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  • Analysing pupil performance data (primary) Data analysis of your pupils' performance is a key part of understanding attainment and improving teaching and learning. Get to grips with how to go about it, including what to focus on and how to analyse data from ASP and IDSR.
  • Analysing pupil performance data (secondary) UpdatedAnalysing your school's performance data is a key part of understanding attainment and improving teaching and learning. Read our guidance on how to go about it, including what to focus on, and how to analyse data from ASP and IDSR.
  • High, middle and low attainers: definition UpdatedPupils are grouped as high, middle or low attainers in the Key Stage (KS) 2 and KS4 performance tables, based on their prior attainment in KS1 and KS2 respectively. Read about the changes to how prior attainment bands are calculated in relation to scaled scores.
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  • Attainment and progress: know the difference When it comes to measuring pupil performance, it's easy to confuse 'attainment' and 'progress'. Be clear about the difference so you can effectively analyse your school’s performance data.
  • EYFS: expectations of progress There's no specific expectation of progress in the Early Years Foundation Stage (EYFS). Find out how Ofsted judges progress and read our case study to find out how one 'outstanding' school demonstrates progress.
  • Progress measures: pupils with SEN All pupils, including those with special educational needs (SEN), are included in whole-school progress measures. See how these are calculated, where to find the data and what you can do to monitor pupils working below the standard of the National Curriculum.
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  • Primary school performance data: pupils with SEN There's no performance data for 2020 and 2021. Instead, take a look at the previous year's national performance data for primary pupils with special educational needs (SEN) covering Key Stage (KS) 1 and KS2.
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  • Calculating progress 8 scores Find out how progress 8 is calculated, including which qualifications count towards it and how the calculations differ for pupils with missing or incomplete data. Get to grips with confidence intervals, and use the DfE's tool to work out your school's score.
  • Progress 8: does it apply to PRUs? Pupil referral units (PRUs) and alternative provision (AP) academies are not subject to progress 8 floor standards. Read advice from one of our associate education experts on how PRUs can demonstrate that pupils are making good progress.
  • Progress 8 in special schools Progress 8 also applies to special schools, to compare their scores against the mainstream average and other special schools. Read advice on calculating progress 8 scores and on how this data is used.
  • Progress 8: which qualifications count? Read guidance on the different elements that make up progress 8, including which qualifications are eligible for inclusion. We also explain how discounting will affect multiple qualifications taken in the same subject.
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  • Analysing KS5 data We have brought together guidance on how to analyse your KS5 performance data from our associate education expert. We also look at the next steps you should take when looking at the findings.
  • Analysing your exclusions and behaviour data Find out how to embed analysis of this data into your practice. You'll be able to support school improvement and show Ofsted you're proactive in identifying and addressing issues. Here's what to look for and how to take action.
  • Closing the gap: identifying groups to track Our guidance helps you identify which pupil groups to track. Our associate expert suggests how to compare different pupil groups for monitoring progress and attainment, and we link to our CPD resources on closing gaps.
  • Pupil premium: accessing the list of eligible pupils Learn how to access the DfE's list of pupils eligible for the pupil premium, using the new Get Information About Pupils (GIAP) service.
  • Setting whole-school targets for attainment and progress Is there guidance on setting whole-school targets? We relay advice from one of our associate education experts on setting whole-school targets. You will also find a case study from a school and examples of good practice.
  • Tracking progress: collecting and analysing data Our associate education expert explains how you can develop a system for tracking pupil attainment and progress. We explain how to approach data collection, which data to collect and how to analyse it.
  • Using data to support school improvement There is a lot of data available to schools - so we've created a downloadable guide on how to use it to support school improvement planning, when to use it throughout the year and who should be involved. You will also find case studies on how three schools use data.
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