What’s new

Nurture groups and parental engagement Tackling bullying in schools - part one Aggression at work: Managing yourself and others Managing difficult conversations The art of influence: Creating the best outcome Change management and conflict Managing anxiety at work Interpreting data for 2017 performance Evaluation article: Know your strengths Evaluation article: Developing an ethos of high expectation Achieving an ‘Outstanding’ Grade: Focused on Excellence Evaluation article: HR and the successful school: A case study Evaluation article: Leading the way to outstanding learner progress Evaluation article: Attainment and progress: The Rochford Review Evaluation article: How to create a leadership team that drives school improvement Evaluation article: Prioritising the budget for school improvement Evaluation article: Transforming a failing school Evaluation article: Evaluating alternative and specially resourced provision Evaluation article: Taking a school-wide approach to mental health and wellbeing Evaluation article: The latest developments in education - January 2016 Evaluation article: Managing uncertainty Evaluation article: Pupil voice as an evaluation technique Evaluation article: The latest developments in education - September 2016 Evaluation article: Deconstructing Ofsted: Reflection after inspection Evaluation article: MAT expansion: Don’t let school improvement become a casualty Evaluation article: Ten rules for outstanding leaders Evaluation article: The governing body as a critical friend Evaluation article: Developing an ethos of high expectations Evaluation article: The exam post-mortem Evaluation article: Safeguarding: Everyone’s responsibility Evaluation article: How do inspectors make the judgement about overall effectiveness? The Ofsted model Evaluation article: Effective leadership builds effective teams Evaluation article: Baseline assessment and SEND Evaluation article: Making performance management count in school improvement Evaluation article: Joining or setting up a multi-academy trust Evaluation article: Case study from Carlton Bolling College: Ensuring high-quality governance Evaluation article: Using pupil voice to support school evaluation Evaluation article: What are the signs of a good school improvement service adviser? Evaluation article: Headteachers’ appraisal Evaluation article: Making CPD work harder Evaluation article: Using the Framework for governance Evaluation article: Interpreting the inspection dashboard Evaluation article: The government's Prevent guidance Evaluation article: Improving provision for the most able Evaluation article: Personal development, behaviour and welfare Evaluation article: Is there a mental health crisis in our schools? Evaluation article: Evaluating the effectiveness of assessment Evaluation article: Actively promoting fundamental British values Evaluation article: Raising boys’ achievement Evaluation article: National standards of excellence for headteachers Evaluation article: Governors and the inspection interview Evaluation article: Monitoring and coaching through lesson observation Evaluation article: CPD: Less measurement and more development Evaluation article: Challenging 
the most able Evaluation article: Using the teachers’ standards as a framework for CPD and accountability Evaluation article: Managing behaviour outside the classroom Evaluation article: Managing pupils’ behaviour in lessons Evaluation article: Keeping Children Safe Statutory Guidance Evaluation article: Four steps to school improvement Evaluation article: Finding a way through the jungle: The essence of leadership Evaluation article: How to audit your whole-school literacy provision Evaluation article: Professional development: the growing case for evidence Evaluation article: Getting personal  with CPD Evaluation article: Making performance appraisal an objective and helpful process Evaluation article: Parent View — an update Evaluation article: Raising pupil achievement through parental engagement: a practical approach Evaluation article: Effective parental engagement

Nurture groups and parental engagement

Nurture groups are a multi-dimensional group intervention with a whole-school focus, and running them successfully depends on a wide array of different factors. In this third and final article exploring…

Tackling bullying in schools - part one

Bullying is defined as: ‘Behaviour by an individual or group, usually repeated over time, that intentionally hurts another individual or group either physically or emotionally’. This article looks at the…

Aggression at work: Managing yourself and others

Conflict management is a vital skill for managers. Schools have clear policies on managing aggression in the classroom and playground. In this article Louise Wingrove looks at dealing with it…

Managing difficult conversations

Some conversations are always going to be uncomfortable. In this article, Louise Wingrove looks at managing difficult subjects with care and confidence.

The art of influence: Creating the best outcome

Louise Wingrove looks at how being aware of your impact on others can help everybody get what they need.

Change management and conflict

Nazli Hussein looks at the causes of conflict and the best ways to deal with it, with the best outcomes for those involved.

Managing anxiety at work

With growing awareness about anxiety and the impact it can have on both pupils and members of staff, Louis Wingrove looks at some ways to tackle the problem in the…

Interpreting data for 2017 performance

Tony Powell looks at the three different ways that a school’s academic performance is evaluated.

Evaluation article: Know your strengths

Can you make inspection an enriching learning process that is actually good for your school? Heather Clements of Best Practice Network offers some advice. 

Evaluation article: Developing an ethos of high expectation

In this article, Steve Burnage shares some practical strategies to enable school leaders to develop an ethos of high expectation in their schools. 

Achieving an ‘Outstanding’ Grade: Focused on Excellence

Tony Powell outlines a step-by-step approach to support schools in achieving the accolade of ‘outstanding’ as defined by Ofsted.

Evaluation article: HR and the successful school: A case study

Adrian Kneeshaw, Headteacher of Carlton Bolling College, gives a personal viewpoint of the benefits of bringing in the experts.

Evaluation article: Leading the way to outstanding learner progress

Steve Burnage discusses engaging with good practice in the leadership of teaching and learning.

Evaluation article: Attainment and progress: The Rochford Review

Tony Powell reports on the findings of the final Rochford Review.

Evaluation article: How to create a leadership team that drives school improvement

A high-performing leadership team is at the centre of any school improvement mission. But how do you go about creating an excellent SLT? Colin McLean of Best Practice Network asks…

Evaluation article: Prioritising the budget for school improvement

Adrian Kneeshaw of Carlton Bolling school gives advice on how to focus school spending on improvement planning.

Evaluation article: Transforming a failing school

Matt Bromley offers some advice on turning around an underperforming school in a short space of time while laying down the foundations for sustainable improvement.

Evaluation article: Evaluating alternative and specially resourced provision

Tony Powell explains how inspectors gather evidence and make judgements on the quality of alternative and specially resourced provision.

Evaluation article: Taking a school-wide approach to mental health and wellbeing

With concerns about mental health rising, what can schools do to help their pupils? Suzanne O’Connell outlines the advice available from the National Children’s Bureau and how it might be…

Evaluation article: The latest developments in education - January 2016

Suzanne O’Connell provides a look at what’s currently being discussed, debated and determined in the world of education.

Evaluation article: Managing uncertainty

If you are struggling with a sense of uncertainty, be reassured: you are not alone. 2016 has been a year of upheaval, with the promise of big changes on the…

Evaluation article: Pupil voice as an evaluation technique

Tony Powell provides guidance on how to use discussion with pupils as a tool for self-evaluation.

Evaluation article: The latest developments in education - September 2016

Suzanne O’Connell provides a look at what’s currently being discussed, debated and determined in the world of education.

Evaluation article: Deconstructing Ofsted: Reflection after inspection

Tony Powell looks at how to use the feedback from your inspection in school improvement planning.

Evaluation article: MAT expansion: Don’t let school improvement become a casualty

How can an expanding multi-academy trust ensure that school improvement doesn’t become a casualty of change? Colin McLean of Best Practice Network looks at the issue and offers some guidance.

Evaluation article: Ten rules for outstanding leaders

Adrian Kneeshaw looks at how leadership is important to the success of the school, and how to lead effectively.

Evaluation article: The governing body as a critical friend

In his second article on the headteacher and governor relationship, Tony Powell defines what is meant by a ‘critical friend’.

Evaluation article: Developing an ethos of high expectations

Steve Burnage shares some practical strategies to enable school leaders to develop an ethos of high expectations in their schools.

Evaluation article: The exam post-mortem

Matt Bromley considers how schools can learn from exam performance data and build this into school improvement.

Evaluation article: Safeguarding: Everyone’s responsibility

With new safeguarding guidance released, it’s time to check your arrangements and update your staff.

Evaluation article: How do inspectors make the judgement about overall effectiveness? The Ofsted model

This article outlines the Ofsted methodology for determining whether a school is ‘outstanding’, ‘good’, ‘requires improvement’ or ‘inadequate’.

Evaluation article: Effective leadership builds effective teams

Steve Burnage offers advice on motivating staff, getting the best from them and building effective teams.

Evaluation article: Baseline assessment and SEND

Suzanne O’Connell looks at a report on baseline assessment in primary schools and it’s affect on identifying children with SEND.

Evaluation article: Making performance management count in school improvement

What do you need to do to make performance management a watertight process that makes a real contribution to school improvement? Keith Wright has some suggestions.

Evaluation article: Joining or setting up a multi-academy trust

Tony Stephens, of the Co-operative Academies Trust, looks at what is the best type of multi-academy trust for a school to join or establish.

Evaluation article: Case study from Carlton Bolling College: Ensuring high-quality governance

Adrian Kneeshaw, Headteacher of Carlton Bolling, gives a personal take on renewing a failing governing body having designed and built one from scratch.

Evaluation article: Using pupil voice to support school evaluation

David Birch explains how capturing the views of students can sharpen school self-evaluation and have a positive impact on your school improvement strategies.

Evaluation article: What are the signs of a good school improvement service adviser?

Frank Norris offers advice on how to choose the most appropriate school improvement partner to work with your school.

Evaluation article: Headteachers’ appraisal

David Birch outlines best practice in the management of the headteacher appraisal process and offers advice for headteachers on how to make the most of appraisal in their own professional development.

Evaluation article: Making CPD work harder

Professional development is a crucial factor in school improvement and improving pupil outcomes, but it could work harder, says Keith Wright.

Evaluation article: Using the Framework for governance

Tony Powell looks at how the Framework for governance can be used to clarify the strategic direction of your school.

Evaluation article: Interpreting the inspection dashboard

There is a new inspection dashboard to go with Ofsted's new Common inspection framework. Tony Powell explains how it can be used.

Evaluation article: The government's Prevent guidance

Suzanne O'Connell considers the guidance available regarding Prevent and school leaders' responsibilities.

Evaluation article: Improving provision for the most able

Ofsted reports are making it clear. The DfE wants to see secondary schools challenging their most able students. In this article, Suzanne O’Connell summarises the criticisms and recommendations from ‘The…

Evaluation article: Personal development, behaviour and welfare

Tony Powell looks at the new key area ‘personal development, behaviour and welfare’ under the new Ofsted inspection framework.

Evaluation article: Is there a mental health crisis in our schools?

The mental health of children and young people is at the top of the agenda at the moment. Increased anxiety, self-harm and eating disorders are bringing some schools to crisis…

Evaluation article: Evaluating the effectiveness of assessment

Tony Powell interprets government guidance on assessment to help schools support self-evaluation.

Evaluation article: Actively promoting fundamental British values

Tony Powell advises on how schools can demonstrate that they are actively promoting fundamental British values.

Evaluation article: Raising boys’ achievement

John Viner looks at research into boys’ underachievement and reviews some successful strategies.

Evaluation article: National standards of excellence for headteachers

Tony Powell looks at the revised national standards for headteachers and how they should be used by schools.

Evaluation article: Governors and the inspection interview

Tony Powell discusses how to prepare governors in advance for an inspection interview.

Evaluation article: Monitoring and coaching through lesson observation

John Viner explores ways to develop a culture of continual improvement in teaching through lesson observation.

Evaluation article: CPD: Less measurement and more development

How can schools translate CPD into genuine improvement for staff? Keith Wright asked leaders to share their views, and discovered an emerging consensus about which approaches work best.

