1. Workshop: Making Use of Contextual and Value added Data to Raise Achievement
Feyisa Demie
Adviser for school self-evaluation and
Head of Research & Statistics
Raising Achievement: Making use of data and good practice
Conference: 3rd of November 2011

2. Outline Effective Use of Data in Schools
Performance information to support school improvement
Contextual reports
Value added data
Conclusions
Questions for Discussion and Workshops

3. Effective Use of Data in Schools
Data can be used in a number of ways:
Monitoring Progress and tracking Performance
Support school self-evaluation
Identify underachieving groups
Set targets
Narrow achievement gaps
Celebrate good news
Defend and challenge league tables

4. Support to schools in the use of Data
KS1 &KS2
Contextual
Reports to
identify
underachieving
groups
School Profiles-
Comprehensive
set of
benchmarking
data to support
Governors and
Headteachers
KS1 to KS2
Value Added
Reports
for tracking
pupils progress
School Profiles: The LEA issues all its Governors as well as all Headteachers and teachers with a School Profile: Making Figures Speak for Themselves. The main aim of the school profile is to provide a comprehensive set of data to support Governors and Headteachers in developing their roles and exercising their responsibilities for the strategic management of schools. The school profile offers an important tool to Governors and Headteachers in identifying management issues affecting their school and asking a number of questions such as ‘what does it tell me about my school? Do we know why we are in that position? Are we happy to be where we are? Where do we want to be in one or two year’s time and how do we get there?’
Contextual and value added Reports for all Key Stages: In addition to school profiles for primary and secondary schools, the LEA also provides its schools with customised contextualBaseline Assessments, KS1, KS2, KS3 and GCSE reports including analysis by factors such as gender, ethnic background, fluency in English, free school meals and mobility rate. These reports also include trend performance data for each school, comparing with LEA and national averages, as well as “families” of schools with similar characteristics. The school and Governors use each individual key stage contextual and value-added report to monitor progress over time and factors influencing performance, to identify key areas of action to ensure improvements, set targets and address issues of under-performing groups of pupils. The LEA also uses the data to identify whether improvements have or have not been made, and whether the attainment gap between under-achieving groups and their peers is being reduced.

5. Using contextual data to identify underachieving groups
contextual factors used in Lambeth:
Deprivation measure
SEN status
Gender
Mobility
Ethnicity
Level of fluency in English
FSM
Birth date
See KS2 contextual reports
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

6. Lambeth Contextual Reports: How Statements were arrived?
p – the percentage of pupils in your school attaining level 4+ -(82%)
q – the percentage of pupils in Lambeth (or Nationally) attaining level 4+ - (75%)
n – the number of pupil in your school to whom the indicator refers. (49)
The z score figure is calculated using the formula above and the following comments are applied.
“well below average” Z < - 2.3
“below average” -2.3 <= Z < -1.3
“broadly in line with average” -1.3 <= Z < = 1.3
“above average” 1.3 < Z < = 2.3
“well above average” Z > 2.3

7. Contextual reports: Consistent approach to determining statements of performance: using Z-score

8. Using Value added Data monitoring progress and tracking the performance
Value-added data provided to schools has considerable value for monitoring progress and tracking the performance of individual pupils?
Types of Value added
Lambeth Prior attainment based value add data
RAISEonline Contextual Value-Added: Contextual factors likely to be:
Pupil prior attainment
Deprivation measure
SEN status
Gender
Mobility
Ethnicity
First Language
In Care

9. Brixton JMI – English Key Stage 2 Value-Added Analysis

10. Brixton Primary School
Brixton Primary School. National median line relating pupils’ KS1 APS in 2007 to their maths mark in 2011 –Free school meals

11. Brixton Primary School
Brixton Primary School. National median line relating pupils’ KS1 APS in 2007 to their maths mark in 2011 –Ethnic Background

12. Brixton JMI – Key stage 1 to KS Value added Number and percentage of pupils in each quartile of national median line graph
Upper Quartile
Interquartile range
Lower quartile
Number %
All Pupils 26
51% 24
47% 1 2%
Male 18
69% 8
31% 0%
Female
32% 16
64% 4%
Free Meals
Paid Meals 10
38%
62%
African 5
36%
57% 7%
Caribbean 9
50%
White British 2
67%
33%
Other
63% 6

13. Value added: Prior attainment based Value Added in RAISEonline
VA Score*
Relative attainment
All subjects
103.0
2.5
English
102.9
2.7
Mathematics
103.1
2.2
* The national mean is 100
Prior attainment value added scores relative to the national mean of 100.
VA above national average
Good Value added progress overall

14. OFSTED Special Measures / Notice to Improve
Value Added: VA by relative attainment
Shows both VA and relative attainment on same graph
VA > National
Attainment < National
GOOD – challenging cohort
VA and Att > National
GOOD !!
VA and Att < National
POOR / CAUSING CONCERN !!
VA < National
Att > National
?? COASTING ??
OFSTED Special Measures / Notice to Improve

15. Key Stage 1 to Key Stage 2 performance: value added and relative attainment

16. Key Stage 1 to Key Stage 2 fine grades value added analysis by pupil (Gender)

17. Key Stage 1 to Key Stage 2 fine grades value added: performance of groups within school – ethnic backgrounds

18. GCSE Total Uncapped Point Score 2011 – School A
National Median Line Value Added KS2 Fine-Graded Average Point Score 2006 to
GCSE Total Uncapped Point Score 2011 – School A

19. GCSE Total Uncapped Point Score 2011 – Gender
National Median Line Value Added KS2 Fine-Graded Average Point Score 2006 to
GCSE Total Uncapped Point Score 2011 – Gender

20. GCSE Total Uncapped Point Score 2011 – Ethnicity
National Median Line Value Added KS2 Fine-Graded Average Point Score 2006 to
GCSE Total Uncapped Point Score 2011 – Ethnicity

21. School A - Key Stage 2 2006 to GCSE 2011 Value Added
Number and percentage of pupils in each quartile of the national median line graph

22. Workshop Questions for Group Discussion
What does the contextual information in Lambeth contextual reports and RAISEonline tell me about tell me about my school KS2? (see your school Lambeth KS2 contextual reports)
What is the relative performance of EAL, FSM, boys and main ethnic groups?
What issues might you want the school to address as the result of the contextual performance at KS2? Please share key findings of your school performance with others in your group.
What is the Lambeth median based value added information telling you about the school? How many pupils appear to be achieving less than expected, as expected, more than expected? (see your school value added graphs)
What is the RAISEonline value added information telling you about your school? How many pupils appear to be achieving less than expected, as expected, more than expected? (see page 7, page 49, page 48-71). Share key evidence within your group.
Discuss and share the advantage and disadvantage of using CVA , VA, median lines based value added and contextual data for school performance?
How useful is using a range of alternative source of performance data to monitor your school performance?