The Department for Education has published a Statistical First Release containing further data about KS2 attainment. These provisional key stage 2 attainment national statistics for 2017 provide more detail than the interim national data released on 4 July, including performance against the high score measure. You can see our analysis here. School level attainment and progress data will be publicly available when primary performance tables are published in December.
Schools will also be able to access their school progress scores for the first time via the checking exercise, where there will also be a chart showing the distribution of progress scores to help you see your data in context.
One of the things we hope that you will see which has improved since last year is the impact on your school progress score of the children who are working below the standard of the test. NAHT's campaigning has secured positive and necessary change to the impact these pupils can have. The DfE has now implemented improvements to the methodology to calculate progress scores for these children which are outlined in the technical guidance, pages 19-21.
The updated technical guide confirms the high score and floor standard for 2017, which remain the same as last year's thresholds. (The coasting standard will be announced in October.)
The floor standard has two parts - attainment and progress. A school that meets the progress part of the floor is above the floor overall. No school is below the floor until revised data are published in December. The provisional data give schools a clear indication of whether they are likely to be below the floor standard when revised data are published in performance tables in December.
In 2017, NAHT has again secured a commitment from government that no intervention will be made on the basis of writing data alone and in addition, where a school is below the floor standard, or meets the coasting definition, because of writing only, no intervention will follow. The Secretary of State has also made clear that data should only be the starting point for a conversation about school performance and that no single piece of data will be used to determine any decision on intervention, either in 2017 or beyond. Instead Ofsted, RSCs, local authorities, governors and parents should look at a range of data, alongside the school's broader context and performance history, rather than focusing on one piece of information alone.