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FFT aspire: an overviewAnne Pepper FFT Associate

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Essex LA – Schools Hands OnJune 2015

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• FFT aspire new for 2014/15• Evaluating school performance (and key concepts)

– Self – evaluation and hands-on– Target setting and hands-on

• Other new elements in brief:– Benchmarks– Collaborate– Student Explorer

You are welcome to discuss your data specific questions either at a break or the end with the associate.

Your session

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2014/15 roll out latest

news

For latest details please

refer to fftaspire.org or

fft.org.ukCollaborateStudent explorer

Exports

Data management

UPN import tool

KS1, KS2, KS4, KS5 subject dashboards

Governor dashboards

KS2 summary dashboardKS4 summary dashboard

KS1 summary dashboard

KS1 & KS54 benchmarks & targets

Analysis screens for benchmarks & targetsAdditional dashboard screens

LA dashboard

LA virtual school

.org

Introducing…

KS2 & KS4 benchmarks & targets

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Some rules of engagement for today

There are no silly questions - please ask. Someone else is probably very grateful to you!

There is no magic wand!There is no crystal ball!

Data is a signpost – not a destination!Data causes us to ask questions, on its own data does not do anything, it needs to be acted on

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THE TRUTH IS PROBABLY OUT THERE BUT IT IS IN WHAT PUPILS & TEACHERS ARE DOING - ITS NOT IN THE DATA………………….

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KS4 FFT Summer developments pending OfQual and DfE announcementsTarget setting• FFT benchmark estimates for all pupils in every subject (used to

support setting of challenging and aspirational targets)• Attainment 8 benchmark estimates for school alongside existing

performance indicators• If teachers set targets for every pupil in Aspire, we will aggregate

targets, calculate Attainment 8 (based on targets) and compare to FFT benchmark estimates

• Show GCSE estimates as A*-G or 1-9 from September 2015

Self evaluation• Attainment and progress 8 in new dashboards• Subject value added (pupil progress in every subject): FFT is unique

in providing subject VA for all subjects• Schools should focus on ensuring pupils are on right courses and that

pupils in every subject are make progress in line with national average

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• 5 A*-C incl. En Ma

• Average point scores

• VA APS• Basics• Subject residuals• 3 levels gain (EP)• 5 A* - G• VA measures• CVA measures

The many ways to measure success

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Publicaccountability

Selfevaluation

Schooldevelopment

now

• Progress 8• Attainment 8• Ebacc• A*-C EnMa• Destination?• VA measures• CVA measures

2016

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FFT - KS2

• In Autumn 2015 benchmark estimates as will be provided as:• Levels• Scaled scores• ‘At, above, below’ expected level

(and/or new TA bands)• We are waiting for more information to be

published about new tests and percentages of pupils likely to achieve the expected standard

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Scaled Scores

• DfE have said that details likely to be announced in June / July 2015

• Until then, what do we know?• Test outcomes will be reported using a

scaled score• Scaled Scores are NOT the same as age-

standardised scores• The scaled score MIGHT be set so that a

score of 100 is about the same level as current 4B

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Why doesn’t FFT…….?

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Comparisons to national data?

• parents

• Ofsted inspectors

• governors

• public accountability

• school leaders

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FFT aspire and self evaluation

Key benefits

• Aspire contains data on actual attainment, value added and contextual value added so provides a much broader overview of attainment and progress

• Ease of navigation and interpretation - an overview of school performance can be quickly painted

• Wide range of indicators, consistently calculated for a number of years. Also includes developmental indicators (e.g. Attainment 8)

• Compare any group of pupils at your school to the national average for that group

Ofsted…

• ‘Inspectors should use a range of data to judge a school’s performance…’

• ‘No single measure or indicator determines judgements, particularly since much of the data may be historical and relate to pupils that have left the school.’

• Data is used to ‘Check the robustness and accuracy of the school’s self-evaluation…’

• ‘Where numbers of pupils are small and achievement fluctuates…..consider any available data of aggregated performance for consecutive cohorts’ e.g. 2012-2014.

• ‘Schools may present a brief written summary of their self-evaluation to inspectors.’

