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Oak Wood Primary

Oak Wood Primary. English. S:Curriculum Focus and Development 2012-13.14Quads Primary English Data Analysis 2011-12.ppt. Intro.

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Oak Wood Primary

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  1. Oak Wood Primary English S:\Curriculum Focus and Development 2012-13.14\Quads\ Primary English Data Analysis 2011-12.ppt

  2. Intro • The ‘quadrangulation’ process enables the analysis of different forms of data, ranging from ‘hard’ or ‘raw’ data (such as comparisons against National Progression data) to ‘soft’ or ‘contextualised’ data (such as attendance). The aim throughout is to structure the data conversation answering the “so what?” combining information from a range of sources, and ultimately providing evidence to support teacher judgement on progression • Centile graphs give snapshot v national profile and ‘progress v expects’ provide the hard data • The plan is that this can then be used to meet with external bodies, report to governors and that eventually subject coordinators will use the same template for their analysis of subject data

  3. 1. Achievement compared against National Data (e.g. National Progression Guidance, CASPA) 2. Progression compared against school’s expectation Overall judgement and Action 4. Professional judgment including context of year 3. Analysis of achievement of subject in context of school Quadrangulation Outstanding Good Satisfactory Inadequate

  4. The Process • Quads 1 and 2 are for analysis of ‘hard’ data and so are purely statistical e.g. “80% of pupils progressed as expected in line with National Progression guidance” • Quads 3 and 4 are for analysis of ‘contextualised’ data and if relevant how this affects pupil progress. As such there is some element of judgement based upon professional knowledge of the context, • The ‘quadrangulation’ process moves through the quads in order. • However before you can determine how well a group / individual pupil has progressed against the school’s expectations you first need to calculate the group’s / individual’s progression. Analysis of pupils progression will then inform the benchmark for the school’s expectations of what is good / outstanding progress which takes into consideration National Progression Guidance

  5. National Progression Guidance

  6. Warwickshire guidance criteria for describing pupil progress at the end of each year

  7. Warwickshire guidance criteria for describing pupil progress over a Key Stage

  8. These are figures generated from Oak Wood Primary’s overall figures on achievement 2011-12 with respect to National Progression Guidance For 2011-12 we have set the Oak Wood Expectations at the same level as the National Progression Guidance (except for PMLD following on from the work during the previous year), this was in light of the changing cohort of pupils – much more complex, and that we also knew that the BSquared baseline data for our pupils entering Key Stage 1 was uncertain and therefore the National Guidance is our default position. Therefore this year for quadrangulation purposes Quad 1 and 2 are the same

  9. Whole School Over arching viewpoint of whole school context: • Progression against National and School expectations • Progression in school context • Subject development When comparing progression against National (unless comparing Key Stages (KS)), progress will be extrapolated across Key Stage 2. At present data from Early Years into KS1 is inconsistent and as such there is no progression guidance for KS1 (the Department for Education will be releasing guidance during the year) and as such Ofsted / DfE /LA will look at progression across KS2

  10. Whole School Progression Compared Against National Expectations Narrative: 98 % of pupils make at least expected CASPA progress, with 67% making above expected CASPA progress. Analysis of the raw data shows a whole school average of 1.3 levels per year which equates KS2 = 5.2 which across the Key Stage (KS) compared against National Progression guidance (Upper Quartile (UQ) = 3 levels) is Outstanding progress. 1 pupil who did not make expected progress made 0.4 levels progress which (if the same progress was made across the KS) would make 1.6 levels which does need further investigation

  11. Key Stage 1 - 2 Progression Narrative: CASPA analysis of end of Yr 3 results to end of Yr 6 shows that all pupils make at least expected progress with all bar 2 pupils make above expected progress. Closer analysis of data shows compared to National Expectations 83% of pupils make Outstanding progress, and that over the last year 5 out of 6 pupils made outstanding progress in Literacy and Science, 100% in Maths. The 1 pupil who made good progress had significant health problems in Yr 6 which affected specific parts of learning. Data shows that pupils make good to Outstanding progress in relation to their starting points and when compared against other schools nationally pupils at Oak Wood make Outstanding progress.

