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Rebecca Watkins - 3 December, 2018

Category : Blog

KS4 & new GCSE grades: How your Arbor Insight reports are changing

A couple of weeks ago we added 2018 KS4 Analyse School Performance (ASP) data to our award-winning Insight dashboards and reports. Arbor Insight is a free benchmarking portal that we’ve created for every school and MAT in the country, and our premium performance reports provide in-depth analysis of your data to help you spot trends

A couple of weeks ago we added 2018 KS4 Analyse School Performance (ASP) data to our award-winning Insight dashboards and reports. Arbor Insight is a free benchmarking portal that we’ve created for every school and MAT in the country, and our premium performance reports provide in-depth analysis of your data to help you spot trends you might have otherwise missed, understand strengths & weaknesses, and make interventions.

This is the first year that all 5 core English Baccalaureate subjects (English, Maths, Science, Language and Humanities) have been graded 9-1 under the new grading scale, so we’ve updated your KS4 Insight reports in light of the reform, to make sure you’re still getting accurate insight into your school’s performance data.

How have my reports changed?

Schools and MATs will notice a few changes in their KS4 ASP performance reports and dashboards since last year:  

  • All ASP reports have been updated with new graphs
  • Two extra graphs have been introduced to show the percentage of pupils achieving each the two new pass grades (9-5 and 9-4)
  • A new graph shows the % of pupils achieving 9-1 in the EBacc so you can see if any pupils failed the EBacc
  • A*-C is now used as a proxy data in our trends, as a benchmark for the years before the new 9-1 grade scale was introduced in subjects. This should give you as good an idea of your performance trend over time as possible, although we know it’s an imperfect comparison!
    • Science, Humanities and Languages has proxy trend data for the last two years (2015/16 & 2016/17)
    • English (literature & language) and Maths has one year of proxy trend data (2015/16)
  • The prediction algorithm for your next Ofsted grade has been improved

Ofsted Readiness report

As well as highlighting your strengths and weaknesses in performance measures, our Ofsted Readiness report has 6 graphs for each core subject. These include how many pupils in your school or MAT achieved a Strong or Standard Pass, benchmarked against schools graded Good and Outstanding at their last Ofsted inspection.

Image: an example from an Ofsted Readiness report: Maths Attainment page

Image: an example from an Ofsted Readiness report: Achieving a Strong Pass in English & Maths – showing three year trend data and your school benchmarked against outstanding schools in the country

Attainment & Progress report

In this report, wee show you the percentage of pupils achieving a Strong Pass, so you can understand where you need to improve to help all pupils achieve this goal. You can see how your pupils performed in the core subjects (English, Maths and Sciences) how the core average compares, and compare these to national averages.

Closing the Gap reports (x5)

Each report, in this set of five, focuses on a different attainment gap that is prevalent in England. You can see how wide or narrow this gap is in your school, and compare it  with the national average. For example, you can see what percentage of boys in your school are achieving a Standard Pass (4+) in EBacc Maths Pillar, and compare that rate against your girls. You can find this information in the Closing the Gap report: Focus on Gender.

If you don’t already use Arbor Insight, click here to sign up for your free portal & view your performance dashboards & KS4 reports: https://login.arbor.sc/auth/register

If you’re a current user, you can log in to view your updated dashboards and reports immediately here: https://login.arbor.sc/auth/login

 

Arbor - 17 October, 2018

Category : Blog

The DfE’s ASP service helps you ask the important questions – Arbor can help you answer them

Our take on Analyse School Performance (ASP) The DfE launched its new, slimmed down service called Analyse School Performance (ASP) to replace RAISEonline in April last year. ASP is intended to be a sister service to Compare School Performance (which helps you benchmark your school’s performance), and was designed to be a simpler and more straightforward service than RAISEonline.

