘same’ the
national average is
calculated only using that
group. In this example it
is the national average for
females.
When the national
comparator is ‘all’ the
national average is
calculated only using all
groups.
When the
national
comparator
is ‘non’ the
national
average is
for other
(nondisadvanta
ged) pupils.
To access the pupil list
direct from a report
click on percentage for
any of the pupil groups.
The percentage achieving
different standards has
been broken down based
on EYFS development so
you can see how different
groups performed.
To switch between different subjects, use the drop down above the interactive
report. In the interactive version of the reports, you can also change the national
comparator type to the same for all the different groups by using the ‘Options’ drop
down above the report.
RAISEonline methodology guidance – January 2017
15
Transition tables for all pupils, disadvantaged pupils and those assessed using P
scales are available to assist in comparison of EYFS development and attainment at
the end of KS1.
For more information on teacher assessment
outcomes:
https://www.gov.uk/government/collections/teacherassessment-key-stage-1-and-key-stage-2
See appendix D for more information on end of key stage 1 calculations and worked
examples.
RAISEonline methodology guidance – January 2017
16
Key stage 2
There are a range of reports showing progress and attainment together using the
new accountability measures for reading, writing, mathematics, EGPS and science.
Percentile ranks for the top and bottom 15% are now included on the summary
reports to provide information on the position of a school in the overall distribution.
Key stage 2 progress
The new progress measures aim to capture the progress that pupils make from the
end of key stage 1 to the end of primary school. They are a type of value added
measure, which means that pupils’ results are compared to the actual achievements
of other pupils nationally with similar prior attainment. Zero is the national average
progress score for all pupils and for each prior attainment group.
Progress is calculated for individual pupils solely in order to calculate the school’s
overall progress scores.
A school’s progress scores in English reading, English writing and mathematics is
calculated as the average of its pupils’ progress scores. These scores give an
indication of whether, as a group, pupils in the school made above or below average
progress in a subject compared with pupils with similar starting points in other
schools.
Progress scores are calculated by first assigning pupils into groups with other pupils
nationally with similar KS1 prior attainment. An average KS2 scaled score is
calculated for each prior attainment group. The progress score is the difference
between the pupil’s actual KS2 outcome and the average for all other pupils
nationally in the same prior attainment group.
A school’s progress score, for a subject, is the mean average of its pupils’ progress
scores in that subject.
More information on the new primary school accountability measures is available
from the following link:
https://www.gov.uk/government/publications/primary-school-accountability
For more information on the calculations and worked examples see appendix E.
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17
Key stage 2 attainment
For reading, English grammar punctuation and spelling (EGPS) and mathematics, test
results are used to determine if pupils are meeting the expected standard. The
pupil’s raw test scores are mapped to scaled scores. The conversion tables are
available:
https://www.gov.uk/guidance/scaled-scores-at-key-stage-2
All scaled scores are between 80 and 120. A scaled score of 100 represents the
expected standard in the test, therefore pupils scoring 100 or more will have met the
expected standard of the test. A score of 99 means a pupil has not met the expected
standard. For 2016, a score of 110 means that a pupil has met the high standard.
Writing and science data is based on teacher assessments. The interim teacher
assessment frameworks are available here:
https://www.gov.uk/government/publications/interim-frameworks-for-teacherassessment-at-the-end-of-key-stage-2
For more information on the key stage 2 attainment calculations see appendix E.
Key stage 2 summary9
The KS2 summary tables include both progress and attainment summaries. They
compare school figures for all and disadvantaged pupils to national other figures, for
different prior attainment bands. There are two tables for attainment the first
showing figures for those achieving the expected standard or above, the other table
showing figures for those achieving the high scaled score. For information on key
stage 1 prior attainment bands see appendix F.
There are separate tables for reading, writing and mathematics. Here is an example
of the reading part of a summary table (KS2.Sum):
9
Report codes within RAISEonline: KS2.Sum
RAISEonline methodology guidance – January 2017
18
A negative number
indicates that the school’s
progress score is below
the national average of
zero.
A positive number
indicates that the school’s
progress score is above
the national average of
zero.
This is calculated by
subtracting the national
score from the school
figure.
Shading on the progress table identifies scores
that are statistically significantly above or
significantly below national figures. Bright green
is used when it falls in the top 10% of schools,
bright red for when it falls in the bottom 10 % of
schools.
These figures represent 95%
confidence intervals.
Confidence intervals for small
numbers of pupils tend to be
wider because the results of
each pupil can have
disproportionate effect on the
overall figure. Confidence
intervals for large numbers of
pupils tend to be small as the
results of each individual pupil
have less effect on the overall
figure.
For information on their
calculation see appendix G.
The percentile rank indicates where a
school fits into the overall distribution.
Shading on the attainment
tables is used to indicate when
a school’s figures are above or
below the national figures. It is
only applied to attainment by
prior attainment.
Green shows that the difference
is above national, pale green for
1 pupil above and bright green
for 2 or more pupils above.
Red shows that the difference is
below national, pale red for 1
pupil below and bright red for 2
or more pupils below.
For information on difference methodology and national comparators see the key stage 1 summary table on page 14.
RAISEonline methodology guidance – January 2017
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Key stage 2 progress and attainment reports10
To show progress across the curriculum there are reports for each subject showing
the percentage of pupils reaching the expected standard, a scaled score of 100 or
more. These reports provide an additional breakdown of groups based on prior
attainment bands low, middle and high. For information on how these groups are
determined see appendix F. Here is an example of a reading report (KS2.Test):
A positive score means that, on average,
pupils in the school made more progress than
did those nationally with the same starting
points.
A negative score means that, on average,
pupils made less progress than did those
nationally with the same starting point.
This shows the percentage of
pupils who achieved the high
scaled score of 110 or more.
This breakdown
displays the
attainment and
progress of pupils
who have been in
the same school
throughout years
5 and 6.
Average scaled
scores are
calculated for each
subject. Only pupils
that have a scaled
score are included
in the calculation.
Groups have been
divided into prior
attainment bands
both overall and
broken down into
separate subjects
to provide you
with different ways
to look at
differences in
performance.
10
Report codes within RAISEonline: KS2.TA, RS2.RWM, KS2.EGPS, KS2.Sci, KS12TransRM,KS12TransW,
KS12.SctPro, KS12SctAtt, KS2.List (I)
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20
To account for uncertainty about the school’s score, 95% confidence intervals are
calculated. This information is displayed alongside the reports for reading,
mathematics and writing. These charts are ordered by progress score descending, so
the group with highest progress score is at the top and the group with lowest
progress score is at the bottom:
This line represents the bottom
10%.
