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An Evaulation of Key Stage 3 2007

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An Evaulation of Key Stage 3 2007 An Evaluation of Key Stage 3 2007 S13/2007 November 2007 FAMILY AND CHILDREN’S SERVICES POLICY AND PERFORMANCE KEY STAGE 3, 2007 Research Report S13/2007 This research report presents an analysis of Key Stage 3 results in the Royal Borough of Kensington and Chelsea in 2007. Results are compared with statistical neighbours and the national averages, and with previous years. Results are presented by school and are contextualised by gender, entitlement to receive a free school meal, SEN, ethnicity, time in school, term of birth, IDACI and pupils’ attendance. The Royal Borough’s results are compared with the 2007 national average and with previous years. The results of a ‘value-added’ assessment of pupil achievement at Key Stage 3 (2007) are presented, using pupils’ previous achievement at Key Stage 2 (2004) as the baseline measure. Further Sam Utting or Diana Hall information available from: Telephone: 0207 361 3096 or 0207 598 4815 Policy and Performance welcomes your comments on this and other reports, and any suggestions for future research. KEY STAGE 3 2007 CONTENTS Paragraph numbers: 1 Introduction 2 The requirements of Key Stage 3 Statutory Assessment in 2007. 3 The structure of Key Stage 3 Assessment in 2007. 4 Evaluation of Key Stage 3 Targets in 2007. 5 Summary of results 6 Borough level results 7 Holland Park 8 St Thomas More 9 Sion Manning 10 Cardinal Vaughan 11 Factors affecting performance (borough level) 12 Ethnicity 13 Attendance 14 Key Stage 2 (2004) to Key Stage 3 (2007) 15 Looked After Children 16 Conclusion 17 Recommendations APPENDIX Individual School Results Table 1 All subject results and national averages Table 2 All core subjects (achievement at Level 5 and above) Table 3 All core subjects (achievement at Level 6 and above) Table 4 All core subjects (achievement at Level 7 and above) Table 5 English Reading test results Table 6 English Writing test results Table 7 English test results Table 8 English teacher assessment Table 9 Mathematics test results Table 10 Mathematics teacher assessment Table 11 Science test results Table 12 Science teacher assessment Table 13 Design and technology teacher assessment Table 14 Information technology teacher assessment Table 15 History teacher assessment Table 16 Geography teacher assessment Table 17 Modern Foreign Languages teacher assessment Table 18 Art teacher assessment Table 19 Music teacher assessment Table 20 P.E. teacher assessment Table 21A Optional teacher assessment in R.E. Table 21B Citizenship teacher assessment Table 22 English, Mathematics and Science test results Previous achievement and background factors Table 23 Percentages at Level 5 and above by pupil characteristics Table 24 Regression analysis Table 25 Factors affecting performance by school Table 26 Attendance Table 27 Key Stage 2 (2004) to Key Stage 3 (2007) Table 28A Progress in English from Key Stage 2 (2004) to Key Stage 3 (2007) by school Table 28B Progress in mathematics from Key Stage 2 (2004) to Key Stage 3 (2007) by school Table 28C Progress in science from Key Stage 2 (2004) to Key Stage 3 (2007) by school Table 29 Progress from Level 4 Key Stage 2 within a national context Table 30 Pupils Achieving 2 Levels of Progress Key Stage 3 2007 Report Policy and Performance NATIONAL CURRICULUM ASSESSMENT 2007 An Evaluation of Key Stage 3 1.0. INTRODUCTION 1.1. Local Authorities (LAs) are responsible for ensuring that the National Curriculum is implemented in the schools that they maintain, and this report presents all Key Stage 3 results for 2007 for schools in Kensington and Chelsea. 1.2. All pupils in their final year of Key Stage 3, normally aged 14, must be assessed in all the subjects of the National Curriculum. The core subjects (English, mathematics and science) are subject to both teacher assessment and national tests. The foundation subjects (information and communication technology, history, geography, design technology, modern foreign languages, art and design, music, physical education and citizenship) are subject to teacher assessment, but not national tests. 1.3. Schools are required to report these results to parents and governors with the 2006 national data for Key Stage 3. All the Royal Borough secondary schools completed Key Stage 3 assessment arrangements and reported their results to parents. 2.0. THE REQUIREMENTS OF KEY STAGE 3 STATUTORY ASSESSMENT IN 2007 An overview of Assessment in 2007 2.1. Assessment standards at Key Stage 3 in the core subjects of English, mathematics and science in secondary schools are standardised by external marking agencies. The quality and consistency of the teacher assessment in both core and foundation subjects is the responsibility of schools. Standards should be regulated through internal moderation in accordance with the level descriptions of the subject National Curriculum Orders. 