strengths and weaknesses for 2016 dashboards - Central
Strengths and weaknesses for 2016 dashboards
Published: August 2017 Reference no: 170031
Secondary Measure
Strength
Weaknesses
KS4 Progress 8
Progress 8 was significantly above Progress 8 was significantly below average overall and for all prior average and in the lowest 10% attainment groups. overall/ for the low/middle/high prior attainment group(s). Progress 8 was significantly above average overall and not One sentence significantly below average for any prior attainment group.
Excluding cohorts of five or fewer
Progress 8 was not significantly below average* overall or for any prior attainment group. *and not well below average One sentence KS4 disadvantaged Progress 8
Disadvantaged pupils’ Progress 8 was significantly above national other overall and for all prior attainment groups. Disadvantaged pupils’ Progress 8 was significantly above national other overall and not significantly below average for any prior attainment group.
Disadvantaged pupils’ Progress 8 was significantly below national other and in the lowest 10% overall/ for the low/ middle/ high prior attainment group(s). One sentence
Excluding cohorts of five or fewer
Disadvantaged pupils’ Progress 8 was not significantly below national other* overall or for any prior attainment group. *and not well below average One sentence KS4 Progress 8 English and mathematics
Progress 8 was significantly above average in English and mathematics overall and for all prior attainment groups.
Progress 8 in English/mathematics was significantly below average and in the lowest 10% overall or for the low/middle/high prior attainment group(s).
Progress 8 was significantly above average in English and Two sentences Inspection dashboard – strengths and weaknesses guidance January 2017, No. 170031
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mathematics overall and not significantly below average for any prior attainment group.
Excluding cohorts of five or fewer
Progress 8 was not significantly below average* overall or for any prior attainment group in English or mathematics. *and not well below average One sentence KS4 group Progress 8 English and mathematics
Disadvantaged pupils’ Progress 8 was significantly above national other in English and mathematics overall and for all prior attainment groups. Disadvantaged pupils’ Progress 8 was significantly above national other in English and mathematics overall and not significantly below average for any prior attainment group. Disadvantaged pupils’ Progress 8 was not significantly below national other* overall or for any prior attainment group in English or mathematics. *and not well below average
Progress 8 in English or mathematics was significantly below average and in the lowest 10% for the group(s): disadvantaged, disadvantaged low, disadvantaged middle, disadvantaged high, SEN with EHC/statement low, SEN with EHC/statement middle, SEN with EHC/statement high, SEN support low, SEN support middle, SEN support high. One sentence
Excluding cohorts of five or fewer
One sentence For pupils who have special educational needs, Progress 8 was significantly above average in English and mathematics overall and for all prior attainment groups. For pupils who have special educational needs, Progress 8 was significantly above average in English and mathematics overall and not significantly below average for any prior attainment Inspection dashboard – strengths and weaknesses guidance January 2017, No. 170031
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group. For pupils who have special educational needs, Progress 8 was not significantly below average* overall or for any prior attainment group in English or mathematics. *and not well below average One sentence KS4 progress across the curriculum
Progress for all pupils was significantly above average across the curriculum (EBacc and open elements and science, languages and humanities). Progress for all pupils was not significantly below average* across the curriculum (for EBacc or open elements, science, languages or humanities). *and not well below average
Progress was significantly below average overall and in the lowest 10% for EBacc element/open element/science/languages/humanities. One sentence
Excluding cohorts of five or fewer
One sentence KS4 group progress across the curriculum
Disadvantaged pupils’ progress was significantly above national other across the curriculum (EBacc and open elements and science, languages and humanities). Disadvantaged pupils’ progress was not significantly below national other* across the curriculum (for EBacc or open elements, science, languages or humanities). *and not well below average One sentence
Progress was significantly below average and in the lowest 10% in at least one of EBacc or open elements or science, languages or humanities for the group(s): disadvantaged, disadvantaged low, disadvantaged middle, disadvantaged high, SEN with EHC/statement low, SEN with EHC/statement middle, SEN with EHC/statement high, SEN support low, SEN support middle, SEN support high One sentence
Excluding cohorts of five or fewer
For pupils who have special educational needs, progress was significantly above average across Inspection dashboard – strengths and weaknesses guidance January 2017, No. 170031
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the curriculum (EBacc and open elements and science, languages and humanities). For pupils who have special educational needs, progress was not significantly below average* across the curriculum (for EBacc or open elements or science, languages or humanities). *and not well below average One sentence
Primary Measure
Strength
Weaknesses
KS2 subject progress by prior attainment group
KS2 progress in all subjects was significantly above average overall and for all prior attainment groups.