Zero represents the national
figure that schools’ results are
compared against to calculate
the confidence interval.
The confidence interval for this
group is large, this occurs when
the cohort is small, as we have
less evidence upon which to say
that a progress score is
statistically significant.
The confidence interval for this
group is small, this occurs when
the cohort is large, as we have
more evidence upon which to
say that a progress score is
statistically significant.
If the upper limit of the
confidence interval is lower
than the national figure (below
0), then the score is said to be
statistically significantly below
the national figure.
This line represents the top
10%.
If the lower limit of the
confidence interval is higher
than the national figure (above
0), then the score is said to be
statistically significantly above
the national figure.
If the national figure falls within
the range of the confidence
interval, the results is not
statistically significantly
different from the national
figure.
For further information on confidence interval calculations see appendix G.
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21
In addition to the reading, writing and mathematics reports, there are reports for
these three subjects combined and for EGPS, as shown below:
The EGPS marks are combined before
the raw score is mapped to a scaled
score.
This is additional information on the spelling
section of the English test. The spelling test is
marked out of 20. These figures 5+, 10+, 15+,
20 refer to actual raw marks. These figures
show the percentage of pupils, who achieved
that number of marks or more.
This column indicates which national comparator has been used (all,
same, non). The national comparator for the disadvantaged group is
‘non’, this refers to the national figure for the other (non disadvantaged).
If you would like to change the national comparator this can be done
using the options drop down in the interactive reports.
Key stage 1 to key stage 2 transition tables
Key stage 1 to key stage 2 transition tables are available for reading and
mathematics, for all pupils and disadvantaged pupils:
A separate table includes details for pupils assessed using P scales.
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Key stage 2 scatter plots
The scatter plots are available for reading, writing and mathematics for analysis of
progress and attainment relative to both overall key stage 1 prior attainment and key
stage 1 prior attainment in that subject. This is an example of a scatter plot showing
pupil progress in reading (y axis) and overall KS1 prior attainment in reading (x
axis):
Pupils in this
area of the
graph
achieved
scores on
average
higher than
those with the
same prior
attainment.
This line represents
the point at which
the key stage 2
progress score is
equal to pupils with
the same prior
attainment. The
further from this line
a plot is positioned,
the greater the
difference between
that pupil’s result
and the average for
pupils with the same
prior attainment.
Pupils in this
area of the
graph
achieved
scores on
average lower
than those
with the same
prior
attainment.
In this example there are three pupils with
the same overall key stage 1 prior attainment
of 9. For these pupils progress was calculated
using the same estimated attainment score,
but each has different actual attainment,
resulting in a different progress score.
Each plot represents an individual. When
you hover over a plot in the interactive
report it shows that pupil’s detail. If you
click on the plot you can drill down to the
information for that pupil.
The table below the scatter plot summarises the progress of the cohort. Although
there are 21 key stage 1 prior attainment groups, rather than display each group
seperately they are grouped into six bands:
RAISEonline methodology guidance – January 2017
23
In order to calculate progress
pupils are allocated to a prior
attainment group based on
their key stage 1 average
point score. The table shows
progress for pupils grouped
according to their KS1
average point score.
Clicking on the cohort number will
take you to the pupil list relating to
this prior attainment group.
This is the average progress score for
the 7 pupils who had a prior attainment
score between 6.0 and 11.9.
This is an example of a scatter plot showing pupil attainment in reading (y axis) and
overall key stage 1 prior attainment (x axis):
The national line
has 21 sections,
each one
represents the
national figure for
one of the key
stage 1 prior
attainment groups.
RAISEonline methodology guidance – January 2017
The sections
representing the
national figure are of
different length
because the range
of average point
score that they
represent varies. For
example this section
is long as it is the
national figure for all
pupils who had an
average point score
of above 21.5.
24
This is an example of a scatter plot showing pupil attainment in reading (y axis) and
key stage 1 prior attainment in reading (x axis):
Progress scores are calculated in the same way as in
the scatter plots showing overall key stage 1 prior
attainment. However progress is plotted against prior
attainment in reading rather than prior attainment
overall.
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25
Key Stage 4
A range of reports show key stage 4 progress and attainment using the new
Progress 8 and Attainment 8 accountability measures. Percentile ranks are now
included on the summary reports to provide information on the position of a school
in the overall distribution.
KS4 Progress 8 and Attainment 8 measures
Progress 8 is based on a calculation of pupils’ attainment across eight qualifications.
The measure of attainment is called Attainment 8. Progress 8 aims to capture the
progress a pupil makes from the end of primary school to the end of secondary
school. It is a type of value added measure, which means that pupils’ results are
compared to the actual achievements of other pupils with the same prior attainment.
Attainment 8 measures the achievement of a pupil across eight subjects including
mathematics (double weighted) and English (double weighted), three further
qualifications that count in the English Baccalaureate (EBacc) measure and three
further qualifications that can be GCSE qualifications (including EBacc subjects) or
any other non-GCSE qualifications on the DfE approved list.
English
Element
(double
weighted)
Can include
the three
highest
scores from
EBacc
qualifications
.
EBacc
Element
Maths
Element
(double
weighted)
Contains the
three highest
scores in any
three subjects
not counted in
other slots.
Open
Element
For further information on Progress 8 and Attainment 8 such as approved
qualifications, discounting and first entry rules can be found in the DfE document:
https://www.gov.uk/government/publications/progress-8-school-performancemeasure
The new measure is designed to encourage schools to offer a broad and balanced
curriculum at key stages 3 and 4.
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The interactive reporting enables whole school analyses of Progress 8 and
Attainment 8 with the addition of:
 pupil group analyses
 dynamic reporting
 entries into each element of A8 (English, mathematics, EBacc & open), and
 two types of scatterplots highlighting progress and attainment (hovering will
identify each pupil).
Further reports are available offering detailed pupil level information (presented
as a list) with individual pupil reports available from a drill down accessed
through the unique pupil number. Many of these reports have options, grouping
and filtering facilities enabling further detailed school self-evaluation.
Key stage 4 progress and attainment reports11
The KS4 summary reports compare school figures to the national figures for all and
the disadvantaged groups with cohorts dividied by prior attainment. The national
comparison for disadvantaged pupils is against the national for other (nondisadvantaged) pupils. For information on key stage 2 prior attainment bands see
appendix F. There are separate tables showing cohorts overall and for each element
separately.
