Key Stage 1 to 2 progress measures
Primary Accountability Measures
The Government introduced progress measures, which are a type of value added score, to enable pupils’ results to be compared to the achievements of other pupils nationally, who had similar prior attainment. (In this context, the prior attainment refers to their Key Stage 1 results.)
So this new accountability relates to the progress from Key Stage 1 to Key Stage 2. The following steps build up the process:
Calculate a pupil’s average performance at Key Stage 1 across reading, writing and maths
Identify the pupil’s Key Stage 2 achievements, reading and maths it is the scaled scores. Writing gets allocated points based on the outcome of the teacher assessment.
Find the national average Key Stage 2 attainment (one for reading, writing and maths) for children with the same average performance at Key Stage 1 (step 1) in the DfE look up tables.
Calculate the pupil’s progress in each subject from the difference between their pupil’s Key Stage 2 achievements (step 2) and the average result of those in their prior attainment (step 3).
As an example: Simon received 102 in reading at Key Stage 2 and the average Key Stage 2 reading score for his prior attainment group was 101 – his progress score would be +1.
To create a school level progress score. We do this by adding together the progress scores of all the pupils who were in Year 6 and then dividing that by the number of pupils in that year group.
Repeat for each subject
To interpret these, progress scores will be centred or normalised at 0, with most schools within the range of -5 to +5.
A score of 0 means pupils in this school on average do about as well at Key Stage 2 as those with similar prior attainment nationally.
A positive score means pupils in this school on average do better at Key Stage 2 as those with similar prior attainment nationally.
A negative score means pupils in this school on average do worse at Key Stage 2 as those with similar prior attainment nationally.
A negative score does not mean that pupils did not make any progress, rather it means s/he made less progress than other pupils nationally with similar starting points.
For example, if a school has a maths score of -4 this would mean that on average pupils in this school achieved 4 scaled scores less than other pupils nationally with similar starting points. Further information is available in a parents’ leaflet, produced by the Government, following this link.
Primary floor standards in 2017
These nationally set floor standards were published on Thursday, 31 August 2017. The floor standard is the minimum standard for pupil attainment and / or progress that the government expects schools to meet. No school will be confirmed as being above or below the floor until December 2017 when schools’ performance tables are published.
To be above them, a school must meet either the attainment element or the progress element in all three subjects. The standards are:
At least 65% of pupils meet the expected standard in reading, writing and maths
A progress score of at least -5 in reading, -7 in writing and -5 in maths
To be above the floor, the school needs to meet either the attainment or all of the progress element.
Progress measures at West Wimbledon Primary School
The attainment and progress scores for West Wimbledon Primary School at Key Stage 2 in 2017 are now being analysed, in the light the publication of the floor standards.