Presentation on theme: "Using Foundation Stage Data For School Self-evaluation: Issues and Challenges Feyisa Demie - Head of Research & Statistics Foundation Stage Assessment."— Presentation transcript:
Using Foundation Stage Data For School Self-evaluation: Issues and Challenges Feyisa Demie - Head of Research & Statistics Foundation Stage Assessment Conference Professional Development Centre, Lambeth CYPS 5 February 2007
KEY QUESTIONS FOR THE DAY How reliable is Lambeth Foundation Stage Assessment Data? Issues What does the data tell us at child, school, LEA and national level? How can we use FSP data to identify overall strengths and weaknesses? What must be done to improve your Foundation Stage performance?
Use of Assessment Data 1. Assessment data helps to pose and answer questions about: current standards trends over time the progress made by individuals and groups. 2. It provides one of the principal indicators of the outcomes of the education provided by schools for use by a range of stakeholders.
HEALTH WARNING ABOUT THE USE OF STATISTICAL DATA Statistical data in your school profiles or PANDA provides questions but not answers. It is important, therefore, to note the relative position of a school in particular table or graphs may be due to a number of factors. It is a matter for headteachers and governors to undertake detailed monitoring and review why schools with similar characteristics perform differently. Statistical information is unhelpful if misused or wrongly interpreted.
FSP Assessment Data Collection and Areas of Learning 1.Six areas of Learning each with 3 Assessment Scales Communication, Language, Literacy (CLL) Mathematical Development (MD) Personal, Social and Emotional Development (PSED) Knowledge and Understanding of the World (KUW) Physical Development (PD) Creative Development (CD) 2.Data was Collected for 13 assessment Scales 3.Pupils are recorded between 0 and 9 points
What other kind of data should schools collect and analyse? School improvement research shows that there are a number of factors that are known to affect pupils’ performance and need to be collected. Prior attainment Gender Ethnic background Socio-economic background (e.g EAL, FSM and Mobility) Birth date Pupils’ motivation and attitudes The teaching & learning provided by the school
How reliable is Assessment Data? Evidence from 2006 KS1 Maths results
The two graphs below show the ‘normal distribution curve’ illustrating that a large proportion of Lambeth children are assessed as having higher scores than expected. Lambeth has addressed this issue through training around assessment and moderation. This explains the drop in average point score over the last three years. Figure 2a) Communication, language and literacy – Lambeth distribution 2004/05 Figure 2b) Mathematical development – Lambeth distribution 2004/05 Issues in Foundation Stage Profile Assessment: 2005 Evidence
Figure 2a) Communication, language and literacy – Lambeth distribution 2005/06 Figure 2b) Mathematical development – Lambeth distribution 2005/06 Foundation stage profile assessment 2006 – after RS/LA interventions and some school reassessments
Issues of Foundation Stage Assessment and Distribution of Average scores
Communication Literacy and Language, Lambeth Distribution
FSP Data can be used in a number of ways to: Support school self-evaluation. Identify underachieving groups. Set targets. Narrow achievement gaps. Support teachers in tracking pupil performance The Challenge of Effective Use of Data for LAs and Schools
What Does the Data Tell at Child Level? ChildChild GENDErGENDEr M on th of bi rt h PSE AS1PSE AS1 PSE AS2PSE AS2 PSE AS3PSE AS3 PSEAOLPSEAOL CLL AS1CLL AS1 CLLAS2CLLAS2 CLLAS3CLLAS3 CLLAS4CLLAS4 CLLAOLCLLAOL MAT AS1MAT AS1 MAT AS2MAT AS2 MAT AS3MAT AS3 M AT A O L KUW AOLKUW AOL PHY AOLPHY AOL CRE AOLCRE AOL FS P Tot al aM6778226343164671777776 bM4777217656247772188789 eM4888247676268892588899 fF109982679883289926888108 gF98982587873088925888104
What Does the Data Tell at School Level?
