1. Using RAISEonline to improve our schools An executive agency of the Department for Education

2. Purpose of the session To develop governors’: knowledge of the data available to them from RAISEonline understanding of some of the key terms and concepts used in RAISEonline skills in the interpretation of key data awareness of how RAISEonline can be used to ask challenging questions about the performance of their school understanding of the contribution of RAISEonline to school self-evaluation and school improvement understanding of the proper use of RAISEonline by governors and the protocols that they should follow

3. Programme Setting the scene Extending our understanding of RAISEonline Other measures of school performance Using data for school improvement Working with your senior leadership team Summary

4. Ofsted’s expectations  The contribution of governors to the school’s performance is evaluated as part of the judgement on the effectiveness of leadership and management. As with the meetings between inspectors and pupils, parents and staff, meetings with governors should take place without the headteacher or senior staff.  When making judgements about the effectiveness of leadership and management, inspectors will consider:  how effectively leaders monitor the progress of groups of pupils to ensure that none falls behind and underachieve, and how effectively governors hold them to account for this  how effectively leaders use additional funding, including the pupil premium, and measure its impact on outcomes for pupils, and how effectively governors hold them to account for this

5. Why should governors use data? School self-evaluation – to understand strengths and areas for development School accountability – headteacher and leadership team Preparation for external inspection and accountability Ensuring school is setting challenging and aspirational targets for the future (pupils, cohort and school) Monitoring progress of pupils and cohorts in the school Developing a vision and strategic direction Performance managing the headteacher Determining the allocation of resources: for example, Pupil Premium

6. Useful data for school leaders

7. Useful data answers important questions How do attainment and progress at my school compare with national averages and the government’s floor standards? Do we have any underperforming groups of pupils, or are there wide gaps in attainment between some groups of pupils? How might the context of our school affect our performance? Are we relatively stronger or weaker in some subjects compared to others? How does pupil attendance compare with national averages? Questions suggested by the National Governors’ Association

8. Use and abuse of data

9. Some data: prisoners The minimum cell space allocation for each prisoner to avoid torture or degrading treatment (as recommended by the Council of Europe European Committee for the Prevention of Torture and Inhuman or Degrading Treatment or Punishment). 8.5m²

10. Some data: students The teaching space allocation for a secondary school student (according to the government’s non-statutory guidance used for school design), based on a 1,000-student school). 4m²

11. Conclusion? Prisoners are twice as big as children? We care less about children than prisoners? We have more money to spend on prisons than schools? Prisoners’ needs are greater than children’s needs?

12. What is RAISEonline?

13. RAISEonline Reporting and Analysis for Improvement through School self-Evaluation

14. What is RAISEonline? RAISEonline is a secure, web-based system that provides schools, local authorities and inspectors with a range of analyses including: attainment at the end of key stages progress from Key Stage 1 to 2 absence and exclusions the characteristics (often referred to as ‘context’) of pupils For each type of analysis, your school is compared with national averages for primary schools.

15. RAISEonline: Key processes  RAISEonline makes use of the existing data collected nationally  From schools through the census  From the testing agencies (KS2)  From the examination boards (KS4)  This data is matched together using the Unique Pupil Number (UPN)  The initial set of data is referred to as the unamended data  RAISEonline is first released with unamended data  Primary age 6 phonics KS1 and KS2 data in October  Secondary KS4 data in November/December  After the school’s checking exercise a second set of validated data is produced  The validated data is used to construct the Performance Tables  RAISEonline has a second release in the new year with validated data

16. What is it for? RAISEonline is a source of data for schools to use in retrospective self-evaluation and development planning, to be used alongside other sources. The analyses are used by inspectors in their pre-inspection briefings. It is therefore critical that you are able to interpret your school’s data from an inspector’s perspective, and can identify apparent areas of underperformance in order to: explain why they occurred, or demonstrate that you recognise them, and have set out the action you are taking to address them (Adapted from National Governors’ Association guidance to governors)

17. Using data for school improvement

18. Governor access: National Governors’ Association guidance The data is presented in a range of interactive tables and charts which can be viewed online. To access the system you need a username and password. Each school has a designated ‘school administrator’, who is responsible for generating usernames and passwords. Governors can be added as users but, unlike teachers at the school, are unable to view data about individual pupils. In addition, a set of the key tables and charts have been collated into two documents known as the ‘summary report’ and the ‘inspection dashboard’ These can be downloaded from RAISEonline, but requires a username and password to do so. It is these documents that inspectors use in their pre-inspection briefings. (Adapted from National Governors’ Association guidance to governors)

19. Governors and RAISE : The big purple ‘G’ In 2013 a new purple G was added to several reports These reports are seen as key starting reports for governors Important guidance for governors has been updated for 2015 (pages 4-8) This includes guidance on how to interpret the data and suggests potential follow up questions

20. Getting started with RAISEonline

21. Key Understanding 1: Know what is significant In everyday English, ‘significant’ means important. In the RAISEonline statistics, ‘significant’ indicates an outcome that is either above or below the national figure (statistical significance) and which is unlikely to be the result of chance.