Here is an example of a an overall summary table (KS4.PA8Sum):
11
Report codes within RAISEonline: KS4.Sum, KS4.P8, KS4.P8D, KS4.P8Sct, KS4.A8D, KS4.A8E, KSA8Sct
RAISEonline methodology guidance – January 2017
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A positive score
shows that the
school Progress 8
score is above the
national figure for
that group.
The difference is
calculated by subtracting
the national average score
for that group from the
school figure.
A negative score
shows that the
school Progress 8
score is below the
national figure for
that group.
The national
comparator shown for
disadvantaged is the
national figure for
other pupils (nondisadvantaged).
These figures
represent 95%
confidence intervals.
For information on
the calculations see
appendix G.
The percentile rank
indicates where a
school fits into the
overall distribution.
This is only shown for
the top 15% or bottom
15%.
The cohort number can be
different for Progress 8 and
Attainment 8, as pupils with
no key stage 2 results are
not included in Progress 8,
but are included in
Attainment 8.
Shading on the progress 8 table
identifies scores that are statistically
significantly above or significantly
below national figures. Bright green
is used when it falls in the top 10%
of schools, bright red for when it
falls in the bottom 10 % of schools.
RAISEonline methodology guidance – January 2017
This represents the
difference in attainment
in terms of number of
grades. To calculate ‘Diff’
you need to divide the
difference by 10. This is
rounded down to one
decimal place.
Shading on the attainment 8 tables is used to
indicate when a school’s figures are above or
below the national figures. It is only applied to
attainment by prior attainment.
Green shows that the difference is above
national, pale green for 0.5<1 grade above
national and bright green for 1 or more grades
above national.
Red shows that the difference is below national,
pale red for 0.5 to <1 grade below national and
bright red for 1 or more grades below.
28
Here is an example of a Progress 8 report (KS4.P8). The school’s Progress 8 scores
are shown alongside progress for each of the different Progress 8 elements
separately, so that progress can be examined across the curriculum:
Cohort number
includes only pupils
who have key stage 2
results. There is no
baseline to use for
pupils without results,
so Progress 8 cannot
be calculated.
If a pupil sits both English
language and English
literature the higher grade is
double-weighted. If only one
is taken this will count in the
English slot, but will not be
double weighted.
This displays the
progress of pupils who
have been in the same
school throughout years
10 and 11.
Mathematics is double
weighted. Only
mathematics which also
count towards the
EBacc can count in this
slot.
Only qualifications that
count towards the EBacc
measure are included in
this element.
Up to three GCSE
qualifications and/or nonGCSE qualifications from the
approved list. This can
include English if it has not
been used in the English
element.
Groups have been divided
into prior attainment
bands both overall and
broken down into English
and mathematics to
provide you with different
ways of analysing
performance. See
appendix F for information
on the KS2 prior
attainment bands.
The school’s Progress 8 score is the sum of the Progress 8
scores for all pupils divided by the number of pupils to give an
average.
A Progress 8 score close to zero shows that actual progress is
close to other pupils with the same prior attainment. A
Progress 8 score above zero shows that actual progress is
above that of pupils with the same prior attainment. A negative
Progress 8 score shows that actual progress is below that of
pupils with the same prior attainment.
In the interactive report you can also switch the national comparator to the ‘progress
related’ report to view the national Progress 8 score for each pupil group.
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To account for uncertainty about the school score, 95% confidence intervals are
calculated for Progress 8 and displayed alongside the reports for each element.
These charts are ordered by progress score descending, so the group with highest
progress score are at the top and the lowest progress score at the bottom. The
progress scores are being compared to all pupils. Here is an example:
This line represents the bottom
10%.
Zero represents the national
figure that schools results are
compared against to calculate
the confidence interval.
This line represents the top
10%.
If the lower limit of the
confidence interval is higher
than the national figure (above
0), then the score is said to be
significantly above the national
figure.
The confidence interval for this
group is large, this occurs when
the cohort is small, as we have
less evidence upon which to say
that a progress score is
statistically significant.
If the upper limit of the
confidence interval is lower
than the national figure (below
0), then the score is said to be
significantly below the national
figure.
If the national figure falls within
the range of the confidence
interval, the results is not
significantly different.
The confidence interval for this
group is small, this occurs when
the cohort is large, as we have
more evidence upon which to
say that a progress score is
statistically significant.
For further information on confidence interval calculations see appendix G.
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Here is an example of Attainment 8 reports (KS4.A8), the school’s Attainment 8
scores is shown alongside attainment for each of the different Attainment 8 elements
separately:
This is attainment for both
GCSE and non-GCSE used
in the Attainment 8
calculation.
Additional breakdowns
separate GCSE and nonGCSE used in the open
element.
In the interactive report you can also switch the national comparator to the
‘Attainment related’ report to view the national Attainment 8 score for each pupil
group.
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Individual Progress 8 scores are shown in a scatter plot to assist with your analysis
of progress relative to prior attainment. The x axis represents KS2 prior attainment
and the Progress 8 score is on the y axis. With disadvantaged and other nondisadvantaged pupils plotted in different colours you can compare the performance
of these groups. This is an example of a progress scatter plot for the English
element:
Each plot represents an individual. When
you hover over a plot in the interactive
report it shows that pupil’s detail. If you
click on the plot you can drill down to the
information for that pupil.
Pupils in this
area of the
graph
achieved
scores on
average
higher than
those with
the same
prior
attainment.
This line represents
the point at which
the pupils’ Progress
8 score is equal to
pupils with the same
key stage 2 prior
attainment. The
further from this line
a plot is positioned
the greater the
difference between
that pupils results
and the average for
pupils with the same
prior attainment.
Pupils in this
area of the
graph
achieved
scores on
average
lower than
those with
the same
prior
attainment.
The scatter plot makes it easy to
identify outliers. In this example this
pupil does not fit the pattern for
other pupils. With a progress score of
-6 they have achieved 6 grades lower
than the average for other pupils
with the same prior attainment.
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Individual pupil’s scores can also be seen on an attainment scatter plots. The x axis
represents key stage 2 prior attainment and the y axis shows attainment. This is an
example of an attainment scatter plot for the English element:
This red line represents the national average attainment for
pupils with the same prior attainment. If a pupil is above
the line this shows that their attainment is above the
national average. If a pupil is below the line their
attainment is below the national average. The further from
the line the plot is the greater difference between a pupil’s
results and the national average.
A
B
C
D
E
F
If a pupil
has an
attainment
of zero this
show that
they were
ungraded
at GCSE.
G
Any outliers like
these can have a
pronounced impact
on the school
Progress 8 score.
In this example the equivalent GCSE grade is shown alongside the attainment lines
on the graph.
