Oak Wood Secondary

1. Oak Wood Secondary English S:\Curriculum Focus and Development 2012-13.14\Quads\ Secondary 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. National Progression Guidance

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

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

9. These are figures generated with consideration to Oak Wood Secondary’s achievement data and with respect to National Progression Guidance

10. 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

11. Whole School Progression Compared Against National Expectations Narrative: 84 % of pupils exceed CASPA expected progress. Analysis of the raw data shows a whole school average of 0.8 levels per year which equates KS3 = 2.4, KS4 = 1.6 which across the Key Stage (KS) compared against National Progression guidance (Upper Quartile (UQ) KS3 = 2, KS4 = 1 levels) is Outstanding progress.

12. Key Stage 2 - 4 Progression Narrative: Analysis of KS2-4 progress using CASPA comparisons shows that in English all pupils made above expected progress. Closer analysis of data shows that 100% of pupils made expected progress and 71% of pupils made above UQ progress from end of Key Stage 2 to the end of Key Stage 4. Data shows that pupils make Outstanding progress in relation to their starting points and compared against other schools nationally.

13. FE Progression Narrative: There is no Progression Guidance for students in FE, however we will use expectations for KS4 - UQ progression being 1 level Analysis of KS4-FE progress using CASPA comparisons shows that 100% of students made above expected progress. Closer analysis of data shows that when compared against National Progression Guidance 100% of students made Outstanding progress from end of Key Stage 4 to the end of FE. Data shows that students in FE make Outstanding progress in relation to their starting points and compared against other schools nationally.

14. ASD Whole School Progress Compared Against School Expectation This will hyperlink to the Excel ‘super tool’ to demonstrate individual progress against own targets for the year.

15. Key Stage Progression Compared Against National and Oak Wood Expectations Narrative: CASPA data shows that all pupils in all Key Stages all pupils make at least expected progress. In KS3 94%; KS4 69% and FE 95% made above expected progress. Analysing the raw data shows: KS3 = 2.4, KS4 = 1.4, FE = 2.4 levels across the KS which is Outstanding compared against expectations. Closer analysis of the raw key stage data shows a difference in progression between the departments with KS4 performing less well than KS3 and FE, though 75% of pupils make above expected progress. Traffic light graph for core subjects progression

16. ASD Whole School Progression Compared by strand • Narrative: • CASPA data shows that in all strands at least 98% of pupils progress at least as expected, however there is a difference in progression between the strands, with progression in speaking slightly below the other areas (only 74% of pupils achieving above expected compared to 78% for listening, 82% for reading and writing). • Analysis of the raw data suggests a varied picture: • National –pupils perform less well in speaking and listening. • Oak Wood – pupils perform less well in writing • This needs further investigation, however progress is at least good • Due to the small numbers further analysis at an individual level is needed for the pupils who made les than expected progress This will hyperlink to the Excel ‘super tool’ to demonstrate individual progress against own targets for the year.

17. ASD Progression in English Compared by Class Narrative: CASPA data shows that all pupils make at least expected progress, however there is a significant difference in the number of pupils making above expected progress between classes. Only pupil in 7WJ has comparative data and so no conclusion can be drawn. Closer analysis needs to be made into the progression of pupils in 10BS This will hyperlink to the Excel ‘super tool’ to demonstrate individual progress against own targets for the year.

18. Learning Disability There is a lack of clarity for guidance for pupils who are working in the National Curriculum Levels and the relation to progression across the Plevels. i.e. CASPA assign 1 point for P7-P8 progression and 1 point for NC1C to NC1B, this causes anomalies for science without a CBA breakdown, and for levels above NC2 when 1 level progression equals 3 points. Therefore we see 1 whole NC level whether NC1,2,3 etc as 1 level progression and will use DfE expectations of at least 2 levels progress, however Oak Wood Expectations for pupils with MLD are based upon our knowledge of SEN and are the same as SLD progression . We accept that due to the anomaly our pupils with MLD will not be seen to achieve as well, however will continue to use whatever measures are available Narrative: CASPA data suggests that there is a slight difference in progression between the different learning needs with the more able pupils not progressing as well as less able pupils, however at least 75% progressing above expected, with none below expectations. Analysis of raw data shows that on average all pupils are making at least expected progress, however closer analysis shows a difference with the more able pupils not progressing as well as expected. We need consider the comments above, however this needs further investigation, hence the judgement

19. 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 • LB now working in KS4 to support yrs 10 and 11

20. Review of Progress for English • Upper Quartile Progression: = KS3 – 2, KS4 -1 • Outstanding Progression: • KS3 ≥75% pupils >0.75 levels per year (above UQ progression) • KS4 ≥ 75% pupils >0.5 levels per year (above UQ progression) • (FE ≥ 75% pupils >0.5 levels per year(above UQ progression)) • KS3: 91% >0.75 levels per year, 2.4 level across KS = Outstanding • KS4: 100% >0.4 levels per year (Good), 1.8 levels across KS = Outstanding • FE: 95% >0.5 levels per year, 2.4 levels across KS = outstanding • Oak Wood Expects: Outstanding Progression= • KS3 > 75% pupils >2.1 levels across KS • KS4 > 75% pupils >1.2 levels across KS • (FE > 75% pupils >1.2 levels across KS) • KS3 – 86% >0.5 levels (Good), 2.4 level across KS = Outstanding • KS4 – 80% >0.4 levels (Good), 1.8 levels across KS = Outstanding • FE – 86% >0.4 levels (Good), 2.4 levels across KS = Outstanding • CASPA shows at least 98% make at least expected in all strands with at least 74% of pupils making above expected progress. • Analysis of the raw data suggests a varied picture: • National –no difference in performance . • Oak Wood – pupils perform less well in writing • There is a difference in progression between classes (though all make at least expected progress) • Analysis by learning suggests that more able pupils perform less well (need to consider comment re measuring progress in NC levels) • Judgement reflects differences between classes and by learning

21. 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 =

22. Oak Wood Secondary Hypotheses - English • Are more able pupils challenged appropriately? • More research into measuring progress for pupils on NC • Is literacy a priority across all classes? • Are literacy skills developed in a range of contexts throughout a pupils’ life at Oak Wood? • Early literacy skills – meet needs / ability to record / show progression? • Reading – scheme? Records?

23. 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

24. Vulnerable Groups

25. Vulnerable Groups

26. Other Learning Need

27. 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