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The Colle( School Special Educational Needs
Registered Charity: 1157000 Friends of Colle( Pupil Progress
Using CAPPs to set challenging targets and measure progress
Using CAPPs to set challenging targets and measure progress This document follows on from The Collett School’s:
‘Pupil Progress: Moving Forward with Assessment’
The intention of this document is to inform you about:
The ‘number-crunching’ involved in establishing a rigorous system
How National Statistics are used to establish what is good and
outstanding attainment for children with SEND
How CAPPs correlates with the historical data using National
Curriculum Levels and, external accreditation outcomes
How we ensure our expectations of our pupils are high and how we
measure their progress against ‘outstanding’ attainment of pupils
nationally, to qualify our evidence
How CAPPs is cross-checked and triangulated with ‘outstanding’
progress by applying data from RaiseOnline, National Progression
Guidance, 13Average Point Scores and GCSE outcomes The Collett School: Assessment
Firstly, lets take a quick look at The Colle< School’s spread of a<ainment – what children a<ain at the end of the key stages Reading, Wri>ng and Number from the End of KS1 and the End of KS2 (Data from 2012, 2013 and 2014) What does this tell us? It shows that we have an extraordinary breadth to the level of abili>es within our cohorts with an expected group of abili>es in the middle. All our pupils have SEND and are working at levels below their chronological age; some less than half their chronological age expecta>ons. So what are the expected outcomes for our pupils? The table below is taken from Raise Online data from the 2013 cohort. It shows the number of children achieving each GCSE grade in English in rela>on to KS2 a(ainment for pupils in state maintained schools (both mainstream and special schools) in England & Wales. Further data shows the percentage of children at each grade and also includes the percentage of those with no GCSE result. In combining these, we can calculate the total number of children with no GCSE result as well as the number at each grade in rela>on to their KS2 a(ainment.
The number of children achieving each GCSE grade at the end of KS4 from iden>ﬁed star>ng point (NC levels at the end of KS2)
KS2
Start
Point
GCSE GCSE U
G
W
NC 1
NC 2
NC 3C
NC 3B
NC 3A
NC 4C
NC 4B
NC 4A
NC 5C
GCSE D
GCSE C
GCSE B
GCSE A
GCSE A*
Total Sub-‐
levels
Total Whole Levels
KS2 Start
Point
0
5
14
6
7
0
0
0
0
32
32
95
281
560
491
215
95
14
0
0
1,751
1,751
NC 1
471
1,444
4,424
5,298
2,696
1,102
130
0
0
15,565
15,565
NC 2
250
524
2,298
4,703
3,595
1,164
76
11
0
12,621
332
606
2,596
7,364
8,785
4,112
382
0
0
24,177
66,658
NC 3
278
450
1,795
6,478
11,898
8,022
871
64
4
29,860
392
515
1,883
8,268
25,411
30,234
5,717
588
32
73,040
298
328
1,068
4,653
23,151
53,217
21,083
3,443
205
107,446
283,664
NC 4
130
136
333
1,550
10,177
43,134
35,794
10,834
1,090
103,178
53
54
125
403
3,374
24,906
46,916
31,880
7,061
114,772
8
6
11
33
256
2,597
11,063
18,195
9,580
41,749
159,708
NC 5
43
258
1,159
1,727
3,187
NC
5B
NC
5A
GCSE GCSE F
E
X
X
X
0
X
W
‘W’: As only minimal amounts of data has been collected regarding pupils star>ng from the P-‐Scales, they are oben grouped under the term ‘working towards’ (W) Na>onal Curriculum Level 1C in na>onal sta>s>cs. From the previous grid, we can iden>fy the percentages of pupils achieving each grade and determine the success rates of pupils from each star>ng point…
The % of children achieving each GCSE grade at the end of KS4 from iden>ﬁed star>ng point (NC levels at the end of KS2)
no KS4 result
GCSE U
W
97%
NC 1
Total GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE G
F
E
D
C
B
A
0%
0%
1%
1%
1%
0%
0%
0%
53%
2%
7% 15% 13%
6%
3%
0%
NC 2
19%
2%
8% 23% 28% 14%
6%
NC 3
5%
1%
2% 10% 26% 35% 19%
NC 4
2%
0%
0%
NC 5
1%
0%
0%
A*
No. pupils taking GCSE
Total No. pupils taking and not taking GCSEs
% taking GCSE
% not taking GCSE
0%
3
97
32
1067
0%
0%
47
53
1,751
3726
1%
0%
0%
81
19
15,565
19216
2%
0%
0%
95
5
66,658
70166
1%
5% 21% 44% 22%
5%
0%
98
2
283,664
289453
0%
0%
2% 17% 36% 32%
11%
99
1
159,708
161321
Represen>ng these visually: Tables below show outcomes gained from star>ng points ‘W’ (the P-‐Scales), NC1 and NC2. The second table shows outcomes from NC3, NC4 and NC5 star>ng points at KS2. These tables highlight the signiﬁcant amount of pupils who were working at ‘W’ (the P-‐Scale levels) who did not gain a GCSE result. The Collett School: Assessment
Quar>les Determining the quartiles of actual pupils’ results
(from national data) helps us to locate whether a
child’s progress is comparatively weak or strong.
