Presentation on theme: "Progression at Pupil, School and National Levels Workshop 14 DCSF Conference: The Use of Evidence in Policy Development and Delivery 9th February 2010."— Presentation transcript:
Progression at Pupil, School and National Levels Workshop 14 DCSF Conference: The Use of Evidence in Policy Development and Delivery 9th February 2010
What the Data Tells Us Tanya McCormack Schools Analysis and Research Division, DCSF
Pupil Progress Rates Vary by Prior Attainment… Percentage of pupils progressing from average level at Key Stage 2 to GCSE thresholds Percentage of pupils making 3 levels of progress in English and Maths from KS2 to KS4 Source: SARD; 2008 KS4 data
…and a range of characteristics Boys, deprived children, those with special educational needs and mobile pupils all progress at lower rates than their peers from Key Stage 2 to 4; Girls, and those with English as an additional language progress at a higher rate than their peers from Key Stage 2 to 4.
Ethnic Groups with a lower proportion of FSM pupils generally achieve higher thresholds Source: SARD; 2008 KS4 data
White FSM Boys Make the Least Progress Source: SARD; 2008 KS4 data
Risky Behaviours have an Increasingly Detrimental Effect on Progress Percentage of pupils making 3 levels of Progress in Mathematics from Key Stage 2 to Key Stage 4, by Risk Factors Risky behaviours include: (i) being a frequent smoker; (ii) drinking alcohol 3 or more times a month; (iii) playing truant within the previous 12 months; (iv) trying cannabis; (v) graffitiing on walls; (vi) vandalising public property, (vii) shoplifting and; (viii) taking part in fighting or public disturbances.
Progress by School Deprivation Progress from the Expected Level at Key Stage 2 to 5+A*-C E&M by School FSM-band Source: SARD, 2008 data Least Deprived Schools Most Deprived Schools
Progress by School Type Progress from the Expected Level at Key Stage 2 to 5+A*-C E&M by School Type and Deprivation
Key Stage 1 Attainment is a strong predictor of Key Stage 4 Attainment 85% of pupils at Level or above at KS1 went on to meet the 5A*-C including English and Maths threshold, compared to 7% of those at Level 1; Poor performance at KS1 appears to exclude the possibility of very high performance at GCSE. 01% of those at Level 1 at KS1 achieved 3 A/A* grades at GCSE. Source: SARD; 2008 data
For Every Combination of Prior Attainment, FSM Pupils are Less Likely to Meet 5A*-C E&M Key Stage 1 attainment Key Stage 2 attainment BelowLevel 3Level 4Level 5 Not FSMFSM Not FSMFSM Not FSMFSM Not FSMFSM Below *** 1113 *** Level 1 *** Level 2C *** Level 2B *** Level 2A *** Level 3+ *** 10*** Percentage of pupils getting to the 5A*-C English and Maths threshold from each combination of Key Stage 1 & 2 prior attainment, by FSM Source: SARD; 2008 data
Focusing on Progression Val McGregor Lead Advisor for Tuition and Making Good Progress
Teaching for Progression Progress for all Progression premium Progression targets Single level tests Assessment and tracking Individual tuition End Making Good Progress
One-to-One Tuition - selection criteria Pupils who entered the key stage below age related expectations Pupils who are falling behind trajectory during the latter stages of a key stage Looked after children who would particularly benefit from this support This selection must not exclude pupils because they are considered harder to reach and/or are considered to have behaviour issues
One-to-One Tuition - the parameters One to one 10 hours (plus 2 hours liaison/planning/training) Suggested minimum of one hour per session Delivered by a qualified tutor Based on targets agreed between class teacher, tutor and pupil Not a replacement for other intervention strategies but part of available suite Can be delivered flexibly during or outside the school day
Tutored pupils keep up The final report of Making Good Progress found tuition had a positive impact on pupil progress. In particular: Tutored pupils with the lowest KS1 results outperformed their peers at KS2; In reading, pupils progressed in line with their peers – a significant achievement given they were selected for tuition because they were stuck in their learning. 75% teachers surveyed confirmed the impact of tuition on pupil progression.
2009 KS2 attainment of pupils in MGP schools eligible for FSM and receiving one-to-one tuition in English
One-to-One Tuition – early feedback An hour is too long Pupils would prefer one to two or three Pupils will not want to stay after school or have sessions at the weekend Young pupils will be too tired at the end of the day Pupils will be stigmatised You can’t deliver tuition during the school day You can’t send a tutor to the pupil’s home
And some further questions..... We are currently exploring the following: What does good quality one-to-one tuition look like in different key stages?...in different subjects...? In what ways should we measure impact? Are there other questions that we should be considering?
Further Information The Research Report ‘Measuring Progress at Pupil, School and National Levels’ can be found on the DCSF Research and Statistics Gateway here: The Final Report on the ‘Evaluation of the Making Good Progress Pilot’ can be found here: