Follow up on Key Stage Progression
I intend to look at all of The Ridgeway students who completed Key Stages at the end of the Summer Term 2012. I will look at the progress that each student has made over the course of the Key Stage, which has already been analysed using CASPA. On this occasion, I will also look at how Progression Guidance judges their progress. As the Progression Guidance first covers students completing Key Stage 2, I will begin there, while also being aware that we can use the predictive nature of Progression Guidance to aid us in our analysis of Year 2 students (of whom there was only 1) at The Ridgeway last year.
Key Stage 2
6 students completed Key Stage 2 in 2012. 3 of these students, were not at the Ridgeway for long enough to compare their progress across the full Key Stage. This leaves 3 students,
|Name||Lit end KS1||Recorded as||Lit end KS2||Recorded as||Lit point score progress||Progress Quartile||CASPA Judgement||UQ target for KS3|
I have used the same initial notation as CASPA to record levels, so that P4.6 means that a student has achieved P 4 and is 60% of the way to achieving P5. Progression Guidance only give base P level data, so that only complete levels are recorded i.e. P4.6 is recorded only as P4. I have chosen to only use the levels that students have achieved and not to round up, i.e. P4.6 will stay as P4, rather than being rounded up to P5, as it is closer.
A has made outstanding progress, according to both CASPA, and Progression Guidance, which places them in the Upper Quartile. B and C have both made below expected progress according to CASPA, but are within the median quartiles according to Progression Guidance, meaning that the CASPA judgement is actually harsher in this case than Progression Guidance. B had been flagged up as having made below expected progress by previous CASPA reports, for more details, see my previous reports. C had not previously been flagged up as having made below expected progress, as year on year, their progress has been expected, it is only when looked at over a 4 year period, that CASPA judges their progress as being below the expected level in literacy.
Included at the end of the graph is the Upper Quartile target for these students when they reach the end of Key Stage 3. There is only one student who completed Key Stage 1 during summer 2012. Their literacy level was P5, meaning that her UQ target for the end of Key Stage 2 would be P8.
Key Stage 3
|Name||Lit end KS2||Recorded as||Lit end KS3||Recorded as||Lit point score progress||Progress Quartile||CASPA Judgement||UQ
There are only 3 students who have been at The Ridgeway long enough to qualify for the analysis. In two cases, the CASPA analysis agrees with the Progression Guidance. The exception is E, a PMLD student. Here, the median quartile and upper quartile are actually both at the P3ii level, I have recorded it as the median quartile simply because the median quartile is larger and will continue to follow this policy. There is no direct prediction of an Upper Quartile target for D, as they are expected to progress to GCSEs by Progression Guidance. However, using the equivalent point scores present elsewhere in Progression Guidance, we can estimate the prediction to be somewhere between levels 2A and 2B. In the interests of setting ambitious targets, I have recorded this as 2A.
Key Stage 4
|Name||Lit end KS3||Recorded as||Lit end KS4||Recorded as||Lit point score progress||Progress Quartile||CASPA Judgement|
8 students qualify for the analysis. In most cases, the progression guidance is in line with the CASPA judgement. N had made expected progress by CASPA’s judgements, but was in the lower quartile according to Progression Guidance. N is a PMLD student and, similar to the above example, I think that the anomaly is due to the small amounts of progress that PMLD students make over small time periods. This means that a P level is a very substantial amount of progress and CASPA being able to measure fractions of a P level leads to more accurate recording. I had not previously showed up as having made below expected progress, as their overall average attainment and core average attainment have been good.
Key Stage 5
|Name||Lit end KS4||Recorded as||Lit end KS5||Recorded as||Lit point score progress||Progress Quartile||CASPA Judgement|
There is no Progression Guidance for students completing Key Stage 5 and we are aware that CASPA expectations are lower for Key Stage 5 students. CASPA results are outstanding for this group and we believe that progress has been outstanding, while being aware of the reduced expectations in the system. We believe this due to the attainment of the FE students. As can be seen from the table above, all of the SLD students made at least one point of progress and nearly half made more than that. Of the two PMLD students, R was very ill for this period and was in hospital for a substantial amount of time, while W made a full sub level of progress.
The Progression Guidance judgement largely agrees with the CASPA judgements that we have been using to define progress. CASPA would actually appear to be harsher in its judgements, certainly for SLD students.
Neil French November 2012