Using the numeric data, by calcula>ng the cumula>ve frequency over the grades, we can then ﬁnd the outcome at the Lower Quar>le (26th – 50th percen>le), Median (51st-‐75th percen>le) and Upper Quar>le (76th-‐100th percen>le) and relate it to the GCSE grade at this point. Key Stage 4 grade
Number
of Pupils
no KS4 result
GCSE U
GCSE G
W
1035
0
0
11
11
11
0
0
0
0
1067
1
1975
75
261
559
484
224
112
0
0
0
3688
2
3651
384
1537
4420
5380
2690
1153
192
0
0
19408
3
3508
702
1403
7017
18243
24558
13332
1403
0
0
70166
4
5789
0
0
2895
14473
60785
127359
63680
14473
0
289453
5
1613
0
0
0
0
3226
27425
58076
51623
17745
159708
KS2
Starting
Point
GCSE GCSE GCSE GCSE GCSE F
E
D
C
B
GCSE GCSE A
A*
Total
Key Stage 4 grade - Cumulative
Number
of Pupils
KS2 level
no KS4 result
GCSE U
GCSE G
W
1035
1035
1035
1045
1056
1067
1067
1067
1067
1067
1067
1
1975
2049
2310
2869
3353
3577
3688
3688
3688
3688
3688
2
3651
4035
5573
9992
15373
18063
19216
19408
19408
19408
19408
3
3508
4210
5613
12630
30873
55431
68763
70166
70166
70166
70166
4
5789
5789
5789
8684
23156
83941
211301
274980
289453
289453 289453
5
1613
1613
1613
1613
1613
4840
32264
90340
141963
159708 159708
GCSE GCSE GCSE GCSE GCSE F
E
D
C
B
GCSE GCSE A
A*
Total
Quar>les -‐ extracted from the data iden>ﬁes groups of pupils -‐ the lower achievers (Lower Quar>le -‐ LQ), middle achievers (Median Quar>le -‐ MQ) and the highest a(ainers (Upper Quar>le -‐ UQ); all determined in connec>on with their star>ng point. Consequently, we can determine speciﬁc expecta>ons of Colle( pupils at the end of Year 11 (End of KS4), when considering their star>ng point at the comple>on of Year 6 (End of KS2). We have high expecta>ons of all our staﬀ and pupils and therefore want to set stretching expecta>ons -‐ that our pupils will achieve in the Upper quar>le -‐ expec>ng our school to be performing in the highest 25% of pupils na>onally. This would be Ofsted's ‘Outstanding’ progress. The table below iden>ﬁes targets for pupils gaining outcomes at the end of KS4 that are aligned with UQ expecta>ons at GCSE and or where no GCSE result is obtained (N). Na>onal Progression Guidance transi>on matrices are used to align CAPPS expecta>ons with UQ outcomes for children working in P-‐Scales.
