Blending ASP with Aspire: a self-evaluation framework

www.fft.org.uk Version 1 2017

The aim of this document is to illustrate how FFT Aspire can be used in conjuction with the reports found in Analyse School Performance (RAISE), ASP. It allows you to see the enhancements FFT Aspire can bring to your analysis of school performance.

Notes Actions

ASP ASPIRE Questions and possible actions

School context (Landing page): Pupil numbers, age of cohorts and gender.

Context report (Self Evaluation dashboard): Year 2 (KS1) or Year 6 (KS2) context broken down by pupil group, compared to national average. Pupil overall attendance and persistent absence.

• • How does your school

context compare to the national average? Do you have a higher or lower than national average proportion of e.g. FSM6 pupils?

• Write down any such pupil

groups so you can investigate their attainment and progress in more detail later.

KS2 results for latest year (Landing page):

Attainment and progress report (Self Evaluation dashboard): Summary report shows last three years of progress scores for a range of indicators including use of statistical significance highlights. Actual results alongside progress analysis is also available for a range of additional indicators. 2015 KS2 results (levels) have been recalculated and presented in the summary table in a scaled-score view. For further details please see the Help Centre in FFT Aspire.

How does your progress in each of the subjects in 2017 compare to pupils with a similar starting point?

Aspire only What does the three-year trend look like for subject progress?

Consider the other indicators on your FFT Aspire summary report, what do the attainment and progress indicators tell you about your school’s performance?

Are there any statistical significances to note?

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ASP ASPIRE Questions and possible actions

Combined indicator analysis (Landing page):

Attainment and progress report (Self Evaluation dashboard): Using the top half of this report, compare headline indicators against national averages on the FFT dashboard. Log into Aspire to change the default indicators to match ASP.

In addition to the three-year trend chart, schools can also evaluate their FFT ranking for both attainment and progress.

• • How have your school’s headline

figures changed over the last three years? What are the key messages from your most recent year’s attainment and progress percentile rankings? In Aspire:

Review your percentile ranking positions for the most recent years. Has the school’s position improved, stayed approximately the same or declined?

Change your indicators so you can evaluate your most recent results across a range of measures.

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ASP ASPIRE Questions and possible actions

Subject scaled score analysis (Landing page):

Subjects report (Self-evaluation dashboard): This report provides analysis of a wide range of performance indicators (not just scaled scores) for a range of KS2 subjects.

• Use the subject analysis to help you identify any subject scaled score strengths and weaknesses .

Aspire only • Can you observe any trends across

indictors and/or subjects?

• Log into Aspire: • The charts on the right-hand side can

display any of the listed measures by clicking on the indicator name to turn it blue.

This whole report can be recalculated for a specific pupil group (e.g. boys). Alternatively, you may wish to analyse your subject data by a combination of pupil characteristics (e.g. boys who are also EAL).

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Consider reviewing progress using CVA

ASP ASPIRE Questions and possible actions

Pupil group analysis (Explore data in detail):

Pupil Groups report (Self-evaluation dashboard): This report allows side-by-side comparison of attainment and progress across three default indicators. The tables and charts help illuminate variation between the performance of pupil groups.

• Consider the attainment of groups in your school. Are there any variations between your school performance and that of the national average for the group? Aspire only

Consider the performance of pupils in the average scaled score indicator. How does this compare to a threshold measure?

• Are any of your pupil groups performing above or below pupils with a similar prior attainment? Are any of these gaps statistically significant?

• • Log into Aspire:

Review your attainment and

progress by pupil groups over the last 3 years. Consider reviewing progress using CVA as well as VA.

Change your indicators to see whether there are any variations to your pupil group outcomes.

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ASP ASPIRE Questions and possible actions

Scatterplot (View pupil breakdown):

Scatterplot: Disadvantaged pupils

Scatterplot report (Self-evaluation dashboard): This scatterplot helps you to quickly identify excellence and underperformance on the same chart.

In Ofsted’s School inspection update: special edition (September 2017), inspectors were reminded that a school’s progress score could have been affected by outliers - pupils with extremely high or low progress/attainment scores.

• Does the performance of any pupil or pupil group stand out?

• In Aspire: • Hover over the identifiers (circles and • squares) to identity individual pupils.

Tip: you can remove outliers from your scatterplot by editing your pupils’ results list within FFT Aspire. This simple process will also reproduce all the FFT Aspire dashboards to exclude these removed results.

Change the pupil highlighting group and see if there are any variations between any of the filtered groups.

Select new indicators on both the X-axis and the Y-axis to analyse your data across several indicators.

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ASP ASPIRE Questions and possible actions

Key stage 2 disadvantaged report

Disadvantaged report (Self-evaluation dashboard): This report focuses on the gap or difference between FSM6 pupils and non-FSM6 pupils. Graphical and tabular analyses will help you assess the impact of interventions you may have in place for such pupils.

• How does the attainment and progress of your FSM6 pupils compare against that for non-FSM6 pupils?

Aspire • How does the progress of your FSM6

pupils compare for different pupil groups in your school?

• Log into Aspire: • View this analysis using a wider range

of indicators.

Recreate your disadvantaged report using alternative indicators. Consider both threshold and average measures.

Consider reviewing progress using CVA

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