Analysis of end of year English and Maths Assessment data via CASPA academic year 2015-16
The Ridgeway Community School define expected progress as staying within 5 percentile points of the progress across the core subjects typically expected from a student, given their age and prior achievement, as measured by CASPA. Therefore any increase of more than 5 percentile points is defined as above expected progress and any decrease in attainment of 5 percentile points or more is defined as below expected progress. These levels have been agreed by the Surrey CASPA pilot group and are the parameters used by the majority of Surrey special schools, as well as the indicators used in the central Surrey CASPA annual report. This method of defining progress has flaws, but is the most accurate method that the school currently are aware of. Because of this, the school will endeavour to explore other measures of progress alongside the main method stated above.
In late June 2016, The Ridgeway’s assessment data was transferred from SOLAR into CASPA for analysis. This was a similar date to last year and marks a full year for these students.
Percentile Graphs
Once again, the graphs used to define progress amongst students have been updated. In both subjects, there is a definite jump in results around Key Stage 1 and a levelling off for students of FE age, this is especially noticeable in the maths results. This once again means that it should be borne in mind that expectations may be a little too high in Key Stage 1 and too low in Key Stage 5, especially when looking at maths results.
Overall English Figures
Overall progress has been Outstanding and is very similar to the results for core subjects. Using an average of literacy strands (Speaking, Listening, Reading and Writing) the vast majority of students have made at least expected progress.
Above Expected Progress | 13 (out of 68) | 19% |
Expected Progress | 51 (out of 68) | 75% |
Below Expected Progress | 4 (out of 68) | 6% |
As in the main data report, I will break these figures down into 5 categories.
Significantly Above Expected Progress | 13 (out of 68) | 19% |
Slightly Above Expected Progress | 14 (out of 68) | 21% |
Expected Progress | 31(out of 68) | 46% |
Slightly Below Expected Progress | 6 (out of 68) | 9% |
Significantly Below Expected Progress | 4 (out of 68) | 6% |
As in the main report, this shows that underlying progress is outstanding, with a great deal more students making slightly above expected progress than slightly below.
Two year period
2014-15 | 2015-16 | Overall | |
Above Expected Progress | 19 out of 61 = 31% | 13 out of 68 = 19% | 21 out of 59 = 36% |
Expected Progress | 41 out of 61 = 67% | 51 out of 68 = 75% | 34 out of 59=58% |
Below Expected Progress | 1 out of 61 = 2% | 4 out of 68 = 6% | 4 out of 59 = 7% |
The literacy figures from 2 years ago were clearly Outstanding and lead to similarly Outstanding figures over a two year period.
Three year period
2013-2014 | 2014-15 | 2015-16 | Overall | |
Above Expected Progress | 7 out of 48 = 15% | 19 out of 61 = 31% | 13 out of 68 = 19% | 14 out of 46 =
30% |
Expected Progress | 32 out of 48 = 67% | 41 out of 61 = 67% | 51 out of 68 = 75% | 27 out of 46 =
59% |
Below Expected Progress | 9 out of 48 = 18% | 1 out of 61 = 2% | 4 out of 68 = 6% | 5 out of 46 =
11% |
Using a 3 year time scale gives very similar figures to looking over a 2 year period. Progress is still Outstanding over a 3 year period, although progress was not so good in 2013-14.
Overall Maths Figures
Overall progress has been Outstanding and is very similar to the English results.
Above Expected Progress | 11 (out of 68) | 16% |
Expected Progress | 53 (out of 68) | 78% |
Below Expected Progress | 4 (out of 68) | 6% |
As in the English section, I will break these figures down into 5 categories.
Significantly Above Expected Progress | 11 (out of 68) | 16% |
Slightly Above Expected Progress | 16 (out of 68) | 24% |
Expected Progress | 29(out of 68) | 43% |
Slightly Below Expected Progress | 8 (out of 68) | 12% |
Below Expected Progress | 4 (out of 68) | 6% |
As in the main report, this shows that underlying progress is outstanding, with a great deal more students making slightly above expected progress than slightly below. Maths progress is slightly behind English, which probably reflects the school’s focus on communication.
Two year period
2014-15 | 2015-16 | Overall | |
Above Expected Progress | 10 out of 60 = 17% | 11 out of 68 = 16% | 17 out of 58 = 29% |
Expected Progress | 47 out of 60 = 78% | 53 out of 68 = 78% | 35 out of 58=60% |
Below Expected Progress | 3 out of 60 = 5% | 4 out of 68 = 6% | 6 out of 58 = 11% |
Once again, overall progress is outstanding, but slightly behind English, the gap has widened over a two year period, suggesting that there is a small difference in emphasis between the subjects.
Three year period
2013-2014 | 2014-15 | 2015-16 | Overall | |
Above Expected Progress | 3 out of 48 = 6% | 10 out of 60 = 17% | 11 out of 68 = 16% | 16 out of 46 =
35% |
Expected Progress | 38 out of 48 = 79% | 47 out of 60 = 78% | 53 out of 68 = 78% | 20 out of 46 =
43% |
Below Expected Progress | 7 out of 48 = 15% | 3 out of 60 = 5% | 4 out of 68 = 6% | 10 out of 46 =
22% |
Using a 3 year time scale does move the figures down slightly, but progress is still clearly very good and now involves a much smaller data set. This is again due to a ‘down’ year in 2013-14, for the students available for comparison. This would not have been noted at the time, as it only involves students still with the school now, who had also been at the school for at least 2 years in 2014, so creates a cohort that could not have been anticipated at the time. The difference between English and Maths has widened every year, which suggest a small, but consistent emphasis in the subjects, reflecting the school’s focus on communication.
Overall Conclusions.
Overall progress in both subjects is Outstanding and is very similar this year, both to each other and to the overall core data, which suggests that Science would also produce similar figures this year. Progress remains outstanding when looking over longer time periods, although it is slightly down when looking at 3 year maths trends, mainly due to not such a good year in 2013-14. There is a small, but consistent trend of English results being better than maths, which adds up over time.
Neil French Data Analyst June 2016