2.2. Governing bodies have a general duty to ensure that the school meets the requirements of the national curriculum, including the statutory assessment, administrative and reporting arrangements. 2.3. There is a duty on the LA to: • Offer schools advice on aspects of assessment in Key Stage 3 • Consider requests for early opening or additional time • Monitor the conduct of the testing procedures • Inform the National Assessment Agency (NAA) about any irregularities in the test administration process. The Royal Borough carried out all its statutory requirements. 1 Key Stage 3 2007 Report Policy and Performance 2.4. Access arrangements describe adjustments that schools must consider in advance of the tests, and should be based primarily on history of need and normal classroom practice for pupils with particular needs. Schools must have evidence to show that resources are routinely committed to providing this support. 2.5. These arrangements have been designed to ensure that the vast majority of pupils can access the Key Stage 3 tests. Access arrangements must never provide an unfair advantage – the support given must not change the test questions and the answers must be the pupil’s own. 2.6. The guidance for the use of prompters for pupils who have difficulties concentrating or suffer fatigue was updated. From 2007 it was possible to use verbal prompting where it is in line with the support the pupil normally receives in class. 2.7 Permission must be requested from the LA for some access arrangements, for example early opening, or additional time. This permission must be requested every year, regardless of any access arrangements made in previous years. 2.8. In order to decide whether an individual pupil needs access arrangements, schools need to consider: • Their assessment needs • The type and amount of support that they receive as part of normal classroom practice. 2.9. The access arrangements may be appropriate for pupils: • With a statement of special educational needs. • For whom provision is being made in school at School Action or School Action Plus of the SEN Code of Practice, and whose learning difficulty, or disability significantly affects their ability to access the tests. • Who are unable to sit and work at a test for a sustained period because of a disability, or because of behavioural, emotional or social difficulties. • For whom English is an additional language and who have limited fluency in English. 2.10. Schools must make sure that documentation showing that a pupil is eligible for access arrangements is available for inspection in the event of a monitoring visit during the test period. This documentation must show evidence that resources are routinely committed to providing the support in the classroom. 2 Key Stage 3 2007 Report Policy and Performance 2.11. The arrangements have been designed to ensure that the vast majority of pupils can access the tests. Such arrangements need to be considered in advance of the test and based on the need and normal classroom practice for pupils with particular needs. 2.12 Applications for up to 25% additional time, early opening and timetable variations were all made online. 2.13 The LA has a statutory duty to carry out unannounced visits to schools before and during the test period. As in previous years a consultant undertook the pre-test checks in all four maintained schools and the Pupil Referral Unit. A School Improvement Adviser undertook the monitoring visits to all secondary schools during the test period that covered all three subjects. 3.0. THE STRUCTURE OF KEY STAGE 3 ASSESSMENT IN 2007 Tests 3.1. All pupils in their final year of Key Stage 3 in the academic year 2006/2007 must have been assessed. This includes special schools and those attending a Pupil Referral Unit on a part-time basis who are on the school’s roll. 3.2. The Key Stage 3 tests assessed Levels 3-7 of the national curriculum, with the exception of mathematics that continued to assess to Level 8. The following categories assisted schools in deciding whether certain pupils should, or should not be entered for the tests: • Pupils working at the Level of the tests and able to access them. • Pupils working at the Level of the tests but not able to access them. • Pupils working below the Level of tests, i.e. below Level 3 for mathematics and science and Level 4 for English. • Unable to ascertain the Level at which the pupil is working. 3.3. The national test dates for Key Stage 3 in 2007 were Tuesday 8 May to Friday 11 May. 3.4. There are a number of options for assessing the most able and gifted pupils this includes: • A range of optional tasks, available on the QCA website, to support teacher assessment judgements • Early entry for the end of Key Stage tests if a pupil has completed the programme of study for the Key Stage and is about to move into the next Key Stage’s programme of study 3 Key Stage 3 2007 Report Policy and Performance 3.5.
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