Performance Data and Accountability
(3 minute read)
Government guidance on secondary accountability measures, updated in December, sets out key information about the KS4 performance measures in 2023/24. It sets out the Government’s approach for the 2024/25 and 2025/26 performance measures and the gaps in the Progress 8 baseline data. It also states that revised KS4 school and college level performance data for academic years 2023/24 will be published in February 2025.
Performance Tables
During the academic years 2019/20 and 2020/21 primary tests and assessments were cancelled because of the COVID-19 disruptions and school closures. This data is used to measure progress between the end of the end of primary, Key Stage 2, and the end of KS4, when pupils take GCSEs and other external qualifications. No Progress 8 data will be published for 2024/25 and 2025/26, as the vital KS2 prior attainment data is missing. It will be available again for the Progress 8 measures in 2026/27.
While Progress 8 scores are calculated for individual pupils, these are not shared. The purpose of them is to calculate average Progress 8 scores and compare the results of pupils, with similar prior attainment, nationally. The government publishes performance tables that compare schools, local authorities and multi-academy trusts to see whether groups of pupils within schools, local authorities and trusts make above or below average progress. Without the missing baseline data, there is no way to see if pupils have made the required progress, by this particular measure.
OFSTED and Data
Ofsted Inspectors consider performance tables along with a range of other available data and information about the school and the cohort to inform questions and judgements about a school. Some have argued that the lack of KS2 data for those Year 11s taking exams this academic year and next, may be a chance to re-think the whole issue of how we assess and measure progress. Exam results and all other data needs to be supported by evidence and context to be a useful measure of a school’s performance. And while the current Curriculum and Assessment Review is looking to ensure that we have an assessment system “that captures the full strengths of every child and young person and the breadth of curriculum,” this is only possible with a range of good data.
Effective Tracking
As well as Progress 8, schools use KS2 data to set targets for pupils at the end of Year 11. They may also use other baseline data to help set those targets. Setting targets should be about raising pupil achievement, as well as measuring school performance. In order to raise achievement, schools can regularly analyse assessment data compared to targets; they can also regularly use assessment data to set and review those targets.
Educater has a number of trackers that can be used to track as many assessments and other types of data that schools choose to use, as well as uploading supporting evidence. These are completely bespoke systems that track progress at a number of different levels, including very small steps. They also offer the opportunity to track at whole school level, as well as by any chosen group or cohort. This allows schools to put interventions in place in a timely manner and capture evidence of progress, in all areas of the curriculum, in a truly inclusive way.
Conclusion
Performance tables will look different for the next two years because of the missing KS2 baseline data. This is one piece of data that measures a starting point in a particular assessment. We know that conclusions can never be drawn from a single piece of data alone and the current review of assessment is looking to ensure that the system is truly inclusive. Educater can already provide a tracking system that allows schools to track progress and attainment in any number of innovative and bespoke ways, depending on their cohorts and their needs. Effective tracking provides true accountability and helps drive progress
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