SFC PD day on Progress, retention and Gscores

1. SFC PD DAY
NOVEMBER 2018

2. AGENDA
CONSTANT JOURNEY OF
IMPROVEMENT
• Retention and achievement on linear
• Gscores with 1-9
• Ofsted
• Progress

3. **MATHS & NUMBERS
WARNING**

4. BUT LET’S KICK
OFF WITH A QUIZ!!
• Please get
out your
device and
open up
Kahoot!

5. 2 YEAR A LEVELS AND
RETENTION
• Retention is a measure used by OFSTED to see how
many students have stayed on any given course
between the START and END date
• When A levels were modular retention was measured
over AS, then the measure would start again for the A2
course.
• AS retention for the SFC was typically 89.5%
• A2 retention for the SFC was typically around 95.5%

6. HOWEVER - FOR LINEAR A
LEVELS…..
• Retention is now calculated over a 2 year period
• “linear retention will simply count the students who
left during the AS year and those who left in the A2
year”
• Is this statement correct? Yes/No

7. • Achievement is another key measure used by
OFSTED, and it is benchmarked against the national
data
• Achievement takes into account both how many
people PASSED the course and how many people
STAYED ON the course
ACHIEVEMENT IS THE SAME AS
PASS RATE, RIGHT?

8. SO…
• A typical modular AS course may START with 132
students, and by June of the following year have 120
students still on the course, so RETENTION would be
120/132 = 91%
• of the 120 students who finish the course, 116 might
pass, so the PASS RATE would be 116/120 = 96.6%
• ACHIEVEMENT is calculated as PASS over STARTS,
so 116/132 = 87.8%

9. BUT WHAT ABOUT LINEAR??
• Let’s extend this over a 2 year journey. Of our 132 starters:
• 120 completed the first year
• 6 didn’t return over summer
• 4 were withdrawn in Y13
• so at the end of Y13 we are left with 110 students
• retention over 2 years is 83%
• we have lost 22 students from the course

10. …LINEAR ACHIEVEMENT
• of those 110 students who got to the end of Y13, 6
failed, so the pass rate is 94.5%
• Achievement over 2 years would be calculated as
104 students who PASSED over 132 students who
STARTED = 78.7%

11. WITH THE PEOPLE YOU ARE SITTING
NEXT TO, DISCUSS….
WHAT QUESTIONS DOES THIS
RAISE ABOUT RETENTION AND
ACHIEVEMENT?
• You have the information from
the previous slides to help you -
look on your table!

12. POTENTIAL QUESTIONS…
• What is happening to all of those students withdrawn from the
subject?
• Is it ok to ‘fail’ almost a quarter of students?
• Is there any more we can be doing to support these students?
• Would we expect this to be the number of students who do not
achieve at the end of a two year A level?
• Is this acceptable?
• What is the norm?

13. MOVING ON…
• GSCORES

14. GSCORES ARE DIFFERENT
The old way of calculating a G score:

15. 1-9 GCSES
• With the 1-9 GCSEs
the method used to
calculate the G score
is easier, but the
same principle. You
add up the number
awarded to each
GCSE, then divide by
the total number of
GCSEs taken

16. BUT…..
• During the transition period there is NOT a direct
correlation between grades and numeric scores

17. SO TAKING OUR FIRST
EXAMPLE…
• Using the OLD Scale
• A 7
• A 7
• B 6
• B 6
• B 6
• B 6
• C 5
• C 5
• C 5
• E 3
• = 56 divided by 10 = 5.6
Using the NEW scale
• A 7
• A 7
• B 5
• B 5
• B 5
• B 5
• C 4
• C 4
• C 4
• E 2
• = divided by 10 = 4.8

18. SO…
• So you can see that because of the way the new and
old GCSE scores have been calculated the
results feel very different