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Value added

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Attainment

Time

Attainment based on typical national progress with similar prior attainmentActual attainment isbelow the average of pupils with similar prior attainment

Actual attainment is above the average of pupils with similar prior attainment

Prior attainme

nt: KS2 scores & assessm

ents

KS4 subject grades

Above FFT benchmark

Below FFT benchmark

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Value added

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Actual attainment above FFT benchmark estimate (above average progress)Actual attainment below FFT benchmark estimate (below average progress)

Value added results

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KS2 exampleValue added

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Actual attainment

above FFT benchmark

estimate (above

average progress)

Actual attainment below FFT benchmark estimate (below average progress)

Value

added

results

Actual attainment of these pupils

Actual Subject dashboard extract

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KS4 exampleValue added

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Actual attainment above FFT

benchmark estimate

(above average progress)

Actual attainment below FFT benchmark estimate (below average progress)

Value

added

results

Actual attainment of these pupils

Actual Subject dashboard extract

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The two FFT value added modelsPupil context factors Value added Contextual Value added

Prior attainment

Subject variations

Gender

Month of Birth

EAL

FSM

SEN

Ethnicity

Mobility (joined late / time in school)

School context factors

Mean Intake TA Level

Spread of Intake Test Level

FSM Entitlement (Percentile Rank)

Geodemographic Data (Percentile Rank)

What does CVA tell you?

What does VA tell you?

Consider the pros & cons of

each

Compares progress of

similar pupils

Compares progress made by pupils from a similar starting point

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Significance (incl some changes in approach)‘Variation’ not by chance

Results are significantly below the national average

National average

Significantly below

Significantly above

Results are significantly

above the national average

Results are in line with

the national average / group size too small to make

judgment

The result is a significant rise from last year.

The result is a significant fall from last year.

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Security

fft aspire• School and pupil

performance data• Self evaluation & target

setting reports• Summary, subject & pupil

level reports• Available online at

fftaspire.org

fft for administrators• Secure administration &

management for FFT data

• Meeting the latest requirements and best practice to keep pupil data secure

• Setting up and management of accounts

• No pupil information held here

• Available online at admin.fftaspire.org

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3 steps to setting up an account

Using the fft for administrators site

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• Online session to analyse self evaluation dashboards

Evaluating school performance

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• Introducing the new approach of average, high and very high

• Decide upon the challenge• Overview of target setting analysis reports

including aggregations to be released

Benchmarks and target setting for your school

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benchmarks

Apply average challenge

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Representing outcomes based on schools ranked at the 50th

percentile for progress.

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benchmarks

Apply high challenge

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Representing outcomes based on schools ranked at the 20th

percentile for progress.

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benchmarks

even more

challenge

Apply very high challenge

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Representing outcomes based

on schools ranked at the 5th

percentile for progress.

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benchmarks

even more

challenge

Apply very high challenge +

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You can even add 1 level or grade

using the settings in the FFT

administration site to go even higher!

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FFTLive to FFT aspire benchmarks

2 3 4 5 60

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20

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60

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Chances Table – average

2 3 4 5 60

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20

30

40

50

60

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Chances Table - High

2 3 4 5 60

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20

30

40

50

60

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Chances Table – Very High

The challenge slider

FFT aspire

FFTLive

Comparing your pupil (taking account of their starting points) with typical outcomes in schools across the country who make

average progress.

Comparing your pupil (taking account of their starting points) with typical outcomes in schools across the country who make

high progress.

Comparing your pupil (taking account of their starting points) with typical outcomes in schools across the country who make

very high progress.

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http://www.educationdatalab.org.ukSeven-things-you-might-not-know-about-our-schools

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Why its more than a straight line?

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Why its more than a straight line?

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Why its more than a straight line?

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Why its more than a straight line?

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Benchmarks and targets

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Using benchmarks, setting targets in fftaspire.org

• Online session reviewing benchmarks • Considering approaches to set targets

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Extra options via FFT administration site

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• Manage benchmarks for individual subjects and year groups

• Predefine levels of challenge• Turn on or off target setting functionality• Select subjects and year groups available• Prepopulate targets• Ability for users not to edit targets

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Options for pre-populationfound in the FFT administration site

Ideal if you require performance above 5% nationally

FFT default

Other options requested – think carefully about the impact these

will make

FFT default

Option if more control

required

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• Overview of student explorer release – this week

Aggregated Benchmarks

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KS4 example

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KS4 example

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KS2 example

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• Overview collaborate functionality now out

Collaborate

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Overview data for the group of schools

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a range of reports including a school list

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Subject dashboards with a range of reports

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• Overview of student explorer release – this week

Student explorer

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Student Explorer: Pupil List

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Next steps?.....- for you- for your school, SLT, teachers, governors?

Questions?......