Our take on Analyse School Performance (ASP)

The DfE launched its new, slimmed down service called Analyse School Performance (ASP) to replace RAISEonline in April last year. ASP is intended to be a sister service to Compare School Performance (which helps you benchmark your school’s performance), and was designed to be a simpler and more straightforward service than RAISEonline. In theory, this sounds great – but what’s it actually like using ASP for meaningful performance analysis?

At first glance, ASP does seem easier to use and more useful than RAISEonline. It’s not flashy – but to get a quick overview of your data, ASP works well. The charts are clearer to read than in the old RAISEonline, and some less frequently used data (like confidence intervals) have been dropped, which makes it easier to digest your data at a high level.

But what about if you want to dig deeper into your performance? Below we show you how ASP can help your Senior Leadership team get an overview to ask the right questions – but how you’ll need to use other performance analysis tools like Arbor Insight to go one level deeper and help you answer them.

Using Arbor alongside ASP

As in the old RAISEonline, ASP shows users an overview of headline and key measures for your school. The problem is, seeing your performance at such a high level doesn’t help you truly understand why your school performed as it did.

Analysing Progress 8 in ASP

For example, after seeing this chart on Attainment 8 in ASP, schools might wonder:

  • The school is below the National average, but is it moving in the right direction? What’s the trend?
  • Does this school have a particularly challenging intake? How does the Attainment 8 data compare with similar schools?

Analysing Progress 8 in Arbor

Services like Arbor can help you answer these questions. Our reports (like the example shown above) use trend data to help you see how your performance has changed over time, and we benchmark your school not just nationally and locally, but against similar schools and Outstanding schools too.

The DfE has also introduced scatter graphs in ASP. These graphs are helpful in that they allow schools to see individual students’ attainment on a key metric, and identify whether there are any trends with other measures. For example, the scatter graph below shows the correlation between KS2 prior attainment and KS4 Progress 8 score.

An example scatter graph in ASP

Again, whilst this graph is good at giving an overview, schools might need to look elsewhere to answer key questions this graph raises such as:​

  • Progress in English GCSE is correlated with prior attainment for this school. How significant is this? Should it be the main priority for the school?
  • Non disadvantaged pupils are getting higher Progress 8 scores than disadvantaged pupils at this school. Are the non disadvantaged pupils doing as well as non disadvantaged pupils nationally? What about locally?

Benchmarking different groups in Arbor

In Arbor we help schools answer these questions by using plain text call outs to explain how significant a trend is. We also benchmark different groups within your school against each other, and against national and local averages to help you see your performance in a more holistic context.

Use Arbor to give you the edge in discussions with Ofsted, and to provide context to your governors

Using Arbor Insight reports, like the ones shown above, can give you an extra advantage when an inspector calls. Our reports can help you show things like:

  • “We’re doing as well as the average Good or Outstanding school”
  • “We’re doing better than schools with similar intakes to ours”
  • “We’ve made clear progress towards closing our attainment and progress gaps”

Arbor Insight reports help you present the real story behind your data – sometimes this isn’t clear just from looking at your average headline measures for the current year. Once you understand the real picture you can have much more constructive conversations with stakeholders like Ofsted and your Governors to help you focus on your priority areas for the year ahead.

Want to find out more? Read our blog about how Arbor Insight can help your governors get to grips with data here

Arbor - 10 October, 2018

Category : Blog

How governors can get to grips with data literacy

This blog has been written for Arbor by Oliver Kean, Service Development Manager at Governors for Schools.  One of the first things governors realise when they start is that the role involves data. A lot of data. Data on attainment, about progress, on different groups, data on pupils’ attendance, punctuality, behaviour incidents. And it’s not

This blog has been written for Arbor by Oliver Kean, Service Development Manager at Governors for Schools

One of the first things governors realise when they start is that the role involves data. A lot of data. Data on attainment, about progress, on different groups, data on pupils’ attendance, punctuality, behaviour incidents.

And it’s not just data focused for their own school. Governors are presented with data on national, local and similar schools so they can benchmark their performance to identify areas where they might be able to do better.

