27 Summary of 2016 Provisional Unvalidated Attainment and Progress Outcomes PDF 550 KB
Minutes:
The Board received a summary of changes to this year’s school assessment
process on the provisional outcomes for Halton’s
Children and Young People and their performance in comparison to unvalidated National data and North West Regional
data.
A verbal update was provided on data relating to:-
·
Early
Years Foundation Stage;
·
Year
One Phonics Testing;
·
Key
Stage One results;
·
Key
Stage Two;
·
Attainment
Floor Standards;
·
Coasting
Schools;
·
Data by
Gender and results for those described as ‘Disadvantaged’;
·
Progress
between Key Stages One and Two; and
·
A
level, BTEC and Vocational Qualifications.
Members made the following observations:
What does Phonics de-coding involve? How does Halton compare nationally?
Phonics screening was introduced in 2012; Halton had seen an increase in
the number of children reaching the expected standard, (76% in Halton) against
a national average of 81%. De-coding testing was carried out on a one to one
basis by teachers known to the pupil who were asked to read a list of 40 real
and pseudo-words.
What difficulties had teachers experienced in the introduction of the
new National Curriculum at Key Stage 2? How have these changes affected
performance?
The new National Curriculum was introduced in 2014, so pupils have only
had two years to study a new four year programme. It is also a new assessment process so cannot
be compared with previous year’s results. However, when analysed at a North
West level, Halton pupils had declined in percentage terms in achieving the
expected standard in Reading, Writing and Maths, as was also evident in other
North West Local Authorities and nationally. Halton LA was working with school
improvement colleagues in neighbouring authorities to share best practice and
learn from other region’s best practice, whilst reviewing assessment processes
under this new system.
It is possible that standards have not altered, but the way in which
they are measured has?
Data comparisons were difficult in the immediate period following
changes to curriculum, until sufficient time had elapsed for meaningful, reliable data to be produced. It is also a new more
challenging curriculum with a different method of assessment so cannot be
compared with previous results. (as also noted by the
DFE).
RESOLVED:
That the report be noted.