Evaluation article: Challenging 
the most able

Tony Powell looks at how to identify the most able pupils, and the key factors that enable the brightest pupils to achieve.

Evaluation article: Using the teachers’ standards as a framework for CPD and accountability

Tony Powell looks at how the teachers’ standards can be used to evaluate performance and support improvement.

Evaluation article: Managing behaviour outside the classroom

Since January 2014 there has been increased emphasis on the behaviour of pupils. In this article, Jim Donnelly offers advice on managing behaviour around the school.

Evaluation article: Managing pupils’ behaviour in lessons

David Birch offers advice on effective classroom management and argues that effective practice relies on a combination of the consistent application of agreed policy and the development of awareness and…

Evaluation article: Keeping Children Safe Statutory Guidance

This is statutory guidance, which means that schools and colleges (including academies and free schools) must have regard to it. It contains what schools should do and what they must…

Evaluation article: Four steps to school improvement

School improvement is a complex recipe that takes time to perfect. Keith Wright looks at some of the key barriers to school improvement and suggests strategies and systems to overcome…

Evaluation article: Finding a way through the jungle: The essence of leadership

Louise Wingrove gives practical advice on how to become a leader your team will want to follow.

Evaluation article: How to audit your whole-school literacy provision

Given that whole-school literacy is central to raising standards of achievement in schools and that it is a key focus for Ofsted, David Birch outlines some of the actions schools…

Evaluation article: Professional development: the growing case for evidence

Teachers are good at gathering evidence of pupil progress, but many find it difficult to do the same with regard to their own professional development.  Keith Wright looks at the…

Evaluation article: Getting personal with CPD

Less than a fifth of teachers in England’s schools think their continuing profession development (CPD) is any good, according to a recent survey. One of the keys to unlocking the…

Evaluation article: Making performance appraisal an objective and helpful process

Performance appraisal is crucial to school improvement, but many schools are still without a rigorous and transparent way of carrying it out, says Keith Wright. Here, he analyses the challenges…

Evaluation article: Parent View — an update

Jenny Townsend looks at the importance of Parent View in achieving an outstanding rating in inspection, and how comments from parents are used by Ofsted.

Evaluation article: Raising pupil achievement through parental engagement: a practical approach

Jenny Townsend explores how parental engagement can contribute to school improvement and in particular the role this can play in raising pupil achievement levels.

Evaluation article: Effective parental engagement

Ofsted’s Parent View means that parents have a direct influence on the decision to inspect. Jenny Townsend examines why this matters to schools.

Interpreting data for 2017 performance

Published: Tuesday, 02 January 2018

Tony Powell looks at the three different ways that a school’s academic performance is evaluated.

Summary

  • Analysing school performance (ASP) can be used to present a summary to governors and parents.
  • When using the ASP, schools should look at confidence intervals and compare results with national areas of strengths and weaknesses.
  • The inspection data summary report (IDSR) replaces the inspection dashboard as data becomes available.
  • The IDSR has many important differences, such as ‘areas for investigation’ instead of ‘strengths and weaknesses’.

There are now major differences in the ways in which a school’s academic performance is evaluated. These largely stem from the changes to the curriculum and consequently assessment, which make it very difficult to make robust comparisons with earlier years. They also reflect the understanding that the analysis and interpretation of some data must be very tentative. 

This article looks at the three most important changes that schools need to be aware of:

  1. Analysing school performance (ASP)
  2. Inspection data summary report (IDSR)
  3. Guidance to inspectors.

Analysing school performance

RAISEonline provided a summary which most schools printed off and used discretely to analyse performance. An increasing number, but still not enough, used RAISE to dig down into results. It is still straightforward to print off a summary, but the ASP data service demands that schools use it interactively, and this will prove far more informative.