They then need to understand what the data is suggesting sufficiently well to construct challenging, relevant questions that hold experienced headteachers and other members of the senior team to account, and identify where it puts the school at risk of not achieving particular performance thresholds that could lead to intervention.

It’s a challenge for all governors, but especially those who are less confident with numbers and statistics (who may nevertheless have valuable expertise elsewhere). Nowadays, everyone involved in school governance is expected to be able to use data to help deliver effective governance. However, it’s clear that not all school governors can. A recent report from Ofsted said:

The ability to understand and query performance data was a common area of weakness … Weak governing bodies rarely provided enough challenge to the headteacher’s interpretation of published and internal assessment information, absence rates and exclusion data. There are also schools at which governors are not given access to assessment information. This limits their ability to challenge leaders.

Data’s rise within the accountability system hasn’t gone unchallenged, however. In response to the accountability system’s seemingly insatiable hunger for ever more complex, in-depth, up-to-date data some teachers have begun to complain that it now represents an unmanageable aspect of their work, and one that distracts them from the core nature of teaching. The oft-repeated complaint that education is about more than just numbers and learning is about more than just stats is nevertheless worth repeating, because it’s fundamentally true. You’d be hard-pressed to find a teacher that went into the role first and foremost to deliver incremental improvements in narrow performance measures derived from assessment results.

Ofsted has begun to show signs of understanding this as it works on a new inspection framework; chief inspector Amanda Spielman recently said that schools that place too narrow an emphasis on their data systems are more likely to suffer falls in performance. But good governors have always known this. They know that understanding the health of a school is equally about the unmeasurable, the emotional and the invisible. That’s why the best governors understand and apply data to their role, but also make sure that they visit school, speak to parents, pupils and staff, look at books, displays, go for lunch, spend time in the staff room, and see the playground. Of course, this places demands on governors’ already limited time and energy – anything that frees them up to see a school, its complexities, nuances and atmosphere ‘in the round’ is to be welcomed.

Attending training on data is one way to get smarter, thus providing more time for governance other crucial activities. Training can help governors to quickly understand what data might be telling us, provide quick ways to assess its robustness and reliability, as well as show us the limits to its usefulness (and where investigation elsewhere might be more appropriate). A quick and convenient way to learn more is to use the Governors for Schools eLearning for an introduction to some of the key concepts and ways to use data.

Moreover, adopting more intuitive data reporting systems, such as that provided by Arbor Insight, goes a long way to providing governors with the information they need in a clear and digestible way, giving them clear leads as they hold leaders to account. Based on Department for Education data, they convert often confusing formats and measurements into something that is far easier to interpret and analyse. As such, it saves headteachers a huge amount of time in preparation and commentary.

While it’s clear that we aren’t about to see a wholesale abandonment of data anytime soon, data literacy for governors is increasingly going to involve thinking hard about proportionality, ease of use and accessibility. Anything that can help schools manage their data and performance analysis, such as Arbor Insight, should be welcomed enthusiastically.

Governors for Schools exists to improve educational standards so that children and young people have the chance to realise their full potential. You can visit their website here

Cosima Baring - 4 October, 2018

Category : Blog

2018 KS2 Performance Data is available in Arbor Insight now!

Good news, we’ve added the latest KS2 Analyse School Performance (ASP) data to Arbor Insight, our free benchmarking portal for schools & MATs! We’ve created a free portal for every school and MAT in the country to help analyse your latest ASP & finance data, giving you a simple, visual overview of how well your

Good news, we’ve added the latest KS2 Analyse School Performance (ASP) data to Arbor Insight, our free benchmarking portal for schools & MATs! We’ve created a free portal for every school and MAT in the country to help analyse your latest ASP & finance data, giving you a simple, visual overview of how well your school or MAT is really doing. Read on to find out how your Arbor portal can help:

  1. Inform your School Improvement Plan

  2. Prepare for Ofsted inspections

  3. Provide context to your governors

Inform your School Improvement Plan

Your free, interactive dashboards benchmark your school not just nationally and locally, but also against similar schools and Outstanding schools, helping you see your school’s performance in a more holistic context. From there, you can drill down to uncover which student groups are driving over or underperformance, and use this information to help set specific, measurable objectives for your school improvement strategy.