  12. Key Stage Progression Compared Against National and Oak Wood Expectations Narrative: CASPA data shows that all pupils in KS1 make at least expected progress with 80% making above expected progress. In KS2 98% of pupils make at least expected progress, however there is a smaller proportion of pupil who make above expected progress – 63% Closer analysis of key stage data compared against National and Oak Wood Expectations shows that 100% progressed above UQ in KS1 at an average of 1.7 levels (3.4 across the KS), and 77% above UQ in KS2 at an average of 1.2 levels (4.8 across the KS) which for both key stages show outstanding progression Traffic light graph for core subjects progression

  13. ASD Whole School Progression Compared by strand Narrative: CASPA data shows that in all strands at least 96% of pupils progress at least as expected, however there is a difference in progression between the strands, with progression in reading below the other areas (only 59% of pupils achieving above expected compared to 69% for writing and speaking and 80% for listening). At present end of year data hasn’t been specifically collected for reading and writing (started July 2012),however close analysis of the data shows a similar picture to that in CASPA. Closer investigation of the 2 pupils who did not make expected progress is being undertaken at an individual level This will hyperlink to the Excel ‘super tool’ to demonstrate individual progress against own targets for the year.

  14. ASD Progression in English Compared by Class Narrative: Closer analysis of the class CASPA data shows that for 5 out of the 7 classes progression for at least 75% of pupils exceeds expectations. There are 2 classes for which the progression is not as good and therefore closer investigation is required. These classes have pupils who are more able and this may be an aspect to consider. This will hyperlink to the Excel ‘super tool’ to demonstrate individual progress against own targets for the year.

  15. Learning Disability Narrative: CASPA data suggests that there is a difference in progression between the different learning needs with the more able pupils not progressing as well as less able pupils. Closer analysis of the data, comparing against National and school expectations shows that pupils are making Outstanding progress. Closer analysis of progression in KS1 is required. The pupil with PMLD made 1.0 levels progress, however due to the small numbers investigation at an individual level is required (10 pupils with SLD in KS1, all made at least 1 level progress). The one pupil who did not make progress was discussed in an earlier slide

  16. Whole School Contextual Data • Narrative for contextualisation and consideration of further soft data e.g. Focus of development, training, resource development, moderation, specific interventions, • Narrative • Moderation of teacher judgements; both internally, regionally and sub-regionally suggests that teachers’ judgements are sound. • Data validated by local authority

  17. Review of English • National / Oak Wood Expectation: • Upper Quartile Progression: = KS1– 3, KS2 -3 • Outstanding Progression: • KS1 ≥75% pupils >0.75 levels per year (above UQ progression) • KS2 ≥ 75% pupils >0.75 levels per year (above UQ progression) • KS1: 1.7 levels per year = 3.4 levels across Key Stage. 100% of pupils achieved at least 0.75 levels progress • KS2: 1.2 levels per year = 4.8 levels across Key Stage. 77%of pupils achieved at least 0.8 levels progress • Difference in progression between strands: • CASPA data ≥ 96% pupils progress as expected but Reading performs less well with only 59% exceeding but with Listening performing the best with 80% exceeding. • Compared against National / Oak Wood Expectations pupils performance is very similar across the strands • Difference in progression across classes: • 5 out of 7 ≥ 75% of pupils exceeding expectations • 2 classes performing less well have more able pupils

  18. Whole School • 1. Progression compared against National Data • 2. Progression compared against school’s expectation • 3. Progression of subject in context of school • 4. Professional judgment including context of year Overall judgement =

  19. Oak Wood Primary Hypotheses - English • Are more able pupils challenged appropriately? • Differentiation by group is not appropriate? • Is literacy a priority across all classes? • Early literacy skills – meet needs / ability to record / show progression? • Reading – scheme? Records?

  20. Vulnerable Groups Comparison of Vulnerable Groups as compared to whole school context: • Progression • Progression in school context • Subject development When comparing progression against National (unless comparing Key Stages (KS)), progress will be extrapolated across Key Stage 2. At present data from Early Years into KS1 is inconsistent and as such there is no progression guidance for KS1 (the Department for Education will be releasing guidance during the year) and as such Ofsted / DfE /LA will look at progression across KS2

  21. Vulnerable Groups

  22. Vulnerable Groups

  23. Other Learning Need

  24. Other Learning Need Narrative: e.g. CASPA data shows that all groups have a similar profile, showing that no group is disadvantaged within English. Due to the small group sizes closer analysis of the raw data at an individual level would be required

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