As part of this year’s results service, FFT have produced a national analysis of KS2 results based on pupil TA data uploaded by schools in Summer 2021.
The 2021 Self Evaluation reports are based on attainment and value added progress in Reading, Writing, Mathematics and GPS and compares your TA results to a range of national comparators (based on other schools taking part in the service).
The data is for internal use only and is NOT intended to be used for external accountability. With no test data available, this year’s TA analysis should also be treated with additional care, especially when comparing to data from previous years.
The ‘national’ comparator has been generated using the data supplied by participating schools. Please take this into account when analysing your school’s data.
Analysing your results
Our 2021 self-evaluation reports have been calculated using the teacher assessment data collected during our 2021 KS2 results service.
- How does attainment compare to the FFT national average?
- Use the value added (VA) measures to assess progress between KS1 and KS2.
- Gender, term of birth and disadvantage can have a significant impact on your results. Use the pupil groups report to identify the potential impact of these factors.
- Use the scatterplots to identify pupil outliers.
Remember that the value added scores are the difference between the progress made by your pupils against similar pupils nationally. They are not simply the difference between School and National Attainment.
The context report has been populated in the following ways:
- For schools that used Aspire Data Exchange when completing the 2021 results service this data has been synced with the schools MIS
- For schools who did not use Aspire Data Exchange we have used the latest context data we received from the DfE.
What Scaled Score conversions have you used? The 2021 analysis includes scaled score data which has been converted from Teacher Assessments.
The conversion mappings are included below and have been calculated on the basis of national performance distribution patterns.
How have you calculated value added progress?
The basic VA progress models used are similar to previous years, Standard DfE indicators are based on KS1 Prior Attainment only whilst all other indicators use KS1 Prior Attainment, gender and month of birth as inputs.
Using these inputs, we can estimate each pupil’s KS2 scaled score and then produce a VA progress measure by comparing their estimated scaled score to their actual scaled score. By averaging each pupil’s VA score we then produce an overall school VA score.
However, this Year 6 cohort were the first to be assessed under the new KS1 national curriculum framework in 2016.
If there had been Key Stage 2 tests this year, the DfE would have had to make changes to its Key Stage 1 to Key Stage 2 value added calculations due to the changes in the way Key Stage 1 attainment was measured.
Key Stage 2 Teacher Assessment Codes
Key Stage 2 value added in 2021
Since 2020, students completing KS2 were assessed with scaled scores at KS1 rather than levels.
If there had been Key Stage 2 tests this year, the Department for Education would have had to make changes to its Key Stage 1 to Key Stage 2 value added calculations due to the changes in the way Key Stage 1 attainment was measured.
We set out some options for how DfE might have done this in this Datalab blogpost. However, it will be at least another year before we discover how they have decided to do it.
For the purposes of this year’s Aspire Key Stage 2 reports, we’ve tried to second guess what they might have done.
Firstly, we anticipate that they would have converted Key Stage 1 teacher assessments into points. We’ve used the following conversion.
Secondly, we think they would have calculated an average across reading, writing and maths. These average points scores could then be banded into prior attainment groups. This would be very similar to the existing value added measures.
Based on the data collected for the Full Results Service, we’ve created 13 prior attainment groups (PAGs). This compares to 24 in the current DfE value added measures. A third of pupils were EXS for all three subjects- there is simply no way of breaking this group up further based on prior attainment alone.
The table below shows the 13 KS1 PAGs and the % of pupils within each group:
For further help and advice, contact the FFT support team:
Email: firstname.lastname@example.org – Telephone: 01446 776262 (option 2)