I have found it incredibly useful for our MAT self-evaluation – it so clearly illustrates the impact of the MAT’s work at a simple touch of a button. The ability to compare our MAT and each academy to the outstanding schools average is also a brilliant feature, allowing us to evidence the impact of our aspirational target setting and provision.”

Jo Ashcroft, Director of Education at Aspire Educational Trust


Image 1: Our free interactive dashboards benchmark your performance against national, Outstanding, subject & demographic averages

Prepare for Ofsted inspections

Our Ofsted Readiness report has been designed to help you get ahead before your next Ofsted inspection. It predicts your next Ofsted grade and benchmarks your performance against “Good” and “Outstanding” schools, and clearly highlights which areas you’ll need to look into before the inspector calls. Once you understand the real story that your data is telling, you can have much more constructive conversations not only with Ofsted, but with stakeholders like your Governors to help you focus on your priority areas for the year ahead.

The Ofsted Readiness report is outstanding. It’s very easy to read and understand. It’s well presented and the data crunching behind it gives us something we can’t get from other sources. That and the customer care makes this a product I promote to colleagues widely

James Ayton, Headteacher at Walgrave Primary School

Image 2: Use our Ofsted Readiness Report as a school improvement tool ahead of your next inspection

Provide context to senior leaders and governors

The DfE’s ASP service creates scatter graphs and bar charts that are helpful for giving you a general  overview of your data, but you may need to look elsewhere to answer the key questions these graphs raise. In Arbor we help schools find these answers using plain text callouts to explain how significant a trend is, as well as displaying your data over a three year period to help contextualise your performance. Your Arbor portal also benchmarks different groups within your school against each other, and against national and local averages. Our PDF reports can be quickly and easily printed out to share with governors during meetings, giving them a clear, visual picture of how your school is doing.

Arbor Insight reports are simple, clear and easy to understand, with an obvious colour system that explains pages of data in a digestible snapshot

Richard Gasser, Headteacher at Park Junior School

Image 3: Our plain text call-outs explain the real story behind your data, making it easy to present to senior leaders and governors

We’ve been working hard to crunch your latest KS2 performance data into 7 personalised PDF reports that analyse your attainment & progress over the past 3 years, highlight gaps across your school and even predict your next Ofsted grade. These reports are now all available in your Arbor portal, and will automatically update with disadvantaged, FSM and KS1 data when it’s released by the DfE.

Click here to log in & access your 2018 reports and dashboards!

Don’t forget that you’re also invited to the free Insight training sessions that we’re holding across the country this term to help you get the most out of your reports & dashboards. You can click here to see the full agenda and book your place.

If you have any questions about how Arbor Insight can help your school better understand your data, give us a call on +44 (0) 207  043 1830 anytime, send us an email at insight@arbor-education.com!

Arbor - 2 October, 2018

Category : Blog

Ofsted, data and a school system in flux

By Loic Menzies, LKMco The school accountability system is changing fast. League table measures have been reformed dramatically and Ofsted has been grappling with how it can become a more proportionate and reliable force for good. This has led to a brand new strategy for the inspectorate and recent speeches and publications have started to set

By Loic Menzies, LKMco

The school accountability system is changing fast. League table measures have been reformed dramatically and Ofsted has been grappling with how it can become a more proportionate and reliable force for good. This has led to a brand new strategy for the inspectorate and recent speeches and publications have started to set out a new landscape which will have important implications for how schools use data to reflect, improve and prepare for inspection.

This blog talks about how you can use Arbor Insight Reports to analyse your schools’ performance and set out your plans for improvement. As Amanda Spielman, the Chief Inspector of Schools, put it this Summer: “Rather than just intensifying the focus on data, Ofsted inspections must explore what is behind the data, asking how results have been achieved”. This report should therefore act as a starting point for important conversations and reflection.