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For the Attainment 8 elements, entries are also provided. For English and
mathematics elements, they show the percentage of pupils entered. For EBacc and
open elements, they show the average number of entries out of the maximum
possible total of three.
This can be seen in the following key stage 4 attainment 8 entries report (KS4.A8E):
The entry number is
calculated as an average
number of entries for the
three slots in that element for
the cohort. A score of 3
would indicate that all pupils
had all three slots filled.
Other key stage 4 reports12
In addition to the progress and attainment reports there are a number of other key
stage 4 reports.
The key stage 4 entries and points report (KS4.Ent) displays data for performance
table approved qualfications taken by pupils. The average number of qualifications
entered and the average points per qualification by pupil group is shown:
The
national
comparator
is for all
pupils only.
12
Report codes within RAISEonline:KS24.TransEM, KS4.VA, KS4.Thresh, KS4.GradeD, KS4.Ent, KS4.Subject, KS4.NonPT,
KS4.List, KS4.Dest
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The KS4 thresholds report (KS4.Thresh) shows the attainment thresholds across a
range of indicators:
This shows the
percentage of pupils
achieving A* to C
threshold in English and
Mathematics.
This shows the percentage
of pupils achieving threshold
in all of the English
Baccalaureate pillars.
The percentage of pupils
achieving threshold is
shown for each of the five
pillars shown separately.
Key Stage 4 A* to C attainment thresholds 2016
English Baccalaureate subject pillar
Cohort
all pupils
National
comparator
type
same
female
same
disadvantaged
English
Sch
%
Sch
%
Sch
%
Entries
Nat
%
Entries
Nat
%
Percentage of cohort
Entries
Percentage of entries
Mathematics
Nat
%
Entries
Sch
%
Science
Nat
%
Entries
Sch
%
Languages
Nat
%
Entries
Sch
%
Humanities
Nat
%
Entries
same
Free School Meals
non
Children Looked After
non
SEN with statement or EHC plan
all
all
no SEN
same
on roll in years 10 & 11
same
English additional language
Percentage of cohort
non
other
English first language
English Baccalaureate
Percentage of cohort
all
male
SEN support
English & mathematics
all
all
Prior attainment
low overall
same
middle overall
same
high overall
same
English low
same
English middle
same
English high
same
mathematics low
same
mathematics middle
same
mathematics high
same
The interactive report displays the percentage of pupils attaining A* to C, this can be
changed to A* to G of A* to A using the drop down. For the A* to A report data is
only displayed for the EBacc subject pillars.
In the interactive report you can also switch the national comparator to the same.
See appendix J for more information on threshold calculations.
RAISEonline methodology guidance – January 2017
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Sch
%
Nat
%
The summary of performance tables approved qualification results (KS4.21). The
report shows a breakdown for each subject separately. Below is an example of part
of this report:
Qualifications are
divided into subject
families and
qualification types;
not all students need
to record a result in
each subject family.
These
percentages are
based on the
number of entries
out of the KS4
cohort.
The points have been used as
they represent bottom of grade
A, grade C and grade G.
Green shading indicates that
the schools threshold
percentage is significantly
above the national value.
Blue shading indicates that
the schools threshold
percentage is significantly
below the national value.
See appendix K for
information on statistical
significance calculations.
Where a pupil has taken more than one qualification within a subject, the pupil’s best
result based on points will be counted regardless of qualification level. If the pupil
has two qualifications with the same points, the qualification at the highest level will
count.
See appendix K for more information on calculations for the summary of
performance table approved qualifications.
There is a summary of relative performance indicators for performance table
approved qualifications (KS4.20). The purpose of the Relative Performance Indicator
(RPI) is to compare performance for performance tables approved qualifications
across subjects within a school. It is a measure of the difference between attainment
of the cohort in a subject and that cohort’s achievement in other subjects. The
indicator compares this relative performance within a school with national results.
For each pupil, the subject family takes the best of all the results in that subject.
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The RPI report includes all performance
tables approved qualifications aggregated
by subject family. It is not broken down
by the level of qualification, for example
GCSE, AS level.
For a school, the difference between a
subject and other subjects is pupils’ mean
average difference, within the school,
between their best result in a subject
family and their best result in “other”
subjects.
This is the difference
between the school
difference and the
national difference.
E.g. 2.9 – 4.9 = -1.9
For science
the number
in the subject
refers to the
science
pathway.
Green shading indicates that
the schools score is
significantly above the
national value. Blue shading
indicates that the schools
score is significantly below
the national value. For
information on the
significance testing
calculations see appendix L.
In the interactive report you can use the option box to filter by gender.
See appendix L for further information on RPI calculations.
For non-performance table approved qualifications there is also a report which shows
the number of pupils achieving each grade in non-performance tables approved
qualifications. It includes short GCSEs, non-approved iGCSEs, and level 2, 1 and
entry level qualifications. The academic and vocational qualifications approved for
use in performance tables are listed at:
https://www.gov.uk/government/collections/school-performance-tables-about-thedata
Below is an example of part of this report (KS4.NPTAQ):
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The KS2-KS4 EBacc subject pillar value added (VA) report (KS4.VA) shows progress in the science,
languages and humanities subject pillars:
For each subject pillar the school score is
the sum of the progress scores in that pillar
Pupils are included in the cohort only
for all pupils entered in the pillar divided by
if they were entered in that subject
the VA cohort number to give an average.
pillar. For example for science this
would mean that the pupil must
have two science grades.
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Data Source
Basic
Characteristics
Absence
Exclusion
Stability
Phonics
EYFS
End of KS113
Key Stage 213
Key stage 413
January census
Data is collected for pupils aged 5-15 as at 31 August 2016.
Absence data is recorded in accordance of a pupil's age not
by the year group they are in. For non-special schools data
is collected one term in arrears through the School Census.
Two terms of data is available relating to the autumn and
spring terms in the previous academic year. Absence data
for special schools is collected annually, three terms data is
available for the previous academic year.
For non-special schools data is collected one term in arrears
through the school census. Around October, two terms of
data is available relating to the autumn and spring terms in
the previous academic year. Exclusion data for special
schools is collected annually. Three terms data is available
around March, covering the whole of the previous academic
year.
Only pupils on roll in national curriculum years 1 to 11 at the
date of the January school census (excluding guest or
subsidiary registrations) are included in the calculations. If a
pupil has left before the census date, they are not included
in the calculation.
The data is received through the COLLECT system, as
currently used for KS1, either through the local authority, or
directly from some academies.