22. Significance in RAISEonline RAISEonline makes use of statistical significance testing to compare school figures with the appropriate national figure –Blue indicates significantly below the national –Blank indicates not significantly different –Green indicates significantly above the national Significance depends upon the size of the difference and the number of pupils A small actual difference based upon a large number of pupils is likely to show significance A large actual difference based upon a very small number of pupils is unlikely to show a difference It would be wrong to only look for blue and green throughout RAISEonline, attention must be paid to differences that may be educationally important as these are not always statistically significant In trend reports RAISEonline may also show significant improvements or falls from preceding years with up and down arrows respectively

23. Significance in RAISEonline

24. What Key Stage and level might this be? Key Understanding 2: Levels and point scores

25. Primary point scores  39 points – Level 6  33 points – Level 5  27 points – Level 4  21 points – Level 3  15 points – Level 2  9 points – Level 1 Sublevels  17 points – Level 2A  15 points – Level 2B  13 points – level 2C  Test time!  How many points is 4A?  If a group of pupils have a points score of 19.3 this is roughly what level?  Note that a change of 6 points represents a whole level change  Note that a change of 2 points represent a sublevel change Note that 2015 was the final year of levels

26. Bobbie, Billy and Sam

27. Key Understanding 3: Trends matter

28. Key Understanding 4: Always check your sample size From 1–5 too small Below 10? 10 –20 use caution Although over a number of years a consistent pattern could be revealing.

29. Key Understanding 5: Types of indicator Attainment  Threshold measures These are most useful for answering the question “what proportion of pupils have reached this standard?”  Point scores These are most useful for answering the question “what is the overall attainment of pupils?” Progress  Expected progress/More than expected progress This is useful for answering questions like “what proportion of pupils have made two (or more) whole levels of progress from KS1 to 2 in reading, writing and maths”  Value Added This is most useful for answering the question “how does the overall progress of pupils compare with national progress for children with similar prior attainment?”

30. Key resource – RAISEonline library  Further information, guidance and training material can be found in the library including:  Information about the inspection dashboard  How Ofsted/DfE analyse the data  Training materials  National data about the progress of pupils (transition matrices)  Newsletters  Data to support progression through p scales  Further information and frequently asked questions www.raiseonline.org No username or password is needed to access the documents in the library

31. Extending our understanding of RAISEonline

32. How might our school context affect our pupils’ performance?

33. SEN changes  On 1 st September 2014 a range of SEND reforms were introduced as part of the Children and Families Act.  One element of these reforms is to replace ‘statements of SEN’ with ‘Education, Health and Care plans’ which cover additional areas of children’s services.  Two new codes (K & E) were added to the SEN provision field within the School Census in autumn 2014. The changes to these new codes should take place as follows:  All children who currently have a statement of SEN should transfer to an Education, Health and Care (EHC) plan by April 2018 with priority given to certain groups such as those transferring from primary to secondary school.  All children with school action or school action plus should transfer to SEN support within the first term of introduction of SEN reforms.

34. SEN changes  Further information about the SEND reforms can be found here: https://www.gov.uk/government/news/reforms-for- children-with-sen-and-disabilities-come-into-effecthttps://www.gov.uk/government/news/reforms-for- children-with-sen-and-disabilities-come-into-effect  Further technical information about the School Census can be found here: https://www.gov.uk/school-censushttps://www.gov.uk/school-census  Full guidance relating to the transitional arrangements can be found here: https://www.gov.uk/government/publications/send- managing-changes-to-legislation-from-september-2014 https://www.gov.uk/government/publications/send- managing-changes-to-legislation-from-september-2014 New slide

35. SEN 2015 RAISEonline Reference to SEN ‘action’ and ‘action plus’ has been removed and replaced with ‘SEN support’ There is a break in trend data

36. School context New graphic

37. What is attendance like in our school? What is the level of exclusions in our school? Attendance data: on overall absence level on persistent absentees (absent for 15 per cent or more sessions) broken down into sub-groups: –special educational needs –free school meals –ethnicity Exclusions data: Permanent exclusions Fixed term exclusions

38. Attendance data

39. Prior attainment What level had pupils reached when they began Key Stage 2?

40. RAISEonline Attainment Data

41. Attainment: Primary school floor standards For tests taken in 2015 schools will be below the floor standard if:  fewer than 65 per cent of its pupils do not achieve Level 4 or above in reading, writing and maths, and  it is below the England median for progression by two levels in reading, in writing, and in maths. Results in English grammar, punctuation and spelling are not part of the floor standard.