Stage 1: Understanding the broad picture

First, skim the headline results to get a feel for overall performance. Go back and click on the help buttons, even if you think you are familiar with the information. Copy and paste these to create a guide for governors and parents. Think carefully about the information and follow up with the technical information if necessary. For example, consider this on the confidence interval (CI).

Confidence interval

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.’

The CI is commonly defined in statistical terms, but this gives a much clearer insight into its importance. Think about this again after reading the later guidance to inspectors from Ofsted.

Stage 2: Digging deeper

Go through each of the ‘explore data in detail’ charts and note any groups with results below and above national and/or markedly different from others in the school. Do not invest too much significance where the groups are small, and look for overlapping characteristics such as SEN and prior attainment.

Now study the ‘pupil breakdown’ scatter plots; you can filter groups for comparison and identify individual pupils. Look for patterns across groups and subjects, but the best way to study data at this level is with the class teacher, SENCO and assessment coordinator.

Stage 3: Question level analysis

Are there any national areas of strengths and weaknesses? Are these mirrored in the school? In which areas did the school do better or worse than the national averages? Subject leaders and class teachers should use the summative data formatively by asking: 

  • Was this aspect/skill taught sufficiently? – Did we spend enough time on it and do we need to amend the scheme of work?
  • Was this aspect/skill taught sufficiently well? – This relates to teaching and learning. Is this an area for CPD?

Inspection data summary report (IDSR)

This replaces the inspection dashboard as data becomes available. There are several important changes in the data, and since this is specifically designed to support inspections, it reflects the new Ofsted procedures from September 2017. Inspectors have been trained to interpret and use the new-style report.

  • The front page now shows an overview of results and whether the school is below floor or coasting standards. Instead of strengths and weaknesses, there are ‘areas to investigate’. These may include very positive or negative aspects and cover issues such as absence and exclusions. 
  • The context pages follow immediately after the front page and show pupil characteristics, year group data and prior attainment. This indicates that a higher importance should be given to school context and the characteristics of pupils.
  • There are fewer detailed breakdowns of groups than in the inspection dashboard. The IDSR looks at trends and whether the group has been performing well or poorly over time; the past three years compared with national figures. 
  • Percentile ranks are shown for each year, with the school’s position in a quintile representing 20% of schools. Red borders indicate statistically significantly below, while green borders indicate statistically significantly above. 
  • The IDSR includes scatterplots for key measures. These are intended to help identify clusters of pupils and outliers that may have affected average data. 

Ofsted guidance to inspectors

Schools should study the reference documents listed in ‘Further information’ to understand the major shift in Ofsted’s guidance on using data in inspection. 

The changes in the curriculum and assessment and reformed GCSEs make it much more problematic for schools and inspectors to evaluate attainment and progress and to make robust predictions. The March 2017 newsletter reinforces Ofsted training which warned inspectors about the dangers of thinking that data can be interpreted in the same way as in the past. 

For example, the guidance highlights that inspectors should not refer to ‘expected’ progress or ask schools to make predictions of progress, since they are unable to do so. The new guidance is that inspectors should not invest too much significance in data, but regard it as part of the evidence base. In his blog in March 2017, Sean Harford sums this up in his advice that data is ‘a signpost not a destination for inspection’.

The inspection handbooks were updated in October 2017 and the advice on interpreting data is much more forceful and detailed. See, for example, paragraph 185 in the section 5 handbook.

‘Gaming the system’

Since her appointment, HMCI Amanda Spielman has been very clear about the importance she places on a broad and balanced curriculum. This is a more important focus and inspectors will review the design of the curriculum and whether it is based on the needs of the pupils or trying to maximise results.

Further information 

Toolkit

Use the following item in the Toolkit to put the ideas in the article into practice:

About the author

Tony Powell is an experienced Additional Inspector and LA adviser. He writes extensively on education management, but his main work is in supporting schools to develop systems for self-evaluation, school improvement and continuing professional development. Tony can be contacted at: This email address is being protected from spambots. You need JavaScript enabled to view it.

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