The Early Years Foundation Stage Profile (EYFSP) is
collected annually for all children in the final term of
Reception in which the child reaches age five (no later than
30 June in that term).
DfE performance tables.
DfE performance tables.
DfE performance tables.
13
Unvalidated data is based on the same set of data as the checking exercise and will not reflect any
amendments submitted to the DfE. The validated data or final data will match performance tables.
RAISEonline methodology guidance – January 2017
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Appendix A – Basic Characteristics
The percentage in each pupil group is calculated:
Number of pupils in
that group
For % girls/boys, SEN:
Number on roll
Or
a
x 100
b
For % eligibly for FSM:
Number of pupils in
reception to year 11.
Or
For % minority ethnic groups, first
language not English:
Number of pupils of statutory
school age or older.
Worked examples:
School Z has 245 students registered solely at the school and eight students dually
registered, where the school is the main registered base. There are 131 girls registered
solely at the school and two girls dually registered, where the school is the main registered
base.
133
x 100 = 52.6%
253
245+8, as it includes
both solely and dually
registered pupils.
(1 decimal place)
School deprivation indicator
A school-level Income Deprivation Affecting Children Index (IDACI) score is
calculated for each school based on pupils on roll at the time of the January school
census and the IDACI score for each pupil’s postcode.
IDACI scores are sourced from the index of multiple deprivation 2015 which scores
areas, known as super output areas. Super output areas are blocks of post codes,
smaller than ward level. The scale is from 0 to 100, and the lower the figure, the less
deprived the locality.
The IDACI score should be worked out using the sum of all the IDACI scores divided
by the number of students with an IDACI score, formulaically expressed as:
RAISEonline methodology guidance – January 2017
40
Number of students
with IDACI scores
Sum of all the students
IDACI scores
Where:
di
c
The IDACI score of the i th student
The number of students with an IDACI score
[The d i in the formula is standard notation, and indicates to use the score of each
student (individuals or elements in a discrete data set).]
Further information may be found at:
https://www.gov.uk/government/collections/english-indices-of-deprivation
Stability
The indicator is calculated using the following steps:
 Each pupil’s entry year is determined from their January census entry
date. This is dependent on their month of entry, starting from a fixed
date of July 16 each year. For example, a pupil admitted on or after
July 16 2014 was assigned to the 2015 school year, whilst a pupil
admitted before July 16 2014 was added to the 2014 school year.
The entry month of each pupil is then considered, adjusted for the academic year:
 For each National Curriculum Year Group (NCYG) within the school,
the academic year and month by which time at least 5% of students
had joined the school (defined as MinJY & MinJM) is determined.
 The National Curriculum Year (NCY) of entry for each pupil is worked
out.
 A pupil is then counted as stable if they meet one of the following
conditions:
1. Joined school in Year 1 month 1 or earlier.
2. Joined the school in or before MinJM (the month that at least 5% of the
NCY cohort had joined by, as above).
3. Joined the school in a month/year that at least 40% of the NCY cohort
joined in and
a. primary school - A month/year that at least 10 pupils joined in
b. secondary school - A month/year that at least 20 pupils joined in.
4. Joined in a year/month or NCY/month combination that meets all of the
following criteria:
a. has at least 10% of the NCY cohort admission
b. has at least 10 entries for a primary school or 20 entries for a
secondary school
c. is a year/month or NCY/month combination that has seen criteria
a & b met more than once across the whole school.
RAISEonline methodology guidance – January 2017
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The stability percentage is found by dividing pupils considered stable by all
eligible pupils (pupils in years 1 to 11 and with current single or current
main dual registration at the school).
This percentage is then rounded to 1 d.p.
Worked Example
A school has cohorts of pupils in NCYGs Reception (R), 1, 2, 3, 4, 5 and 6.
NCY
R
1
2
3
4
5
6
Cohort
45
34
31
53
46
38
32
The pupils in Reception are not included in the calculations.
Of the 53 pupils in NCY 3, there are 7 distinct entry month/year combinations:
EntryYear
2012
2013
2014
2014
2015
2015
2015
EntryMonth
1
3
1
9
1
4
5
EntryNCYear
0
1
2
2
3
3
3
Admissions
19
1
4
1
24
1
3
From this a few observations can be made:




The EntryNCYear is derived from the EntryYear.
The MinJY for this NCY is 2012 as 19 of 53 pupils had joined by then
(19/53 = 36% which easily meets the 5% condition).
The MinJM within 2012 is 1 (representing late July, August or
September).
There is a significant influx of pupils at the beginning of the academic
year in NCY 3.
RAISEonline methodology guidance – January 2017
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So, checking against the stability criteria (percentage admissions for each
month/year shown for ease):
EntryYear
EntryMonth
EntryNCYear
Admissions
2012
2013
2014
2014
2015
2015
2015
1
3
1
9
1
4
5
0
1
2
2
3
3
3
19
1
4
1
24
1
3
%
Admissions
36
2
8
2
45
2
6
Criteria met
1, 2
3
The 19 pupils in the top line - highlighted in yellow – are counted as stable because
they have joined in the MinJY and MinJM for the NCY.
The 24 pupil in the fifth line – highlighted in green – are counted as stable because
over 40% of the cohort (and at least 10 pupils) have joined in that month and year.
Of the 32 pupils in NCY 6, there are 8 distinct entry month/year combinations:
EntryYear
EntryMonth
EntryNCYear
Admissions
2011
2011
2012
2012
2013
2014
2014
2015
1
3
1
7
1
1
2
1
2
2
3
3
4
5
5
6
24
1
2
1
1
1
1
1
%
Admissions
75
3
6
3
3
3
3
3
Criteria met
2,3
In this case, the vast majority of pupils have joined in early academic 2011. This
does not represent joining in Year 1 for these pupils, so criterion 1 is not met.
However, this is the MinJY/MinJM for this NCY, so these pupils are counted as stable,
without even needing to take % admissions into account.
Of the 46 pupils in NCY 4, there are nine distinct entries month/year combinations:
EntryYear
EntryMonth
EntryNCYear
Admissions
2011
2012
2012
2013
2014
2014
2014
1
1
6
6
1
5
8
0
1
1
2
3
3
3
25
1
1
1
13
1
1
RAISEonline methodology guidance – January 2017
%
Admissions
54
2
2
2
28
2
2
Criteria met
1, 2
1
4
43
2014
2015
11
1
3
4
1
1
2
2
The 26 pupils in the top two lines are counted as stable as they have joined in or
before year 1 month 1 in the school.
Also, the 13 pupils in the fifth line – highlighted in blue – are counted as stable
because they meet criterion 4:
 There are at least 10 admissions in this NCY/month.