A new landscape

At secondary school, the shift to Progress 8 has heralded a new era in which a much wider range of subjects falls under the lens of school accountability and where the emphasis has shifted away from pupils on the C-D borderline. Meanwhile, life-after-levels and the new system of ‘scaled scores’ are now a reality in primary schools across the country. As further shifts come into place over the next few years, the pace shows no sign of slowing.

All this rapid change, and a shift in emphasis towards progress – sometimes from unreliable base lines – is leading to some unexpected and unpredictable results. It is therefore particularly important that you scrutinise data particularly carefully to be clear what it is and is not saying. Ofsted has also made it clear that attempts to predict progress scores are not worth the effort since they are impossible to know in advance. Instead, your school should be prepared to respond to queries from inspectors who will have looked at a range of information in advance including:

Details from the school website – much of which will be data-driven like:

  • The school’s pupil premium strategy (including rationale and evaluation)
  • The PE and sport premium (in primary)
  • The Year 7 literacy and numeracy catch-up premium (at secondary)
  • The curriculum
  • The special educational needs (SEN) information report
  • The promotion of equality of opportunity and other information for parents

Inspectors will also have looked at key data summaries such as: the Inspection Data Summary Report (IDSR), ‘Analyse School Performance’ (ASP), (which Arbor’s Ofsted Readiness report helps you analyse), and the Level 3 Value Added (L3VA) report. This will help determine any pupil groups that inspectors want to focus on during the inspection. Careful advance scrutiny of your data can therefore ensure you are not taken by surprise. (School Inspection Handbook, p. 15 & 23)

As Ofsted’s National Director of Education explains in relation to the new ‘short inspections’, what the inspectorate wants to understand is:

  • Whether leaders have a sound grasp of relative strengths and weaknesses in their school/provider
  • If there’s a credible plan to address the areas for concern and maintain the strengths

The two key questions to ask yourself are therefore:

1. What do we do well/less well?

2. What is our plan going forward?

On the other hand, Ofsted has also been keen to insist that:

“Ofsted does not require self-evaluation to be graded or provided in a specific format. Any assessment that is provided should be part of the school’s business processes and not generated solely for inspection purposes.”

Arbor Insight Reports – in particular the Ofsted Readiness Report – are intended to support you in understanding the two key questions above. It should prompt you to consider your strengths and weaknesses and help you dig beyond the headlines to question what might really be going on. This is crucial since the strength of leadership and management is largely driven by “the rigour and accuracy of self-evaluation and how well it leads to planning that secures continual improvement.” (School Inspection Handbook, p. 41)

Key in this is looking across different sources of information to triangulate and reach better evidenced conclusions. As the current Inspection Handbook points out, “No single measure or indicator should determine judgements”, and as Ofsted’s recently published strategy points out:

“While data will always be an important starting point, our inspections should look beyond published data, explore how results have been achieved and in some cases act as a counterbalance to any unintended incentives in the broader accountability system.”

Metrics

The inspectorate will consider:

  • “Performance information” including:
    • Data published before the inspection
    • Information you present about current pupils across year groups and previous cohorts
  • Information on progress, attainment, attendance and exclusion, with a particular focus on:
    • Consistency in performance, trends of improvement or decline, and differences in the performance of groups
    • The accuracy of the school’s assessment of pupils’ progress and attainment
    • The robustness and accuracy of the school’s self-evaluation or equivalent, particularly about pupils’ outcomes, teaching, learning and assessment and pupils’ personal development, behaviour and welfare

Primary school accountability

According to the DfE Guidance, last updated in August 2017, headline measures for primary schools are:

  • The percentage of pupils achieving the ‘expected standard’ in Reading, Writing and Mathematics at the end of Key Stage 2
  • Pupils’ average scaled score:
    • in Reading at the end of Key Stage 2
    • in Mathematics at the end of Key Stage 2
    • the percentage of pupils who achieve at a higher standard in Reading, Writing and
    • Mathematics
    • Pupils’ average progress:
    • in Reading
    • in Writing
    • in Mathematics

