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Last updated on 13 December 2018
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School types: Maintained, Academy · School phases: Primary

Get to grips with analysing your data in Analyse School Performance (ASP) using guidance on how to access key data and question your results.

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Contents

  1. KS2 data
  2. KS1 data
  3. EYFS profile data
  4. Absence and exclusions data
  5. Pupil characteristics data
  6. Using the IDSR
  7. Questions to ask about your school's data

Recently updated: Analyse School Performance (ASP) has been populated with provisional KS2 data for 2018/19. We've updated our article to reflect this. 

If you're a secondary school please go to this article instead.

Our contributing experts

We worked with 3 of our associate education experts - Brendan Hollyer, David Driscoll and Ben White - to write this article.

KS2 data

The landing page of ASP is focused on your Key Stage (KS) 2 progress and attainment data.

For each of the reading, writing and mathematics KS2 tests, it shows:

  • Your school’s progress scores in reading, writing and maths
  • The percentage of pupils achieving the expected standard (a scaled score of 100 or more) in all of reading, writing and maths, compared to the national and local authority (LA) average
  • The percentage of pupils achieving the higher standard (a scaled score of 110 or more) in all of reading, writing and maths, compared to the national and LA average
  • Your school’s average scaled score in both reading and maths

For the data on this page, you can:

  • 'View pupil breakdown' - this allows you to view the graphs as scatter plots that set out the measure for each subject, for different groups
  • 'Explore data in detail' - this sets out the data out in table that provides a breakdown by pupil group and prior attainment. You can select filters in these tables to only show certain information, e.g. disadvantaged boys or girls in a low prior attainment band 

By using the tabs on the left hand menu, you can also access data on:

  • Progress and attainment for disadvantaged pupils by prior attainment
  • 3-year average (2017-19) of:
    • The percentage of pupils achieving the expected standard in all of reading, writing and maths, compared to the national and LA average 
    • The percentage of pupils achieving the higher standard in all of reading, writing and maths, compared to the national and LA average 
    • The average scaled score in both reading and maths, compared to the national and LA average
  • Your school's 2019 progress and attainment data compared to 2017 and 2018

Additional data for science teacher assessments and grammar, punctuation and spelling test data can be found by clicking on the 'list of reports' tab on the left hand side and then 'KS2 additional reports'.

Confidence intervals

Confidence intervals are provided around your school's progress score. ASP explains that:

It is difficult to be certain how much of the progress score is down to the school and how much is down to the pupils. For example, the school may have scored higher with a different group of pupils or the pupils may have performed well at any school. The confidence interval reflects this uncertainty.

If the confidence intervals for two schools overlap, then we can't say for certain that the two progress scores for these schools are significantly different.

A confidence interval is given by applying a "proxy" for the range of scores the performance can be confidently said to be within. This is why, as well as the progress score, a lower and upper range are given below the score. 

Tips for analysis

  • Focus on areas where your school data differs significantly from national data
  • Look at differences between related elements of the data (i.e., a particular group across different measures, or attainment and progress in the same subject)
  • Consider the context of a group. For example, a group of pupils with English as an additional language (EAL) that are underperforming may be due to some of them having special educational needs (SEN) as well
  • Avoid jumping to conclusions with small groups of pupils; 1 or 2 pupils' results can have a greater effect on the overall outcome
  • Look for patterns in pupil groups. For example, do boys always perform less well than girls? Are disadvantaged pupils making slower progress across all subjects?

KS1 data

By selecting the KS1 tab on the left hand side of the page, you can view graphs comparing the percentage of pupils attaining the expected standard in, and achieving greater depth in, reading, writing and maths against the average for all schools in the LA and nationally.

As with the KS2 data, by clicking 'explore data in detail' you can get a breakdown of the data by pupil group and prior attainment. For KS1, the following for each of reading, writing and maths, compared to the national benchmark can be viewed:

  • The percentage of pupils achieving the expected standard
  • The percentage of pupils achieving a higher standard
  • The percentage of pupils working below the pre-KS1 standard
  • The percentage of pupils working at the foundations standard
  • The percentage of pupils working toward the expected standard

Phonics

By selecting the phonics tab on the left hand menu, you can view the following graphs:

  • Percentage achieving the expected standards in phonics against the LA and national average
  • Phonics average score against the LA and national average
  • A graph which provides the number of pupils that scored between 1-7; 8-15; 16-23; 24-31 and 32-40 (and those with no score recorded)

Under each graph, you can also 'explore the data in detail'. Clicking this under any of the graphs provides a table that shows:

  • The percentage of pupils achieving the expected standard compared to the national benchmark
  • The average mark compared to the national benchmark

Tips for analysis

See the tips suggested in section 1. You won't be able to use these tips to make comparisons on progress as this data is not published for KS1. However, you'll still find these tips useful when analysing attainment data.