Quar>les -‐ Numbers of children
LQ
KS2
level
Median
Quar>les -‐ Grades
UQ
LQ
Median
‘W’
267
533
800
‘W’
N
N
NC1
922
1844
2766
NC1
N
N
NC2
4852
9704
14556
NC2
NC3
17542
35083
52625
NC4
72363 144727 217090
NC4
NC5
39927
NC5
79854 119781
KS2 level
NC3
GCSE G
GCSE E
GCSE D
GCSE B
GCSE F
GCSE D
GCSE C
GCSE B
UQ
N
GCSE F
GCSE E
GCSE D
GCSE B
GCSE A
What else do we know about the na>onal picture regarding measuring a(ainment for children with SEND? Many children with SEND cannot access GCSE exams and as such the na>onal data around their a(ainment is limited. Removing the barriers to learning remains a focus of both the school and Ofsted. However, we also know that it is equally important to have the story of the child’s journey to illustrate where progress has been rapid and where it may have slowed. When looking at data sets, it is also necessary to consider the children’s needs at the >me the data was collected and, be mindful of the quality of the assessment taking place. Data sets regarding pupils in mainstream schools and special schools show signiﬁcant diﬀerences in the a(ainment of pupils from the same star>ng point. We need to consider that children working at low levels may not all have cogni>ve learning diﬃcul>es, though may be underachieving as a result of English as a second language, traveller families, neglect and social/ emo>onal diﬃcul>es. As such, their progress may rise rapidly as a result of suppor>ve measures being put in place. We know that every child in a special school has a statement of special needs/ Educa>on, Health and Care Plan that evidences their low cogni>ve abili>es. Those low a(ainers in mainstream schools included in this data may of course, not have low cogni>ve abili>es. We know that it is equally important to have the story of the child’s journey to illustrate where progress has been rapid and where it may have slowed.
What is the gap between pupils in special schools and those in mainstream? A sta&s&cal ﬁrst release providing provisional informa&on on the achievements of young people at the end of key stage 4 in England. Na&onal Sta&s&cs: October 2014 GCSE Outcomes 2013-‐14: Mainstream and Special Schools KS2 StarUng Point ‘W’ (Working Towards NC Level 1) and the GCSE grades they gained. Most pupils
working in the P-Scales
at the end of KS2 do
not obtain a GCSE.
GCSE Outcomes 2013-‐14: Mainstream and Special Schools KS2 StarUng Point ‘W’ (Working Towards NC Level 1) and the GCSE grades they gained, EXCLUDING Grade U and excluding those not entered.
GCSE Outcomes 2013-‐14: Mainstream and Special Schools KS2 Star>ng Point: NaUonal Curriculum Level 1 and the GCSE grades they gained, EXCLUDING Grade U and excluding those not entered. GCSE Outcomes 2013-‐14: Mainstream and Special Schools KS2 Star>ng Point: NaUonal Curriculum Level 2 and the GCSE grades they gained This table quan>ﬁes the expected progress of pupils from the same star>ng points in the diﬀerent types of provision.
State-‐funded schools2 (Mainstream + Special)
1. State-funded mainstream
State-‐funded Mainstream Schools1
GCSE English grade
include academies,
State-‐funded schools
schools
free
and city
technology colleges. They
exclude state-funded
Special Schools
GCSE English grade
GCSE English grade
KS2
LQ
Median
UQ
KS2
LQ
Median
UQ
KS2
LQ
Median
UQ
W
U/N
U/N
U/N
W
U/N
G
F
W
U/N
U/N
U/N
NC1
U/N
U/N
F
NC1
U/N
G
F
NC1
U/N
U/N
U/N
NC2
G
F
F
NC2
G
F
E
NC2
U/N
U/N
U/N
NC3
F
E
E
NC3
F
E
E
NC3
U/N
U/N
F
NC4
E
D
C
NC4
E
D
C
NC4
U/N
G
F
NC5
C
C
B
NC5
C
C
B
NC5
U/N
G
D
special schools,
independent schools,
independent special
schools, non-maintained
special schools, hospital
schools, pupil referral units
and alternative provision.
Alternative provision
includes academy and free
school alternative provision.
2. State-funded schools
include academies, free
schools, city technology
colleges and state-funded
special schools. They
exclude independent
schools, independent
special schools, nonmaintained special schools,
hospital schools, pupil
referral units and alternative
provision. Alternative
provision includes academy
and free school alternative
provision.