 There is at least 10% of the total cohort admissions at this time.
 This NCY/month entry time has happened elsewhere in the school (see NCY 3
admissions table above) where 24 pupils in that year group also joined in NCY
3, EntryMonth 1.
This means that the line highlighted in green in the NCY 3 table has also met
criterion 4. The intake of pupils in NCY 3, EntryMonth 1 is treated as a standard
intake.
Criterion 4 can also be met by having a ‘standard’ one-off intake in a particular
calendar year/month, but this is not shown here.
Small schools will be unlikely to have pupils flagged as stable from criteria 3 & 4, but
can still have pupils flagged as stable from criteria 1 & 2, where the bulk of stable
pupils come from.
For example, a school with nine pupils would never have pupils flagged as stable by
meeting:
3. Joined the school in a month/year that at least 40% of the NCY cohort
joined in and
a. primary school - A month/year that at least 10 pupils joined in
b. secondary school - A month/year that at least 20 pupils joined in.
But all 9nine pupils could be flagged as stable due to:
1. Joined school in Year 1 Month 1 or earlier
So pupils only have to meet one of the conditions 1-4, but to meet condition 4, all
three conditions a-c must be met.
Glossary of Terms for the Stability measure
Cohort – The number of pupils in a particular NCY at a school
EntryNCYear – The NCY that a pupil joined the school (e.g. 0 or 1 means in Year 1 or
earlier)
MinJY – The academic year by which time at least 5% of students had joined the
school
RAISEonline methodology guidance – January 2017
44
MinJM – The academic month within MinJY by which time at least 5% of students
had joined the school
MinNCY – A school’s lowest NCY, discounting any year group that has fewer than
10% of the average number in a year for the school
Remove? NCYG/NCYear – National Curriculum Year Group
NCY N1 – first year of nursery (not included in Stability calculations)
NCY N2 – second year of nursery (not included in Stability calculations)
NCY R – Reception (not included in stability calculations)
Stability – The term defining whether a pupil has been attending the same school
since the standard time of admission for the school.
RAISEonline methodology guidance – January 2017
45
Appendix B – Absence and exclusion
Absence
The percentage absence is calculated as
Overall absence:
number of sessions
missed
Total number of
possible sessions
Or
Persistent absence: number of
enrolments who have missed 10%
or more sessions in first two terms
a
x 100
b
Total number of
enrolments
Worked example:
School Z has 277 enrolments; from school records you are able to see that the total
number of possible sessions is 84,576. The total number of authorised and
unauthorised absences for the year was 5,722. 11 enrolments were persistently
absent.
Overall absence rate:
5722
x 100 = 6.8%
84576
(1 decimal place)
Persistent absence (those missing 10 % or more session across the first two terms)
rate:
11
x 100 = 4.0%
277
RAISEonline methodology guidance – January 2017
(1 decimal place)
46
Exclusion
The percentage exclusion is calculated:
Number of fixed term
exclusions
Or
Number of pupils with 1 or
more fixed term exclusions
Or
Number of permanent
exclusions
a
x 100
b
For all measures this is the total
number of pupils on roll
Worked examples
School Z has 277 pupils, eight pupils had fixed term exclusions including three who
had two; therefore the total number of fixed term exclusions is 11. There were three
permanent exclusions.
11 fixed exclusion
term
11
x 100 = 3.97%
277
(2 decimal places)
277 pupils on roll
8 pupils with one or more
fixed term exclusions
277 pupils on roll
3 permanent
exclusions
277 pupils on roll
8
x 100 = 2.89%
277
(2 decimal places)
3
x 100 = 1.08%
277
RAISEonline methodology guidance – January 2017
(2 decimal places)
47
Appendix C Phonics
The Expected Standard for 2012 to 2016 data years has been 32 out of 40.
Disapplied (D) and absent (A) pupils are included in the denominator for calculating
the percentage achieving expected standard for phonics but are not included in the
marks distribution or the calculation of the average mark.
The percentage achieving the expected level is calculated by school:
The number of
pupils achieving
the threshold
mark
Number of pupils
eligible students
a
x 100
b
Worked examples:
School Z has 30 pupils in Year 1. One pupil did not take the test (D), and one was
absent for the test (A).
Twenty two pupils achieved the expected standard, and the percentage achieving
the expected standard for phonics is thus:
22 pupils who
achieved the expected
standard
This includes the two
pupils that did not
take the test
22
x 100 = 73%
30
(to nearest whole number)
RAISEonline methodology guidance – January 2017
48
Appendix D – End KS1
Disapplied (D) and absent (A) pupils are included in the denominator for calculating
the percentage achieving the standards for end of key stage 1 but are not included
in the marks distribution.
The percentage achieving the different standards is calculated as follows:
The number of pupils
achieving the
emerging/expected/exce
eding standard
Number of pupils eligible
students
a
x 100
b
Worked example:
A school has a cohort of 30 pupils in key stage 1, eight of whom were categorised as
disadvantaged. One pupil had been disapplied (A/D) from the teacher assessments;
Eight pupils were disadvantaged (Dis). There were 25 pupils assessed as working at
the expected standard or above, of whom six were disadvantaged. Of these 25, 15
pupils were assessed as exceeding the expected standard (working at greater
depth), of whom four were disadvantaged; four pupils were assessed as working
below the expected standard, of whom two were disadvantaged.
For this school the key stage 1 summary table would display as shown below:
25/30 X 100 = 83%
Cohort
School %
National %
Difference %
Cohort
School %
National %
Difference %
Diff (no of
pupils)
A/D
1
All
30
83
Emerging
All
Dis
4
2
13
25
Expected
All
Dis
25
6
83
75
RAISEonline methodology guidance – January 2017
Dis
8
75
Exceeding
All
Dis
15
4
50
50
49
Percentages are rounded to the nearest whole number and so may not total exactly
100%. The same table format is used for reading and mathematics also.
Attainment shading is displayed for EYFSP groups only. It is applied where the
percentage difference from national is equivalent to one or more pupils.
For writing, each pupil is grouped by their outcome on the writing early learning
goal. For mathematics, each pupil is grouped by the lower of their outcomes on the
two mathematics early learning goals. For reading, each pupil is grouped by their
outcome on the reading early learning goal. For science, each pupil is grouped by
their outcome on the world early learning goal. Pupils are assessed simply as
working at the expected standard (EXS) or as not having met the expected standard
(HNM). There is no ‘working at greater depth’ category for science in 2016.