42. Attainment Data Thresholds “what proportion of pupils have reached this standard?”

43. Attainment: How well do our pupils complete the Early Years?

44. Attainment: How well do our pupils read?

45. Phonics trend data

46. Phonics retakes in year 2

49. Pupils operating below the level of the test report

50. Attainment Data Average Point Score “what is the overall attainment of pupils?”

53. RAISEonline Progress Data

54. Progress indicators Two measures of progress are provided:  Expected progress This is useful for answering questions like: what proportion of pupils have made two whole levels of progress from KS1 to 2 in reading, writing and maths?  Value added This is most useful for answering the question: how does the overall progress of pupils compare with national progress for children with similar prior attainment?

55. Progress Data Expected/more than expected progress “what proportion of pupils have made two (or more) whole levels of progress from KS1 to 2 in reading, writing and maths”

56. How much progress did our pupils make? Key Stage 2: reading level 6 Key Stage 1: reading level 3 Key Stage 2: mathematics level 4 Key Stage 1: mathematics level 2

57. New table

58. Progress Data Value Added “how does the overall progress of pupils compare with national progress for children with similar prior attainment?”

59. Value added (VA) Key Stage 1–2 value added (VA) is a measure of progress between Key Stage 1 and Key Stage 2. It uses Key Stage 1 prior attainment to estimate subsequent Key Stage 2 attainment. There are four Key Stage 1–2 VA measures presented in RAISEonline: overall Key Stage 1–2 VA – progress in reading, writing and mathematics combined Key Stage 1–2 VA – progress in reading Key Stage 1–2 VA – progress in writing Key Stage 1–2 VA – progress in mathematics VA measures are a statistical means of assessing the relative effectiveness of a school and measuring pupil progress.

61. New chart

62. Closing the Gaps Closing any gaps in progress and attainment between disadvantaged pupils and other pupils nationally is a key focus for schools

63. Are we narrowing the gaps with Pupil Premium? How effectively do leaders monitor the progress of groups of pupils to ensure that none falls behind and underachieve, and how effectively governors hold them to account for this Guidance to Ofsted inspectors on the effectiveness of leadership and management Governors do not shy away from challenging leaders about variations in outcomes for pupil groups, especially between disadvantaged and other pupils. Guidance to Ofsted inspectors on the descriptor for ‘outstanding’ grade Ofsted, School Inspection Handbook, 2015

64. Disadvantaged pupils  The definition of disadvantaged pupils has altered for 2015  Free School Meal in the last 6 years  Children looked after for at least one day  Adopted children  What interventions for these pupils are in place in your schools?  Are the interventions making a difference?  The national comparator for disadvantaged pupils is ‘other’ (non disadvantaged) pupils. This is required if we are to aim at closing the attainment gap between these pupil groups.

65. Closing the Gaps  The ‘Closing the gaps’ section shows three- year trends in the gaps in progress and attainment between disadvantaged pupils in your school and:  all other (non-disadvantaged) pupils nationally  other pupils in your school

66. Source: Department for Education, Performance tables National gaps 2014 DisadvantagedOther pupilsGap Key Stage 2 Reading, writing and mathematics 67%83%16% Key Stage 4 A*–C in English and mathematics 36.5%64%27.5% Updated with latest (2014) figures

67. Closing the Gaps The key table, showing expected progress from different starting points, contains shading for comparisons of the 2015 progress of disadvantaged pupils with national figures for other pupils.  Yellow shows school proportions at or above national figures;  red shows proportions lower than national by a margin of one or more pupils. At Key Stage 1, in the absence of progress data, shading is used on the average attainment;  yellow showing 2015 attainment of disadvantaged pupils that is equal to or above the national average for other pupils  red shading showing where it is below by two-thirds of a level (four points) or more. Updated text

68. Closing the Gaps – red and yellow shading Red and yellow shading is only used for the most recent year New graphic

69. Closing the Gaps – red shading New graphic

70. Closing the Gaps – red shading There are 10 disadvantaged pupils with a prior attainment level of 2 in mathematics New graphic

71. Closing the Gaps – red shading Of these 10 pupils only one made more than expected progress (10%). This is below the national (38%) for non disadvantaged. The difference of (-28%) is more than one pupil hence it is shaded red New graphic