KS2 progress in reading/ writing/ mathematics was significantly below average and in the lowest 10% overall/ for the low/ middle/ high prior attainment group(s). Three sentences – one for each subject
KS2 progress in all subjects was significantly above average overall and not significantly below average for any prior attainment group.
Excluding cohorts of five or fewer
KS2 progress was not significantly below average* overall or for any prior attainment group in any subject. *and not below -3 One sentence possible KS2 group progress (disadvantaged, SEN and gender)
Disadvantaged KS2 pupils’ progress in all subjects was significantly above national other overall and for all prior attainment groups. Disadvantaged KS2 pupils’
Inspection dashboard – strengths and weaknesses guidance January 2017, No. 170031
KS2 progress was significantly below average and in the lowest 10% in at least one subject for the group(s): disadvantaged, disadvantaged low, disadvantaged middle, disadvantaged high, girls, girls low, girls middle, girls high, boys, boys low, boys middle, boys high, SEN
5
progress in all subjects was significantly above national other overall and not significantly below average for any prior attainment group. Disadvantaged KS2 pupils’ progress was not significantly below national other* overall or for any prior attainment group in any subject. *and not below -3
with EHC/statement low, SEN with EHC/statement middle, SEN with EHC/statement high, SEN support low, SEN support middle, SEN support high. One sentence
Excluding cohorts of five or fewer
One sentence possible For KS2 pupils who have special educational needs, progress in all subjects was significantly above average overall and for all prior attainment groups. For KS2 pupils who have special educational needs, progress in all subjects was significantly above average overall and not significantly below average for any prior attainment group. For KS2 pupils who have special educational needs, progress was not significantly below average* overall or for any prior attainment group in any subject. *and not below -3 One sentence possible KS2 average scaled score
Disadvantaged KS2 pupils had an average scaled score equal to or above the national score for other pupils in reading/ in mathematics. One sentence
KS1 subject attainment by EYFS development
KS1 attainment of at least the expected standard in all subjects for all EYFS development groups
Inspection dashboard – strengths and weaknesses guidance January 2017, No. 170031
KS1 reading/ writing/ mathematics was well below the national figure for
6
group
was above national figures. KS1 attainment of at least the expected standard in all subjects for all EYFS development groups was close to* or above national figures.
expected+ (E+) or greater depth (GD) for the EYFS group(s): emerging (E+,GD), expected (E+, GD), exceeding (E+,GD). Three sentences – one for each subject
KS1 attainment of greater depth in all subjects for all EYFS development groups was above national figures.
Where attainment is identified as well below the national figure, this is by an amount equivalent to two or more pupils.
KS1 attainment of greater depth in all subjects for all EYFS development groups was close to* or above national figures.
Excluding cohorts of five or fewer
*within one pupil below national Two possible sentences (expected/greater depth)
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KS1 group attainment (disadvantaged and gender)
For KS1 disadvantaged pupils, attainment of at least the expected standard in all subjects for all EYFS development groups was above national figures for other pupils. For KS1 disadvantaged pupils, attainment of at least the expected standard in all subjects for all EYFS development groups was close to* or above national figures for other pupils.
KS1 attainment was well below the national figure for expected+ or greater depth in at least one subject for the group(s): disadvantaged emerging, disadvantaged expected, disadvantaged exceeding, girls emerging, girls expected, girls exceeding, boys emerging, boys expected, boys exceeding. One sentence
Where attainment is identified as well below the national figure, this is by an amount equivalent to two or more pupils.
For KS1 disadvantaged pupils, attainment of greater depth in all subjects for all EYFS development groups was above national figures Excluding cohorts of five or fewer for other pupils. For KS1 disadvantaged pupils, attainment of greater depth in all subjects for all EYFS development groups was close to* or above national figures for other pupils. * within one pupil below national Two possible sentences (expected/greater depth for disadvantaged) Phonics
The proportion of pupils that met the expected standard in phonics was above the national figure in year 1.
Fewer than 70% of all pupils/ disadvantaged pupils met the expected standard in phonics in year 1.
The proportion of disadvantaged pupils that met the expected standard in phonics was above the national figure for other pupils in year 1.
Fewer than 80% of all pupils/ disadvantaged pupils met the expected standard in phonics in year 2.