Transition tables
Worked example:
Of the 30 pupils in the cohort, 19 had attained expected standard in EYFSP, of whom
15 were working at greater depth at the end of KS1. One pupil was disapplied.
Here is an example of a transition table for writing for these pupils:
All
pupils
Key stage 1 writing
Expected standard + Greater depth
Number of
pupils
No data
Nat
Nat
No
Sch
Diff Diff
Sch
Diff Diff
BLW PKF WTS EXS GDS Total No.
other
No.
other
data
%
% no.
%
% no.
%
%
0
0
0
0
0
0
0
0
0
Emerging 0
4
0
0
0
0
4
6
20
writing Expected 0
0
0
0
19 0
19
19 63
Exceeding 0
0
0
0
0
0
0
Total
4
0
0
19 15
23
25 83
EYFS
0
0
RAISEonline methodology guidance – January 2017
0
0
0
0
0
0
0
0
0
0
0
0
0
15 50
0
0
0
0
15 50
50
Emerging EYFSP to emerging KS1: 4 pupils = 4/30
Emerging EYFSP to expected standard KS1: 6 pupils = 6/30
Emerging EYFSP to greater depth KS1 0 pupils
Expected EYFSP to expected standard KS1: 19 pupils = 19/30
Expected EYFSP to greater depth KS1: 15 pupils = 15/30
BLW Below pre-key stage 1 standards
PKF
Foundations for the expected standard
WTS working towards the expected standard
EXS
GDS
working at the expected standard
working at greater depth within the
expected standard
You can find a table of comparators here:
https://www.raiseonline.org/documentlibrary/ViewDocumentLibrary.aspx > EYFS to
KS4 inspection dashboard - general guidance
RAISEonline methodology guidance – January 2017
51
Appendix E – KS2 progress
In order to calculate a schools KS2 progress you need to calculate pupil progress at
KS2.
Average point score (APS) at KS1 is used to group pupils for the KS2 progress
calculation. From 2016, a pupil’s reading and writing results are combined to give an
English component. This is combined with the mathematics to give the KS1 APS.
Therefore English and mathematics are equally weighted.
Here is the method of APS calculation for individual pupils:
Reading score
APS =
Mathematics
score
Writing score
(r + w)/ 2 + m
2
An average scaled score is calculated for all pupils in the same prior attainment
group.
KS2 progress = actual attainment – average scaled score
Worked example:
James has an average key stage 1 score of 17:
Pupil
James
Reading Writing Mathematics
points
Points
Points
21
17
RAISEonline methodology guidance – January 2017
15
APS

(21  17) / 2  15
 17.0
2
52
Based on this APS James will be grouped with pupils with the same prior attainment.
James achieved a raw score of 110 in the mathematics test this is converted to a
scaled score of 120:
A raw score of
110 is converted
into a scaled
score of 120.
Information on scaled score at key stage 2 including conversion tables:
https://www.gov.uk/guidance/scaled-scores-at-key-stage-2
The national scaled score in mathematics for pupils with an average key stage 1
score of 17 is 117.
James is
grouped with
other pupils with
APS of 17
James
James
120
120
RAISEonline methodology guidance – January 2017
The national average
scaled score in
mathematics for
pupils with an APS
score of 17 is 117
53
progress score = 120 – 117 = +3
In this example, James has met the ‘expected standard’ (a scaled score of 100 or
more). He has done better than other pupils with the same key stage 1 attainment
and, therefore, has a positive progress score.
James is one of 60 pupils in his school’s key stage 2 cohort. These pupils have the
following mathematics progress scores:
The school’s mathematics progress score is calculated by adding up the individual
pupil progress scores and dividing by the number of pupils:
132/60= +2.2
RAISEonline methodology guidance – January 2017
54
Appendix F – Prior attainment bands
The following table shows pupils are placed how these bands are calculated:
Prior attainment
band
Key stage 1 prior attainment
Key stage 2 prior attainment
Low
Average points < 12
Average points < 24
Middle
12 <= Average points < 18
24 <= Average points < 30
High
18 <= Average points
30 <= Average points
(fine points)
Appendix G - Confidence intervals
Confidence intervals are a measure of the statistical precision of an estimate and show the
range of uncertainty around the estimated figure. The data shown in RAISEonline reflects
the attainment or progress of the pupils sitting exams or tests on a particular day. The range
of uncertainty reflected by the confidence intervals allows for the fact that a different group
of students would attain slightly different results. The size of the confidence interval is
determined by the number of pupils and the variability of their results; smaller school
cohorts will widen the intervals, as we have less evidence upon which to say that a result is
statistically significant.
The same methodology is used for both key stage 2 and key stage 4 confidence intervals.
The critical value for
95% confidence
interval
The size of the
confidence
interval for the
school
CI s  1.96 
N
The standard
deviation of the
progress scores for
all eligible pupils
nationally
ns
The square root of
the number of
eligible pupils that
belong to the school
RAISEonline methodology guidance – January 2017
55
Appendix H – Progress 8
In order to calculate Progress 8 you need to calculate Attainment 8.
Here is a worked example showing the calculation of a pupil’s Attainment 8 score:
7 + 7 = 14
This is the
mathematics
element and
therefore is double
weighted.
This can be
used in the
open element
as it wasn’t
used in the
English
element.
8 + 8 = 16
This is double
weighted as the
pupil has taken
both language
and literature,
but this is the
higher of two
English results.
These are
the highest
results that
can be used
for the EBacc
element.
Although AS
French has
lower points
as it is a
higher level
qualification
it counts.
Of the remaining
qualifications to
make up the
Progress 8 score
this has the
lowest number
of points and
therefore hasn’t
been used in the
open element.
14 + 16 + 6 + 7 + 7 + 6 + 5 + 6 = 67
Maths
element
English
element
EBacc
element
Open
element
Dividing the Attainment 8 score by 10 gives a pupil’s average grade. In this case it is
6.7, between GCSE grades A and B.
Calculating Progress 8:
A pupil’s Progress 8 score is defined as their Attainment 8 score, minus their
estimated Attainment 8 score:
Progress = actual Attainment 8 score – estimated Attainment 8 score
RAISEonline methodology guidance – January 2017
56
The estimated Attainment 8 score is the average Attainment 8 score of all pupils
nationally with the same prior attainment at KS2.
Here is a worked example of the Progress 8 calculation:
There is a ready reckoner
in the RAISEonline library
to allow you to calculate
KS2 average fine level.
The national average Attainment 8
score for pupils with the same prior
attainment. These estimates can be
obtained from the ‘Progress 8
measures 2016, 2017 and 2017’
document in the RAISEonline library.
