On 4 August the DfE published their Statement of Intent (SOI) for the content of the school and college performance tables in 2016.
Primary schools will be well aware of the significant differences introduced by the new scaled scores for reading and maths, the new teacher assessments for writing, and the currently unknown expectations for progress measures. This article summarises the main changes from 2015 to what will be published for primary schools, and when. A separate article describes the latest situation regarding how the performance data will be used in primary accountability measures. Read our Primary standards blog to find out about the main differences from 2015.
Note that the KS2 performance tables data checking exercise website will open earlier than usual this year, on 1 September. The 2016 KS1-KS2 value added progress data will be released to schools during the data checking exercise.
The primary performance tables will be published in mid-December.
- 'The percentage of children achieving the expected standard in (all three of) reading, writing and mathematics'. This is a scaled score of 100 in reading and maths and a teacher assessment in writing of ‘Working at the expected standard’ (EXS) or ‘Working at a greater depth within the expected standard’ (GDS). Nationally, 53% of children achieved this measure.
- 'The percentage of pupils achieving the higher standard in (all three of) reading, writing and mathematics'. What will count as the higher standard in reading and maths is not yet known, but it would be reasonable to assume that the higher standard in writing can only be ‘Working at a greater depth within the expected standard’ (GDS).
- 'The school’s progress score in each of reading, writing and mathematics'. This will be an overall value added measure calculated from the KS1 results for each pupil. Expected levels of progress can no longer be calculated because levels have been discontinued and replaced by standardised scores in reading and maths and a different type of assessment in writing.
- 'The pupils’ average scaled score in each of reading and mathematics (separately)'. Note that there is a typographical error in the SOI – they have "pupil’s". Measures for individual pupils are not published in the tables.
Publication of gap measures
Previously one of the gap measures published was the difference inside the school between the performance of disadvantaged pupils and non-disadvantaged pupils. This measure will no longer be published because: ‘Focusing on in-school gaps risks setting limits on the ability of all pupils to achieve to their full potential, including those identified as disadvantaged. The approach being taken in the 2016 tables will reward schools that set and achieve the highest aspirations for all their pupils’.
The gap between the school’s disadvantaged pupils and national non-disadvantaged pupils will continue to be published.
Comparison with similar schools
The section of the performance tables which ranks your school against similar schools will be updated to reflect the changes in performance data. For example, the existing ranking within the group is in order of the percentage of children achieving level 4 or above in all three of reading, writing and maths. This will clearly have to be changed, possibly to the percentage of children achieving the expected standard in all three subjects.
Changes to the measure of persistent absence
It is important to note that this description applies to the interim absence data published in autumn term 2016-17, which are based on census data collected for autumn and spring terms in 2015-16. The final report on absence data published in spring term 2016-17 will be based on full year data for 2015-16 and some of the definitions used to calculate persistent absence will be different in that publication.
In the years from 2010-11 to 2014-15, when the interim report for autumn and spring terms for that year was published in autumn of the next year, a pupil would be regarded as at risk of being persistently absent for the whole year if the pupil had already missed 38 half day sessions across autumn and spring term. The figure of 38 represented the pupil having missed 15% of a fixed number of possible half day sessions, regardless of how many sessions the pupil might actually have been able to attend.
This autumn the data will be published for autumn and spring terms in 2015-16. For this publication, a pupil will be regarded as being at risk of persistent absence over the whole year if the pupil has already missed 10% of that pupil’s possible half day attendance sessions during those two terms.
Publication of information about child care provision
The government announced, on 23 March 2015, the intention to publish information about all schools’ childcare provision alongside the school performance tables. The information will include what childcare is on offer in primary and secondary schools: ranging from full-time nurseries to holiday and after-school provision.