‘A Flying Start’ Achievement Update November 2014 Chris Snudden Head of Education Achievement Service Head of Virtual School for Children in Care John Crowley – Senior Achievement Adviser LA Moderation Manager

School predictions for 2014 School predictions Actual EYFS 58% - improvement of 13% 13% KS2 80% - improvement of 6% 3% KS4 60% - improvement of 6% 2.4%

Early Years Foundation Stage Improvement – faster than national Variations between districts – reduced from a difference of 18% to 5%

Key Stage Improving – but gap widened with national average – 5% below national average Gap narrowed slightly in Grammar, Punctuation and Spelling – but still 6% below the national average

Key Stage Complex national picture Gap with national reduced Norfolk drop (Gold Standard) 2.4% - national drop 6.6% - English progress – up 4% - national up 0.8% Mathematics progress down 2.4% - national down 5.5%

Key Stage 4 - ranking No longer bottom of the regional LA table – from 11 th to 8 th 6 Las in the region dropped by 6% or more Gold Standard from 138 th – 119 th English progress from 123 rd – 98 th Mathematics progress from 114 th to 86th

A Flying Start

Early access to national comparative data – and trends over time Critical issues for primary schools Helping us to understand the data for secondary schools Helping us to understand excellence in achievement in special schools Booklets sent to every Norfolk school in September 2014

A Flying Start Most schools have sent in their analysis and actions Vast majority are appropriate We are using the workbook response in our risk assessment process Workbooks are being shared with LA Officers engaging in school improvement work and Education Challenge Partners to focus their engagement schools

Education Challenge Partners (ECPs) An annual conversation with every Norfolk school – except schools causing concern (A&D schools) Offered free of charge to all Academies and Free schools (take up – good) External workforce commissioned and funded by LA – Cambridge Education Experienced inspectors, HMI or Heads with a track record of school improvement

Education Challenge Partners (ECPs) Re-tendered and Cambridge Education won contract ECP visits – all 1 day Order of visits influenced by proximity to next Ofsted inspection, ‘Data Workbook’ Visits will take place autumn term 2014 / spring term 2015

Changes in Assessment 2016/172015/162014/15 September 2014 First teaching of new national curriculum and removal of levels September 2015 Reception baseline available First teaching of new GCSEs and A levels Summer 2015 Final KS2 tests based on previous curriculum Summer 2016 First new KS2 tests and new KS1 assessments 2016 KS4 results used in Progress 8 measure September 2016 Reception baseline becomes only way for progress to be measured for accountability Summer 2017 First new GCSEs and A levels sat

New Floor Standards Primary: pupils make poor progress and fewer than 85% of them achieve the new expected standards Secondary average of half a grade less progress than expected across 8 subjects.

Secondary: The progress 8 measure

New Floor Standards Primary: pupils make poor progress and fewer than 85% of them achieve the new expected standards Secondary average of half a grade less progress than expected across 8 subjects.

Impact of new Primary Floor Standard ?

Measuring progress 2014 to 2023 YearsBasis of measuring progress in primary schools 2014 ‘levels of progress from KS1 to KS2 rdg and ma test outcomes and wrtg TA (as now) KS1 ‘old’ TA levels to overall KS2 ‘new’ test and TA outcomes KS1 ‘new’ TA outcomes to overall KS2 ‘new’ test and TA outcomes New baseline to overall KS2 ‘new’ test and TA outcomes OR KS1 ‘new’ TA outcomes to KS2 ‘new’ test and TA outcomes (whichever better) 2023 Early baseline to overall KS2 test and TA outcomes

Ofsted: assessment without levels Inspectors will not expect to see a particular assessment system in place and will recognise that schools are still working towards full implementation of their preferred approach.

Ofsted: Judging current progress spend more time looking at the range of pupils’ work in order to consider what progress they are making in different areas of the curriculum talk to leaders about the school’s use of formative and summative assessment and how this improves teaching and raises achievement evaluate how well pupils are doing against relevant age-related expectations

New Key Stage 2 Tests Scaled score No equivalence with existing levels Similar proportions 100+ as level 4b

Key Stage 2 Tests – Example distribution of scaled scores

KS1 & 2 Teacher Assessment “Performance Descriptors” ReadingWritingMathsScience Below national standard KS1KS1 KS2KS1 Working towards national standard KS1KS1 KS2KS1 National standard KS1 KS2 Above national standard KS2 Mastery standard KS1KS1 KS2KS1

Ofsted – increased focus on the highest and lowest attainers disadvantaged pupils: FSM & CLA Expanded “Closing the Gaps” reports in RAISE

RAISEonline: closing the gaps Three year trends, from starting points (no aggregate) “Educationally Important” shading Red = at least one (KS2) or three (KS4) pupils below No shading = below, but within allowance Yellow = equal or above

“Educationally Important”