72. Closing the Gaps – red shading Can you explain why the -3% is not shaded red? New graphic

73. Closing the Gaps – yellow shading New graphic

74. There are 7 disadvantaged pupils with a prior attainment level of 2 in reading Closing the Gaps – yellow shading New graphic

75. Closing the Gaps – yellow shading All of these 7 pupils made expected progress (100%), as this is above the national (96%) the difference (4%) is shaded yellow. New graphic

76. Closing the Gaps KS2 Are gaps closing over time for both expected and more than expected progress? Expected progress ‘gap’ trend More than expected progress ‘gap’ trend

77. Closing the Gaps KS1? At Key Stage 1 we have no progress data so the use of red and yellow shading is only applied to the difference in points scores. If the school’s disadvantaged pupils are attaining greater than the “national other” figure yellow shading is used. If the school’s disadvantaged pupils are 4 or more points below the “national other” red shading is used

78. The Inspection Dashboard Supporting documentation can be found in the RAISEonline library New slide

79. Inspection dashboard  Intended to support ‘short inspections’  Available in RAISEonline alongside the summary report  Uses identical data to RAISE although formatted differently  Strengths and weaknesses for the most recent year are highlighted on the front page  Data is presented as a trend of the last three years throughout except for context data  Concentrates upon specific pupil groups of interest to Ofsted, all pupils, gender, disadvantaged/other and SEN  Uses pupil group national comparators chosen by Ofsted New slide

80. Strengths and weaknesses New slide Supporting information can be found in the RAISEonline library

81. KS1 three year trends New slide The pink lines provide the national comparators, they are not always the national figures for the pupil group being shown. Red dots show the results significantly below the national comparator

82. KS2 three year trends New slide National comparators are chosen by Ofsted for each pupil group.

83. KS1 to 2 value added trends New slide For KS1 to 2 value added, confidence intervals are displayed. The national comparator for all pupil groups is chosen by Ofsted as the figure for ‘all pupils’ which is set at 100.

84. Drawing conclusions, formulating hypotheses

85. Using data for school improvement

86. What other performance data is available to us? Triangulation School Data Ofsted Data Dashboard Performance Tables Fischer Family Trust Data Dashboard RAISEonline

87. What other data would we like? Pupil attitudes? Engagement in community activities? Participation in sport? Offending behaviour?

88. There’s a saying in Illinois I learned when I was down in a lot of rural communities. They said, “Just weighing a pig doesn’t fatten it.” You can weigh it all the time, but it’s not making the hog fatter. Barack Obama, 2009 ‘Focus on the pig’

89. Working with your senior leadership team

90. Challenge and support An effective governing body: Is committed to asking challenging questions and making courageous decisions in the interests of the children and young people in their school and community. Many governing bodies, even good ones, fail to challenge school leaders effectively. National Governors’ Association, Knowing your School: RAISEonline for governors of primary schools, 2011:3

91. How effectively is the school using the data from RAISE? 1Is it referenced in self-evaluation documents? 2Is it referenced in the school improvement plan? 3Does the school use the question level analysis function? 4Does it inform performance management processes? 5Which staff members receive RAISE data? 6Is it used to inform annual review meetings with curriculum leaders etc? 7What other data does the school uses to triangulate with the data from RAISE?

92. Activity: What are the challenges for governors in ‘challenge and support’? 1What challenges do you face in carrying out your responsibility to use RAISEonline to challenge and support your school’s senior leadership team? Write them down on a post it. 2How might you overcome these challenges? Where might you go for help/advice? Refer to Questions 7-10 of Appendix 3 in the Workbook. This provides valuable guidance on how governors might use RAISE.

93. Establishing protocols 1The NGA would not expect all governors to want on-line access, but each governing body should nominate a couple of governors to have access as a minimum. 2Each year in the autumn term, the school’s RAISE Summary Report should be presented by a member of the school leadership team to a full Governing Body meeting. 3The governing body must decide how it will consider and analyse the more detailed data, and may set up a committee to consider this or ensure the monitoring of school performance data is within the remit of another committee, such as curriculum committee. National Governors’ Association, Knowing your School: RAISEonline for governors of primary schools, 2011:4

94. Key messages: Using RAISEonline effectively

95. Some key messages RAISEonline may provide cause for celebration RAISEonline is a tool for asking robust questions RAISEonline provides insights into the performance of the school, but it is not the only source of evidence RAISEonline needs to be used sensitively RAISEonline’s greatest value will be the insights that it provides into plans for school improvement RAISEonline looks back, governors look forwards Focus on trends Watch your sample size Understand significance

96. This is only the beginning The role of the governing body, once planning for improvement is in place, is to monitor pupil progress through the use of school data.