Ensuring our high expecta>ons of pupils at The Colle( are realised
In addressing all the data, we are sesng high expecta>ons of our pupils and staﬀ to support our pupils achieving Upper Quar>le outcomes -‐ addressing the data regarding pupils in special schools, though retaining the high expecta>ons set by the data sets from mainstream schools (being mindful that this data contains pupils who do not have SEND.)
QuarUles and corresponding Grades expectaUons of mainstream pupils
LQ
‘W’
End of KS2 level
GCSE N
Median
UQ
N
P5
P8
P6
1B
P7
2A
P8
3C
NC2
NC3
NC4
NC5
GCSE GCSE N
GCSE F
GCSE GCSE GCSE G
F
E
GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE GCSE E
D
B
FROM: End of KS2
D
C
B
D
TO: gain End of KS4 Qualiﬁca>ons:
TO: W’
N
P6
N
Targets for KS4 outcomes
GCSE GCSE P4
NC1
The Colle< School CAPPs Phase 4
CAPPs Phase 5
CAPPs Phase 6
CAPPs Phase 7
CAPPs Phase 8
CAPPs Phases 9-‐11
CAPPs Phases 12-‐14
CAPPs Phases 15-‐17
B
A
Ad pat publinvente eludem o
7
Entry Level 1
8
Entry Level 1
10
Entry Level 1
12
Entry Level 2
13
Entry Level 2
15-‐17
Entry Level 3
18-‐21
Level 1 (GCSE equivalent D-‐G)
22-‐23
Level 1 (GCSE equivalent D-‐G)
Using the data to plot progress over >me.
The following charts will help inform decisions
as to when to engage pupils with interventions to
ensure rapid progress where possible.
CAPPs Target Seang KS1 to End of KS2
End KS1
CAPPs
Phase*
CAPPs
points
Target
points
per
year
P4
4
10
P5
5
P6
Year 3
Year 4
Year 5
Year 6
End KS2
Target
Points
Target:
Phase
Target
Points
Target:
Phase
Target
Points
Target
Phase
Target
Points
Target
Phase
NC
Equiv
Target NC UQ/ +13
APS
7
17
5
24
6
31
7
38
7
P7
P7
20
7
27
6
34
7
41
8
48
8
P8
P8
6
30
7
37
7
44
8
51
9
58
9
1C
1C
P7
7
40
10
50
8
60
9
70
10
80
11
1A
2C
P8
8
50
10
60
9
70
10
80
11
90
12
2C
2B
1C
9
60
12
72
11
84
12
96
13
108
14
2A
3C
1B
10
70
12
82
12
94
13
106
14
118
15
3C
3B
1A
11
80
12
92
13
104
14
116
15
128
16
3B
3A
NC
Equiv
P2ii
P3i
P3ii
CAPPs Target Seang Start :Points
Target Phase
CAPPs points per year KS3-KS4
Target Phase
NC equivalent
NC UQ/ 13APS
4
10
4
14
5
18
5
22
6
7
29
6
36
7
P7
P6
Entry 1
5
20
5
25
6
30
6
35
7
7
42
8
49
8
P8
P8
Entry 1
6
30
6
36
7
42
8
48
8
7
55
9
62
10
1B
1B
Entry 1
7
40
10
50
8
60
9
70
10
10
80
11
90
12
2C
2A
Entry 2
8
50
10
60
9
70
10
80
11
10
90
12
100
13
2B
3C
Entry 2
9
60
12
72
11
84
12
96
13
12
108
14
120
15
3C
3C
Entry 3
10
70
12
82
12
94
13
106
14
12
118
15
130
16
3B
3B
Entry 3
11
80
12
92
13
104
14
116
15
12
128
16
140
17
3A
3A
Entry 3
12
90
12
102 14
114
15
126
16
12
138
17
150
18
4C
4c
Level 1
13
100
12
112
15
124
16
136
17
12
148
18
160
19
4B
4B
Level 1
14
110
14
124 16
138
17
152
19
14
166
20
180
21
5C
4A
Level 1
15
120
14
134 17
148
18
162
20
14
176
21
190
22
5B
5C
Level 1
16
130
14
144 18
158
19
172
21
14
186
22
200
23
5A
5B
Level 2
Year 10
Min
Points
Year 11
Target Phase
Target Phase
Min
Points
Target Phase
Year 9
Min.