What Does the Data Tell at LA level? (%) LA N=2650 Toward ELG 1-3 Within ELG 4-7 Achieved & beyond ELG 8-9 6+ LANATLANatLANALANA PSE-DA42554741518088 PSE-SD94595832387080 PSE-ED116514938456977 CLL-LCT126605427396678 CLL-LSL2417535422294961 CLL-R148686218305468 CLL-W2217575920245057 MD-NLC84565236447987 MD-C2111565822305769 MD-SSM116635926346680 KUW116625527396577 PD73514442528088 CD64686226347278
Using FSP Data for School Self-evalution
Using FSP Data for School Self-evaluation
Using FSP Data to Monitor Performance Trend 2004-2006
Using Foundation Stage Gender Data To identify Underachieving Groups 6+ pointsCohortLiteracyMathsAverage Girls128356%67%62% Boys136741%58%50%
Foundation Stage by Ethnic Groups 6+ pointsCohortLiteracyMathsAverage African58549%63%56% Any Other Group6840%51%46% Asian Other2043%67%55% Bangladeshi3139%49%44% Black Other13859%70%65% Caribbean45748%62%55% Chinese1947%79%63% Greek1100% Gypsy/Roma1100% Indian1875%
Foundation Stage by Ethnic Groups 6+ pointsCohortLiteracyMathsAverage Mxd Other10761%75%68% Mxd White/Asian1975%90%83% Mxd Wh/Bl Afr4078%81%80% Mxd Wh/Bl Carib12854%70%62% Pakistani4150%62%56% Portuguese13934%48%41% Turkish1118%36%27% Vietnamese933%67%50% White British49262%77%70% White Irish1379%93%86% White Other13451%64%58%
Using Ethnicity FSP Data to Identify Underachieving Groups (% Literacy score 6+)
Foundation Stage Profile by Free School Meals 6+ pointsCohortLiteracyMathsAverage Eligible98538%55%47% Not Eligible159956%68%62%
Foundation Stage Profile Assessment by First Language 6+ pointsCohortLiteracyMathsAverage Stage 129019%31%25% Stage 241745%62%54% Stage 321169%81%75% Fully fluent16173%82%78% English Only143057%70%64%
Foundation Stage Profile Assessment by Term of Birth 6+ pointsCohortLiteracyMathsAverage Autumn89467%79%73% Spring85753%65%59% Summer89936%52%44%
Term of Birth and Gap in Achievement
FSP to KS1 Chances Graphs - Writing 2004 CLL Average FSP KS1 2006 Writing Number of Pupils A/DW12C2B/A3 No FSP1%11%23%18%42%6%859 Below 6+0%11%34%29%25%0%664 6+0%1%8%15%60%17%1039
FSP to KS1 Chances Graphs - Maths 2004 Maths Average FSP KS1 2006 Maths Number of Pupils A/DW12C2B/A3 No FSP1%6%17%20%46%10%859 Below 6+0%10%30%29%31%0%368 6+0% 4%16%59%20%1335
FSP to KS1 Chances Graphs - Maths
Conclusions and Key messages Assessment Issues: Distribution of children’s scores shows great variation between schools. We need to do more in terms of moderations and engaging schools in the use of data CLL and maths average scores only showing a slight decrease in 2006 but continue improving Higher number of children assessed as achieving 8 and 9 points in a number of areas and this is a cause for concern FSP data can be used for school self-evaluation, target setting and identifying underachieving groups but may not be used for value added analysis between FSP to KS1 because of low correlations
Conclusions and Key messages (2) Evidence from FSP data: Boys, summer born pupils are underachieving Of the major ethnic group Portuguese, African and Caribbean are underachieving in CLL and Maths compared to white British Performance of Bilingual pupils improve with improvement in level of fluency in English Bilingual pupils fully fluent in English do better than British White The above evidence support previous findings from KS1, KS2, KS3 and GCSE
End of Presentation – Thank You Contact details: Feyisa Demie, Research and Statistics Unit, Lambeth CYPS email@example.com Tel. (020) 7926 9448
Key Questions for Workshop: You will be given your school and Lambeth FSP data from which you need to answer the following questions. Brainstorm and discuss the following issues: How reliable is Foundation Stage Assessment in your school and in Lambeth. What can be done to improve? What does Foundation Stage Assessment data tell me about overall performance of the LA’s schools? How useful are the proposed chance graphs, which use FSP assessment scores to show the likelihood a pupil will gain a given level at KS1? Are they useful for future target setting?