Secondary school accountability

Key measures for secondary schools are:

  • Progress 8
  • Attainment 8
  • Percentage achieving the English Baccalaureate
  • Percentage of pupils entered for the English Baccalaureate
  • Percentage achieving grade 5+in English and Maths
  • Students moving to and sustaining educational or employment destinations

Given that Progress 8 is now the headline secondary measure it is important to take into account the following key definitions:

Key progress 8 values Interpretation
+0.5 or greater Pupils are making well above average progress
-0.5 or below Pupils are not achieving the floor standard

You can find out more about the full range of measures and how they are constructed in Schools Week’s special supplement by LKMco.

Using the data

Progress 8 at secondary school and relative progress at primary school have shifted the emphasis of school accountability to how pupils with similar starting points are doing in different schools as well as how each pupil is performing – whether they are starting from a high or low baseline. The national and ‘‘schools like you’ measures in this Arbor Insight Reports will help you to scrutinise this and identify your schools’ particular strengths and areas for development. Consider for example:

  • What proportion of pupils with different starting points are making average progress or above average progress?
  • How does this compare to schools nationally?
  • How about different ethnic groups or demographics – how many of them are achieving different benchmarks?
  • How does that compare to outstanding schools nationally? How does this vary between subjects?

Throughout your analysis, be wary of making overly concrete conclusions based on small groups, for example, if you only have five black male pupils, do not use statistics based on this to make major claims about their relative performance. Look carefully at the patterns you spot and be prepared to use three-year rolling averages for example to spot longer term trends amongst larger cohorts of pupils. Where this report helps you identify an underperforming group, be careful about jumping to quick fit solutions, Ofsted itself has recently stated that:

“The existence of a gap does not always indicate that an intervention at sub-group level is the right approach. Very often, identifying and correcting institutional shortcomings (for example in curriculum, teaching or behaviour management) will improve outcomes, with disproportionate benefits for lower attaining and disadvantaged students”

It is therefore perfectly acceptable to identify an underperforming group and consider how whole school improvements might address this issue, rather than specifically targeting a new intervention at the group. You can investigate gaps further using Arbor’s set of Gap reports which analyse the performance of pupils in different groups (based on gender, SEN, prior attainment, ethnicity and disadvantage).

If your pupils appear to be doing particularly well, note this, and combine it with different sources of information, including your professional judgement to understand why, and how you can build on this. Ofsted too will look at a range of evidence so be prepared to share how you have brought a range of different sources of information together to plan for improvement. Consider for example how patterns vary across subjects and how you might spread good practice from one area to another.

Explaining and presenting this information however, need not mean putting together extensive and labour intensive pre-prepared packs. As Ofsted has explained:

There will almost invariably be areas in which your pupils are doing well, or groups that are doing particularly well so share your reflection and plans with inspectors. As Simon Eardley, Head Teacher at Orton Wistow Primary School, explains, the morning of his school’s short inspection was all about “dialogue and discussion” and an:

“Opportunity to go through our school self-evaluation evidence and tell the story about our school and to pick out the things we think we thought we were doing well but also the things we’d recognised we needed to get better on… that initial conversation steered the rest of the day.”

By providing this type of information in an easily digestible form, Arbor’s Ofsted Readiness Report helps you prepare for these discussions. Used well, it will be an invaluable part of the tapestry of evidence that you use to support your pupils, raise standards and evidence your achievements to inspectors.

Interested in finding out more about how Arbor Insight Reports can help your school ahead of your next inspection? Drop us a line at hello@arbor-education, give us a call on +44 (0) 207 043 0470 or get in touch via the contact form on our website.

LKMco are an education and youth-development ‘think-and-action tank.’ They support schools, teachers and education and youth organisations by planning, evaluating and improving the way they work. LKMco work to ensure all children and young people receive the support they need to make a fulfilling transition to adulthood by carrying out research and campaigning for action.