The DfE have published a statement of intent explaining which data the DfE will publish for schools and colleges in the secondary and 16 to 18 performance tables. It includes information on the main changes to 2017 performance tables: for transparency and to help schools show progress, the headline threshold attainment measures will also be published at grade 4.
The statement of intent confirms that secondary performance tables will be published in January 2018, and 16-18 performance tables will be published in January and March 2018. As in previous years, provisional secondary performance measures will also be published in October 2017, to help inform parents on their choice of secondary school.
Main changes to 2017 performance tables: Secondary
- Reformed GCSE qualifications in English and mathematics, graded 9-1, will be included in performance tables in 2017, with other reformed GCSEs to follow in 2018 and 2019.
- The headline performance measures are broadly unchanged from 2016, but the headline threshold attainment measures in 2017 will use a grade 5 (strong pass) for reformed English and mathematics. This will mean that these measures will become:
- The proportion of pupils achieving a strong pass in English and mathematics - grade 5 or above.
- The proportion of pupils achieving the EBacc - grade 5 or above in English and mathematics, and grade C or above in unreformed subjects.
- Some additional measures will also be published for the first time from 2017:
- For transparency and to help schools show progress, the headline threshold attainment measures will also be published at grade 4. These are:
- The proportion of pupils achieving a standard pass in English and mathematics – grade 4 or above.
- The proportion of pupils achieving the EBacc - grade 4 or above in English and mathematics, and grade C or above in unreformed subjects.
- In addition, as a result of requests for additional data from schools, the DfE will also publish:
- Average number of EBacc slots filled in Attainment 8 at school level.
- Average number of open slots filled in Attainment 8 at school level.
From 2019 performance tables point scores will be allocated to the new GCSEs on a 9-1 point scale. During the transition period (2017 and 2018) where a combination of reformed and unreformed GCSEs can count towards performance measures, point scores from unreformed GCSEs will be mapped onto the 9-1 scale with 8.5 being the maximum that can be achieved from an unreformed GCSE.
The grade changes mean it is no longer possible to calculate the previous headline measure, 5+A*-C including English and mathematics, and this measure will therefore not appear in the performance tables.
Publication of provisional data
Provisional school results will be published in advance of the 31 October deadline for secondary school admission applications. These will be published on the performance tables website (clearly labelled as provisional) and will include the headline performance measures for state funded secondary schools only. Full secondary performance tables will be published in January 2018.
As the data published in October will be provisional, schools may see changes to their results between the provisional publication and the January performance tables publication. As in previous years, any amendments between August and November 2017 will be reflected in the full revised performance tables released in January 2018. Amendments made after the start of November 2017 or during the errata period will be reflected in the finalised performance tables published in Spring 2018.
In 2017, a school or college will be below the secondary floor standard if its Progress 8 score is below -0.5, unless the confidence interval suggests that the school's underlying performance may not be below average. A Progress 8 score of -0.5 indicates that the average achievement of a school's pupils is approximately half a grade worse per subject than other pupils with the same prior attainment.
In 2017 the 'coasting' definition will consider performance in 2015, 2016 and 2017 and a school will only be identified as coasting if it is within the coasting definition in all three years. For secondary schools in 2017, the definition will apply to schools which:
- In 2015 had fewer than 60% of children achieving 5+ A*- C GCSEs including English and mathematics, and below the median percentage of pupils making expected progress in English and mathematics.
- Or in 2015, for Progress 8 opt-in schools, fall below -0.25 in its Progress 8 and the upper band of the 95% confidence interval is below zero, and
- In 2016 and 2017 fall below a level set against Progress 8 score and the upper band of the 95% confidence interval is below zero. This threshold for 2017 will be announced in the autumn, but in 2016 it was - 0.25
By 2018, the definition of coasting will be based entirely on three years of Progress 8 data and will not have an attainment element. In 2017 there are new GCSEs in English and maths, and the points used in performance tables are changing. Ofsted and Regional School Commissioners will take these factors into account, where relevant, when a school is below the floor or coasting.
Pupils with extremely negative scores
The DfE is aware of feedback about the impact that a small number of pupils with extremely negative progress scores can have on a school's overall Progress 8 score. They intend to make a change to the Progress 8 methodology from 2018, and will work with the sector on the best approach in the autumn of 2017.
In 2017 the DfE will ensure that those working with school data, including Ofsted, Regional Schools Commissioners and local authorities are aware of the potential impact on a school's Progress 8 score of pupils with extremely negative progress scores. The impact of pupils with extremely negative scores on Progress 8 will also be taken into account where a school is below the floor standard or coasting in 2017.
2017 performance tables
- The 2017 tables will include two new level 2 performance cohorts: vocational qualifications at level 2, and technical certificates, a subset of the former. The 2017 tables will report school and college performance in these qualifications for both new cohorts against the following headline measures: progress, attainment, and retention.
- Headline measures will be published for disadvantaged pupils to illustrate differences between how well disadvantaged students in a school or college do compared to non-disadvantaged students nationally.
- The DfE will publish new measures on level 3 mathematics, students returned and retained for a second year, students retained and assessed and on the proportion of students achieving a technical certificate qualification of those whose highest level of entry is at level 2.
Changes to the checking exercise for colleges
The DfE will share provisional 16 to 18 performance measures with schools and colleges, when they ask schools and colleges to check their data and submit any requests for amendments via the performance tables data checking exercise. This takes place from late September to early October.
The minimum standards for the academic and applied general cohorts will be confirmed in the autumn, and for the tech level cohort in Spring 2018.
From 2019, only technical certificates will be recognised as level 2 vocational qualifications in the 16 to 18 performance tables. In order to give time for institutions to transition towards these qualifications, a broader range of qualifications will also be reported in 2017 and 2018 tables. These include all level 2 vocational qualifications of size equivalent to at least two GCSEs (minimum 145 guided learning hours).
Read the full statement of intent here.