Points
Year 8
Min
Points
Year 7
Min.
Points
End KS2
CAPPs points per year KS2-KS3
Start: Phase
KS2 to KS3 to End of KS4
Our targets are often
higher than NPG Upper
Quartile targets of pupils from
mainstream schools
Targeted
Accreditation
Outcome
Plosng aspira>onal progress from Yr2 to Yr11 Summary CAPPs Target Seang
Start point: KS2 End KS1
End Yr6: Target CAPPs Point/ Phase 38/7
Start point: KS3
End KS2
KS4
End Yr11: Target CAPPS Phase
Target CAPPs Points per year
End Yr9: Target CAPPs Points/
Phase
Target CAPPs Points per year
End Yr11: Target CAPPs Points/
Phase
P4
4
4
22/6
7
36/7
P7
Entry 1
P5
5
5
35/7
7
49/8
P8
Entry 1
P6
6
6
48/8
7
62/10
1B
Entry 1
P7
7
10
70/10
10
90/12
2C
Entry 2
Equiv
CAPPS Phase
Target CAPPs Points per year
P2ii
P3i P3ii
P4
4
7
P5
5
7
48/8
P8
8
10
80/11
10
100/13
2B
Entry 2
P6
6
7
58/9
1C
9
12
96/13
12
120/15
3C
Entry 3
P7
7
10
80/11
1B
10
12
106/14
12
130/16
3B
Entry 3
P8
8
10
90/12
1A
11
12
116/15
12
140/17
3A
Entry 3
1C
9
12
108/14
2C
12
12
126/16
12
150/18
4C
Level 1
1B
10
12
118/15
2B
13
12
132/17
12
160/19
4B
Level 1
1A
11
12
128/16
2A
14
14
152/19
14
180/21
5C
Level 1
1B
3C
15
14
162/20
14
190/22
5B
Level 1
1C
3B
16
14
172/21
14
200/23
5A
Level 2
NC NC Equiv
NC Equiv
Accredita>on Outcome
No glass ceilings These charts plot pupils’ progress from their star>ng point to (and hopefully beyond) the ‘green’ that iden>ﬁes outstanding progress (as established). Yellow -‐ slower than expected progress Green -‐ expected progress for The Colle( pupils (Upper Quar>le -‐ top 25% of pupils) Blue -‐ be(er than excellent progress End of KS1 (Yr2) to End of KS2 (Yr6)
CAPPs Target Seang for Excellent Progress
CAPPs Phases: To End of Year 6
P2
1
P2i
P2ii
P3i
CAPPs Phases
From End of Year 2
P3ii
4
5
6
7
8
9
10
11
P2
ii
P3
i
P3
ii
4
5
6
7
8
9 10 11 12 13 14 15 16 17 18 19 20 21 22 23
End of KS2 (Yr6) to End of KS3 (Yr9)
CAPPs Target Seang for Excellent Progress
CAPPs Phases: To End of Year 9
P2
1
P2
ii
P3
i
P3
ii
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
P2i
P2ii
P3i
P3ii
4
5
CAPPs Phases From End of Year 6
6
7
8
9
10
11
12
13
14
15
16
Not forgetting that these
targets are significantly higher
than the National Statistics tell us
children with SEND in special schools
usually obtain.
23
End of KS3 (Yr9) to End of KS4 (Yr11)
CAPPs Target Seang for Excellent Progress
CAPPs Phases: To End of Year 11
P2
1
4
5
6
7
8
9
CAPPs Phases From End of Year 9
10
11
12
13
14
15
16
17
18
19
20
21
P2
ii
P3
i
P3
ii
4
5
6
7
8
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
Notes Notes www.colle<.herts.sch.uk @Colle<School 01442 398988 This document is available in larger print on request.
The Colle( School Special Educational Needs
Registered Charity: 1157000 Friends of Colle(