Two sentences
Two sentences
Excluding cohorts of five or fewer Early Years
The proportion of children that
Inspection dashboard – strengths and weaknesses guidance January 2017, No. 170031
Fewer than half of the children
8
Foundation Stage Profile
achieved a good level of development in the Early Years Foundation Stage Profile was above the national figure. All children achieved a good level of development in the Early Years Foundation Stage Profile.
achieved a good level of development in the Early Years Foundation Stage Profile. One sentence
Excluding cohorts of five or fewer
Two sentences
Absence Attendance (all schools)
Attendance for all pupils and the FSM group was high (in the highest 10%) and no group had low attendance (in the lowest 10%). Attendance for all pupils and the FSM group was above the national all figure and no group had low attendance (in the lowest 10%).
Attendance was low for all pupils/ the group(s): FSM /non-FSM /boys /girls /SEN with EHC/statement /SEN support /no SEN (in the lowest 10%).
Excluding enrolments of five or fewer One sentence
One sentence Persistent absence
Persistent absence was low for all pupils and the FSM group (in the lowest 10%) and no group had high persistent absence (in the highest 10%).
Persistent absence was high for all pupils/ the group(s): FSM /non-FSM /boys /girls /SEN with EHC/statement /SEN support /no SEN (in the highest 10%).
Persistent absence for all pupils and the FSM group was below the national all figure and no group had high persistent absence (in the highest 10%).
Excluding enrolments of five or fewer One sentence
One sentence
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The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email [email protected]. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected]. This publication is available at www.gov.uk/government/organisations/ofsted. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 E: [email protected] W: www.gov.uk/ofsted No. 170031 © Crown copyright 2017
Inspection dashboard – strengths and weaknesses guidance January 2017, No. 170031
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Published: August 2017 Reference no: 170031
Secondary Measure
Strength
Weaknesses
KS4 Progress 8
Progress 8 was significantly above Progress 8 was significantly below average overall and for all prior average and in the lowest 10% attainment groups. overall/ for the low/middle/high prior attainment group(s). Progress 8 was significantly above average overall and not One sentence significantly below average for any prior attainment group.
Excluding cohorts of five or fewer
Progress 8 was not significantly below average* overall or for any prior attainment group. *and not well below average One sentence KS4 disadvantaged Progress 8
Disadvantaged pupils’ Progress 8 was significantly above national other overall and for all prior attainment groups. Disadvantaged pupils’ Progress 8 was significantly above national other overall and not significantly below average for any prior attainment group.
Disadvantaged pupils’ Progress 8 was significantly below national other and in the lowest 10% overall/ for the low/ middle/ high prior attainment group(s). One sentence
Excluding cohorts of five or fewer
Disadvantaged pupils’ Progress 8 was not significantly below national other* overall or for any prior attainment group. *and not well below average One sentence KS4 Progress 8 English and mathematics
Progress 8 was significantly above average in English and mathematics overall and for all prior attainment groups.
Progress 8 in English/mathematics was significantly below average and in the lowest 10% overall or for the low/middle/high prior attainment group(s).
Progress 8 was significantly above average in English and Two sentences Inspection dashboard – strengths and weaknesses guidance January 2017, No. 170031
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mathematics overall and not significantly below average for any prior attainment group.