19. WHAT HAPPENS AT THE VERY
TOP END??
• The OLD calculation:
• A*A*A*AAAAA
• 8 8 8 7 7 7 7 7
• 57 divided by 8 = 7.1
• The NEW calculation:
• A*A*A*AAAAA
• 8.5 8.5 8.5 77777
• 60.5 divided by 8 = 7.6
Note: A* is the only grade that will result in a higher G score

20. TARGET GRADES
• Will a lower G score result in a lower target grade??
• No - an adjustment has been made so the target
grades will not be any lower than those we are used
to seeing for our cohort

21. TARGET GRADE REMINDER
• Target grades are benchmarked against national
achievement.
• At CIC we have chosen to benchmark against the ‘70th
percentile’
• this means that if a student achieved their target grade,
they would be in the top 30% highest achieving
students with the same GSCORE nationally

22. SUBJECT SPECIFIC
TARGET GRADES ARE ALSO SUBJECT
SPECIFIC
• For student with a new G score of 5.8….

23. MOVING SWIFTLY ON OUR
BUDDIES AT

24. OFSTED
HANDBOOK 1
• Ofsted do not require lesson plans.
They are more interested in the effectiveness of
planning rather than the form it takes
• conduct short, focused visits to lessons or
workshops. ….5-15 minutes and may have a specific
focus…..inspectors would not normally give
feedback to individual members of staff following
these sessions

25. OFSTED
HANDBOOK 2
• Judgements about current learners’ progress
and standards of work carry more weighting than
historic achievement rates
• Inspectors will spend much more time in lessons
judging TLA
• lessons are not graded, teachers do not usually
receive feedback, managers will not receive
feedback on individual teachers or lessons

26. OFSTED
HANDBOOK 3
• ‘learners’ views are central to inspection’
• ‘discussions with learners and analysis of their work’
• ‘analysis of provider and learner records showing planning for
and monitoring of, learners’ individual progress from their
starting points’
• ‘the main focus will be on evaluating the impact of actions
taken by providers’ staff on learners personal development,
their learning and progress and/or their outcomes’

27. FEEDBACK FROM OFSTED
INSPECTION REPORT
CANDI 2016

28. FEEDBACK FROM OFSTED
INSPECTION REPORT
CANDI 2016
• Teachers and managers do not monitor the progress
of students well enough and, as a result, do not give
them clear and specific enough guidance to help
them improve. (progress)
• A high proportion of students achieve their A levels,
although not enough students achieve A or B grades
in their A levels (stretch and challenge)

29. FEEDBACK FROM OFSTED
INSPECTION REPORT
CANDI 2016
• …in a minority of lessons across all centres, teachers do not
plan learning well enough to be sufficiently demanding of the
most able students (stretch and challenge)
• Not enough teachers are sufficiently skilful at using strategies
effectively in lessons to assess students’ understanding and
skills; as a result, they do not always have a clear picture of
what students have understood, what they can do and what
they still need to learn or master (progress)

30. WHAT INSPECTORS ARE
LOOKING FOR
• learners’ progress has developed over time since the start of their qualification
• learners have a knowledge of their progress grades and where they are
currently
• positive attitudes to learning
• development in leaner’s knowledge which teachers and students can articulate
• impact of teaching strategies on learning and progress
• challenge for the least and most able students
• formative assessment for learning

31. DISCUSSION TOPIC - PROGRESS
• How do the teachers know the student is learning and making
progress over time/in a lesson?
• What methods can a teacher employ to know a student is learning
and making progress during a lesson?
• How do the students know they are learning and making progress,
and what that progress is, over time?
• How do students know they are making progress during a lesson?

32. PROGRESS
• Creating opportunities for students to demonstrate what they know,
and talk about their learning
• evidence of dialogue between the teacher and student
• feedback that enables progress and learning is given
• students have time and opportunity to, and expectations that they will,
respond to feedback
• students are engaged and talk enthusiastically about their learning
• purposeful assessment - what do we need to assess and when?