The difference is divided by 10 to
essentially calculate an average
difference per qualification,
67-59.32= +7.68/10= 0.77
The school’s Progress 8 score is the mean average of the pupils’ Progress 8 scores
Pupil #
P8 score
1
2
…
142
+0.77
-0.2
…
+1.1
Sum +36.50
36.50/142 = 0.26
RAISEonline methodology guidance – January 2017
57
Appendix J – Thresholds
The percentage of pupils at the end of key stage 4 who have achieved the criteria for the
threshold. The thresholds included on RAISEonline are:
 A* to C in English and mathematics
 A* to G in English and mathematics
 A* to C in English Baccalaureate
 A* to G in English Baccalaureate
 A* to A in EBacc subject pillars
 A* to C in EBacc subject pillars
 A* to G in EBacc subject pillars
The percentage achieving the threshold is calculated:
The number of
pupils achieving
the threshold
Total number of pupils in the
KS4 cohort for English and
mathematics and overall
EBacc. For science, languages
and humanities it is the
number of pupils entered.
a
x 100
b
Worked example:
There are 232 pupils at key stage 4 in school Z, of those there were 225 were
entered in both English and mathematics. 135 of these pupils have achieved A* to C
grades in English and mathematics.
The 135 pupils who
achieved the threshold
This includes the
whole cohort
regardless of whether
they were entered in
both English and
mathematics
135
x 100 = 58%
232
(to nearest whole number)
RAISEonline methodology guidance – January 2017
58
Appendix K - Summary of performance tables approved
qualification results for all pupils
The summary report includes information on all performance tables approved qualifications
examinations taken by students at the end of key stage 4. It does not include non-approved
qualifications such as short course GCSEs.
The following indicators are produced at school and national level for each of the subject
headings:
Number of entries;
Number of entries as a percentage of the overall cohort;
Percentage of entries achieving 49 points or above;
Percentage of entries achieving 37 points or above;
Percentage of entries achieving 8 points or above;
Percentage of entries resulting in 0 points;
Average points score per entry.
Significance tests are performed against the corresponding national data.
Significance tests are performed against each of the four school level threshold indicators in
comparison with the respective national level value. Green shading indicates that the school
value is significantly above the national value. Blue shading indicates that the school value is
significantly below the national value.
A 2 tailed 1-sample z-test on proportions is used to assess whether a school’s threshold
score is statistically significantly different to the National threshold score.
The test statistic is calculated using the following formula:
 p s  pn  > 1.96 then Sig+
 p n 1  p n  




ns




ns


 p s  pn  < -1.96 then Sig p n 1  p n  


Where:
ps
pn
ns
Conditions:
School’s proportion for threshold between the values 0
and 1 i.e. divide percentage by 100
National proportion for threshold between the values 0
and 1 i.e. divide percentage by 100
The school’s cohort
n s p n  5 and n s (1  p n )  5
RAISEonline methodology guidance – January 2017
59
Appendix L – RPIs for performance table approved
qualifications
Pupils that have results in only one subject family and pupils without results in that subject
family are excluded.
This is the sum of individual pupil
difference scores. To calculate
individual pupil difference scores take
a pupil’s best score in that subject
family and subtract average best
score in the other subject families.
School difference calculation:
 E

n f 1
Ds
k
s
 E so k
n sc
Number of pupils who are
included in the subject family
and at least one other subject.
Es
E so
Ds
nsc
k
is the pupil’s best score in subject family s
is the pupil’s average best point score in subject families
other than s
is the school’s average difference between pupils’ best
score in subject family s and those same pupils’ best
scores in other subject families, for pupils who have
results in subject family s
is the number of pupils in the school who have results in
subject family s , who also have results in at least one
other subject
represents all subjects except s
The national difference between a subject and other subjects:
As with the school average difference, but using all students nationally.
This is the sum of individual pupil
difference scores nationally.
 E

n f 1
Ns
RAISEonline methodology guidance – January 2017
k
s
 E so k
nnat
Number of pupils nationally
who are included in the subject
family and at least one other
subject.
60
Ns
nnat
k
is the national average difference between students’ best
score in subject family s and those same students’ best
scores in other subject families, for students who have
results in subject family s
is the number of students nationally who have results in
subject family s , who also have results in at least one
other subject
Represents all subjects except s
Significance testing:
Significance testing is applied to the Relative Performance Indicator.
Green shading indicates the score is significantly above the National score for that subject.
Blue shading indicates the score is significantly below the National for that subject.
RPI s
 t then Sig+
 s 


 n 1 
 sc

RPI s
 t then Sig s 


 n 1 
 sc

RPI s
s
nsc
t
is the Relative Performance Indicator for subject family
s
is the standard deviation of the difference between
students’ performance in subject s and their other
subjects
is the number of students in the school who have
results in subject family s , who also have results in at
least one other subject
is the value of the standard t-distribution for n of nsc .
Where nsc is over 120, this is taken as 1.96
Conditions: nsc  1 and  s  0
The first entry rules will have been applied by the DfE before Ofsted receives the
data for this report. The DfE’s guidance document explaining the discounting rules
may be found in our Library > Further details of the revised performance tables
guidance, discount rules and early entry guidance > 2016 discounting guidance.
The aggregations in this report differ from those in the summary of performance
tables approved qualification results for 2016 (KS4.21, and for most schools Table
4.1.11 in the summary report).
Worked example:
RAISEonline methodology guidance – January 2017
61
Taking the English subject cluster as an example:
A pupil has taken GCSE in English and attained and A grade which carries 52 points
and also an AS level, attaining a grade C which carries 52.5 points. It is therefore the
AS level which counts in the RPI and subject summary reports.
At this sample school, 40 pupils entered GCSE English and 10 of those also entered
AS level English. The aggregated points for English used to calculate the RPI
measure are a mixture of GCSE and AS level points.
Using English as an example the following steps are taken to calculate RPI figures:
1) Calculate the APS for pupils in the school taking a performance tables approved
qualification in the English subject family;
2) Calculate the APS in all other subjects for those pupils who took a performance
tables approved qualification in the English subject family;
3) Subtract 2) from 1) to give the school difference;
4) Perform the same calculation with all pupils nationally to provide National
Difference;
5) RPI is equal to 3) minus 4);
6) Calculate, with 95% confidence, whether or not the difference between
attainment in English and attainment in other subjects taken by pupils with a
performance tables approved qualification in English in the school is significantly
different from the national picture.
RAISEonline methodology guidance – January 2017
62
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RAISEonline methodology guidance – January 2017
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