Excluding cohorts of five or fewer
Progress 8 was not significantly below average* overall or for any prior attainment group in English or mathematics. *and not well below average One sentence KS4 group Progress 8 English and mathematics
Disadvantaged pupils’ Progress 8 was significantly above national other in English and mathematics overall and for all prior attainment groups. Disadvantaged pupils’ Progress 8 was significantly above national other in English and mathematics overall and not significantly below average for any prior attainment group. Disadvantaged pupils’ Progress 8 was not significantly below national other* overall or for any prior attainment group in English or mathematics. *and not well below average
Progress 8 in English or mathematics was significantly below average and in the lowest 10% for the group(s): disadvantaged, disadvantaged low, disadvantaged middle, disadvantaged high, SEN with EHC/statement low, SEN with EHC/statement middle, SEN with EHC/statement high, SEN support low, SEN support middle, SEN support high. One sentence
Excluding cohorts of five or fewer
One sentence For pupils who have special educational needs, Progress 8 was significantly above average in English and mathematics overall and for all prior attainment groups. For pupils who have special educational needs, Progress 8 was significantly above average in English and mathematics overall and not significantly below average for any prior attainment Inspection dashboard – strengths and weaknesses guidance January 2017, No. 170031
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group. For pupils who have special educational needs, Progress 8 was not significantly below average* overall or for any prior attainment group in English or mathematics. *and not well below average One sentence KS4 progress across the curriculum
Progress for all pupils was significantly above average across the curriculum (EBacc and open elements and science, languages and humanities). Progress for all pupils was not significantly below average* across the curriculum (for EBacc or open elements, science, languages or humanities). *and not well below average
Progress was significantly below average overall and in the lowest 10% for EBacc element/open element/science/languages/humanities. One sentence
Excluding cohorts of five or fewer
One sentence KS4 group progress across the curriculum
Disadvantaged pupils’ progress was significantly above national other across the curriculum (EBacc and open elements and science, languages and humanities). Disadvantaged pupils’ progress was not significantly below national other* across the curriculum (for EBacc or open elements, science, languages or humanities). *and not well below average One sentence
Progress was significantly below average and in the lowest 10% in at least one of EBacc or open elements or science, languages or humanities for the group(s): disadvantaged, disadvantaged low, disadvantaged middle, disadvantaged high, SEN with EHC/statement low, SEN with EHC/statement middle, SEN with EHC/statement high, SEN support low, SEN support middle, SEN support high One sentence
Excluding cohorts of five or fewer
For pupils who have special educational needs, progress was significantly above average across Inspection dashboard – strengths and weaknesses guidance January 2017, No. 170031
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the curriculum (EBacc and open elements and science, languages and humanities). For pupils who have special educational needs, progress was not significantly below average* across the curriculum (for EBacc or open elements or science, languages or humanities). *and not well below average One sentence
Primary Measure
Strength
Weaknesses
KS2 subject progress by prior attainment group
KS2 progress in all subjects was significantly above average overall and for all prior attainment groups.
KS2 progress in reading/ writing/ mathematics was significantly below average and in the lowest 10% overall/ for the low/ middle/ high prior attainment group(s). Three sentences – one for each subject
KS2 progress in all subjects was significantly above average overall and not significantly below average for any prior attainment group.
Excluding cohorts of five or fewer
KS2 progress was not significantly below average* overall or for any prior attainment group in any subject. *and not below -3 One sentence possible KS2 group progress (disadvantaged, SEN and gender)
Disadvantaged KS2 pupils’ progress in all subjects was significantly above national other overall and for all prior attainment groups. Disadvantaged KS2 pupils’
Inspection dashboard – strengths and weaknesses guidance January 2017, No. 170031
KS2 progress was significantly below average and in the lowest 10% in at least one subject for the group(s): disadvantaged, disadvantaged low, disadvantaged middle, disadvantaged high, girls, girls low, girls middle, girls high, boys, boys low, boys middle, boys high, SEN
5
progress in all subjects was significantly above national other overall and not significantly below average for any prior attainment group. Disadvantaged KS2 pupils’ progress was not significantly below national other* overall or for any prior attainment group in any subject. *and not below -3
with EHC/statement low, SEN with EHC/statement middle, SEN with EHC/statement high, SEN support low, SEN support middle, SEN support high. One sentence
Excluding cohorts of five or fewer
One sentence possible For KS2 pupils who have special educational needs, progress in all subjects was significantly above average overall and for all prior attainment groups. For KS2 pupils who have special educational needs, progress in all subjects was significantly above average overall and not significantly below average for any prior attainment group. For KS2 pupils who have special educational needs, progress was not significantly below average* overall or for any prior attainment group in any subject. *and not below -3 One sentence possible KS2 average scaled score
Disadvantaged KS2 pupils had an average scaled score equal to or above the national score for other pupils in reading/ in mathematics. One sentence
KS1 subject attainment by EYFS development
KS1 attainment of at least the expected standard in all subjects for all EYFS development groups
Inspection dashboard – strengths and weaknesses guidance January 2017, No. 170031
KS1 reading/ writing/ mathematics was well below the national figure for
6
group
was above national figures. KS1 attainment of at least the expected standard in all subjects for all EYFS development groups was close to* or above national figures.
expected+ (E+) or greater depth (GD) for the EYFS group(s): emerging (E+,GD), expected (E+, GD), exceeding (E+,GD). Three sentences – one for each subject
KS1 attainment of greater depth in all subjects for all EYFS development groups was above national figures.
Where attainment is identified as well below the national figure, this is by an amount equivalent to two or more pupils.