EYFS profile data

On the EYFS tab, you can view the percentage of pupils achieving a good level of development against the LA and national average. The 'explore data in detail' link shows pupil achievement by gender and eligibility for free school meals (FSM) in the last 6 years (Ever 6 FSM).

It also displays achievement in each of the 17 early learning goals (ELGs) by gender and for Ever 6 FSM/non-Ever 6 FSM, compared to the national benchmark.

Tips for analysis

  • Focus on areas where your school data differs significantly from national data
  • Look at differences between related elements of the data (i.e., a particular group across different areas of learning, or attainment in the same area of learning for each group)
  • Avoid jumping to conclusions with small groups of pupils; 1 or 2 pupils' results can have a greater effect on the overall outcome
  • Look for patterns in pupil groups. For example, do boys always perform less well than girls? Are disadvantaged pupils making slower progress across all subjects?

Absence and exclusions data

The 'list of reports' tab also includes links for your school's absence and exclusions data.

The absence report shows the percentage of sessions missed due to absence and the percentage of 'persistent absentees' (pupils absent for 10% or more sessions).

The exclusions report shows:

  • Fixed term exclusions as a percentage of the pupil group
  • Percentage of pupils with 1 or more fixed-term exclusions
  • Percentage of pupils with more than 1 fixed-term exclusion
  • Permanent exclusions as a percentage of the pupil group

Both of these reports also include pupil group breakdowns. There is also a '3 year trend' report showing this information combined over 3 years.

Tips for analysis

  • Compare attendance data to progress data to determine whether attendance is a key factor in the under achievement of any groups
  • Use trends in attendance and exclusions over time as indicators for behaviour and attitude

Pupil characteristics data

Pupil characteristic data is not provided in ASP in its own table, but is included in your Ofsted inspection data summary report (IDSR). This is available in the 'list of reports' tab. 

The report provides whole school contextual information, with the percentage of the cohort who are:

  • Girls
  • Ever 6 FSM
  • Pupils with EAL
  • Pupils with SEN support
  • Pupils with an SEN statement or Education, Health and Care (EHC) plan

There is also a pie chart showing pupil ethnicity groups (where 5% or more of the cohort are part of the group).

Page 3 of your report includes year group data for pupil groups and prior attainment.

Tips for analysis

  • Use the data in the pupil characteristics section to identify variations between cohorts, and identify emerging trends that may need to be taken into account when planning the curriculum

Using the IDSR

As well as providing pupil characteristic data, your IDSR also sets out some of the performance data included in ASP. The IDSR replaces the former inspection dashboard, and is used by inspectors when preparing to inspect your school.

You can use it to view data that is not included in ASP. For example, it includes some performance data with trends over 3 years.

Read guidance from Ofsted on how to use the IDSR.

Questions to ask about your school's data

The questions you ask yourselves and your senior leadership team will largely depend on what the data tells you. Your data should be used as starting point for further conversations as it's there to inform.

You might ask:

  • Is the data showing what we expected? If not, why not?
  • Are there differences with national data? What is this telling us?
  • What are the areas of strength, and areas for improvement?
  • What is the data telling us about different groups?
  • How does this compare to last year? Are variations a trend, or cohort specific?
  • What's being done about areas for improvement?
  • Do the areas for improvement align with the school improvement plan?

You'll also find the tips for analysis in the grey text boxes in this article useful when interpreting your data.

Sources

Ben White is the director of curriculum at an ‘outstanding’ secondary school and research director for Ashford Teaching Alliance. He is also a specialist leader of education. Ben’s areas of experience include staff development, curriculum reform, evidence-based practice, and effective assessment and evaluation.

David Driscoll is an independent consultant and a senior partner with an education consultancy. He has considerable experience of supporting schools to analyse their data to improve achievement, teaching and leadership.

Brendan Hollyer is the vice-chair of governors at a primary school and an all-through special school. He has been a national leader of governance since 2014 and provides training and support to schools in the south east. Brendan has also worked as the director of conversions and governance for a multi-academy trust.

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