KS1 attainment of greater depth in all subjects for all EYFS development groups was close to* or above national figures.
Excluding cohorts of five or fewer
*within one pupil below national Two possible sentences (expected/greater depth)
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KS1 group attainment (disadvantaged and gender)
For KS1 disadvantaged pupils, attainment of at least the expected standard in all subjects for all EYFS development groups was above national figures for other pupils. For KS1 disadvantaged pupils, attainment of at least the expected standard in all subjects for all EYFS development groups was close to* or above national figures for other pupils.
KS1 attainment was well below the national figure for expected+ or greater depth in at least one subject for the group(s): disadvantaged emerging, disadvantaged expected, disadvantaged exceeding, girls emerging, girls expected, girls exceeding, boys emerging, boys expected, boys exceeding. One sentence
Where attainment is identified as well below the national figure, this is by an amount equivalent to two or more pupils.
For KS1 disadvantaged pupils, attainment of greater depth in all subjects for all EYFS development groups was above national figures Excluding cohorts of five or fewer for other pupils. For KS1 disadvantaged pupils, attainment of greater depth in all subjects for all EYFS development groups was close to* or above national figures for other pupils. * within one pupil below national Two possible sentences (expected/greater depth for disadvantaged) Phonics
The proportion of pupils that met the expected standard in phonics was above the national figure in year 1.
Fewer than 70% of all pupils/ disadvantaged pupils met the expected standard in phonics in year 1.
The proportion of disadvantaged pupils that met the expected standard in phonics was above the national figure for other pupils in year 1.
Fewer than 80% of all pupils/ disadvantaged pupils met the expected standard in phonics in year 2.
Two sentences
Two sentences
Excluding cohorts of five or fewer Early Years
The proportion of children that
Inspection dashboard – strengths and weaknesses guidance January 2017, No. 170031
Fewer than half of the children
8
Foundation Stage Profile
achieved a good level of development in the Early Years Foundation Stage Profile was above the national figure. All children achieved a good level of development in the Early Years Foundation Stage Profile.
achieved a good level of development in the Early Years Foundation Stage Profile. One sentence
Excluding cohorts of five or fewer
Two sentences
Absence Attendance (all schools)
Attendance for all pupils and the FSM group was high (in the highest 10%) and no group had low attendance (in the lowest 10%). Attendance for all pupils and the FSM group was above the national all figure and no group had low attendance (in the lowest 10%).
Attendance was low for all pupils/ the group(s): FSM /non-FSM /boys /girls /SEN with EHC/statement /SEN support /no SEN (in the lowest 10%).
Excluding enrolments of five or fewer One sentence
One sentence Persistent absence
Persistent absence was low for all pupils and the FSM group (in the lowest 10%) and no group had high persistent absence (in the highest 10%).
Persistent absence was high for all pupils/ the group(s): FSM /non-FSM /boys /girls /SEN with EHC/statement /SEN support /no SEN (in the highest 10%).
Persistent absence for all pupils and the FSM group was below the national all figure and no group had high persistent absence (in the highest 10%).
Excluding enrolments of five or fewer One sentence
One sentence
Inspection dashboard – strengths and weaknesses guidance January 2017, No. 170031
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The Office for Standards in Education, Children's Services and Skills (Ofsted) regulates and inspects to achieve excellence in the care of children and young people, and in education and skills for learners of all ages. It regulates and inspects childcare and children's social care, and inspects the Children and Family Court Advisory and Support Service (Cafcass), schools, colleges, initial teacher training, further education and skills, adult and community learning, and education and training in prisons and other secure establishments. It assesses council children’s services, and inspects services for children looked after, safeguarding and child protection. If you would like a copy of this document in a different format, such as large print or Braille, please telephone 0300 123 1231, or email [email protected]. You may reuse this information (not including logos) free of charge in any format or medium, under the terms of the Open Government Licence. To view this licence, visit www.nationalarchives.gov.uk/doc/open-government-licence, write to the Information Policy Team, The National Archives, Kew, London TW9 4DU, or email: [email protected]. This publication is available at www.gov.uk/government/organisations/ofsted. Interested in our work? You can subscribe to our monthly newsletter for more information and updates: http://eepurl.com/iTrDn. Piccadilly Gate Store Street Manchester M1 2WD T: 0300 123 1231 E: [email protected] W: www.gov.uk/ofsted No. 170031 © Crown copyright 2017
Inspection dashboard – strengths and weaknesses guidance January 2017, No. 170031
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