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Using Foundation Stage Data For School Self-evaluation:
Issues and Challenges
Feyisa Demie - Head of Research & Statistics
Foundation Stage Assessment ConferenceProfessional Development Centre, Lambeth CYPS
5 February 2007
KEY QUESTIONS FOR THE DAY
• How reliable is Lambeth Foundation Stage Assessment Data? Issues
• What does the data tell us at child, school, LEA and national level? How can we use FSP data to identify overall strengths and weaknesses?
• What must be done to improve your Foundation Stage performance?
Use of Assessment Data
1. Assessment data helps to pose and answer questions about:
current standardstrends over timethe progress made by individuals and groups.
2. It provides one of the principal indicators of the outcomes of the education provided by schools for use by a range of stakeholders.
HEALTH WARNING ABOUT THE USE OF STATISTICAL DATA
Statistical data in your school profiles or PANDA provides questions but not answers. It is important, therefore, to note the relative position of a school in particular table or graphs may be due to a number of factors. It is a matter for headteachers and governors to undertake detailed monitoring and review why schools with similar characteristics perform differently. Statistical information is unhelpful if misused or wrongly interpreted.
FSP Assessment Data Collection and Areas of Learning
1. Six areas of Learning each with 3 Assessment Scales • Communication, Language, Literacy (CLL)• Mathematical Development (MD)• Personal, Social and Emotional Development (PSED)• Knowledge and Understanding of the World (KUW)• Physical Development (PD)• Creative Development (CD)
2. Data was Collected for 13 assessment Scales
3. Pupils are recorded between 0 and 9 points
What other kind of data should schools collect and analyse?
School improvement research shows that there are a number of factors that are known to affect pupils’ performance and need to be collected.
• Prior attainment• Gender• Ethnic background• Socio-economic background (e.g EAL, FSM and Mobility)• Birth date• Pupils’ motivation and attitudes• The teaching & learning provided by the school
3.80%
12%
19%
27%
23%
14%
0.00%
5.00%
10.00%
15.00%
20.00%
25.00%
30.00%
w 1 2C 2B 2A 3
How reliable is Assessment Data? Evidence from 2006 KS1 Maths results
The two graphs below show the ‘normal distribution curve’ illustrating that a large proportion of Lambeth children are assessed as having higher scores than expected. Lambeth has addressed this issue through training around assessment and moderation. This explains the drop in average point score over the last three years.
Figure 2a) Communication, language and literacy – Lambeth distribution 2004/05
Figure 2b) Mathematical development – Lambeth distribution 2004/05
Issues in Foundation Stage Profile
Assessment: 2005 Evidence
12.010.08.06.04.02.00.0
CLLAverage
300
250
200
150
100
50
0
Fre
qu
ency
Mean = 7.671Std. Dev. = 2.6197N = 2,642
10.008.006.004.002.000.00-2.00
CLLaverage
140
120
100
80
60
40
20
0
Fre
qu
ency
Mean = 5.8008Std. Dev. = 1.91497N = 2,612
Figure 2a) Communication, language and literacy – Lambeth distribution 2005/06
Figure 2b) Mathematical development – Lambeth distribution 2005/06
Foundation stage profile assessment 2006– after RS/LA interventions and some school reassessments
10.08.06.04.02.00.0
MATAverage
300
250
200
150
100
50
0
Fre
qu
ency
Mean =6.094Std. Dev. =1.9191
N =2,650
Issues of Foundation Stage Assessment and Distribution of Average scores
Figure 2d)Distribution of Average Scores - Maths
0% 1%3%
5%7%
12%
16%
24%22%
8%
1% 1% 2% 3%6%
9%
15%
23%
27%
14%
0%
10%
20%
30%
0 1 2 3 4 5 6 7 8 9
2006 2005
Communication Literacy and Language, Lambeth Distribution
Distribution of Average Scores - Literacy
1%4%
8%
11%
18% 17% 18% 17%
8%
2%4%
6%9%
13%
17%19% 20%
11%
0%
5%
10%
15%
20%
25%
0 1 2 3 4 5 6 7 8 9
Per
cent
age
Lambeth National
FSP Data can be used in a number of ways to:•Support school self-evaluation.•Identify underachieving groups.•Set targets.•Narrow achievement gaps.•Support teachers in tracking pupil performance
The Challenge of Effective Use of Data for LAs and Schools
What Does the Data Tell at Child Level?
Child
GENDEr
Month of birth
PSE AS1
PSE AS2
PSE AS3
PSE AOL
CLL AS1
CLL AS2
CLL AS3
CLL AS4
CLL AOL
MAT AS1
MAT AS2
MAT AS3
MAT AOL
KUW AOL
PHY AOL
CRE AOL
FSP Total
a M 6 7 7 8 22 6 3 4 3 16 4 6 7 17 7 7 7 76
b M 4 7 7 7 21 7 6 5 6 24 7 7 7 21 8 8 7 89
e M 4 8 8 8 24 7 6 7 6 26 8 8 9 25 8 8 8 99
f F 10 9 9 8 26 7 9 8 8 32 8 9 9 26 8 8 8 108
g F 9 8 9 8 25 8 7 8 7 30 8 8 9 25 8 8 8 104
What Does the Data Tell at School Level?
Towards ELG
Within ELG
Achieved all ELG
Beyond ELG
Towards ELG
Within ELG
Achieved all ELG
Beyond ELG
n
PSE AS1 3 5 1 0% 33% 56% 11% 9
PSE AS2 3 2 4 0% 33% 22% 44% 9
PSE AS3 2 7 0% 22% 78% 0% 9
CLL AS1 5 4 0% 56% 44% 0% 9
CLL AS2 1 7 1 11% 78% 0% 11% 9
CLL AS3 4 5 0% 44% 56% 0% 9
CLL AS4 1 6 2 11% 67% 22% 0% 9
MAT AS1 2 7 0% 22% 78% 0% 9
MAT AS2 2 6 1 0% 22% 67% 11% 9MAT AS3 2 7 0% 22% 0% 78% 9
KUW AOL 2 7 0% 22% 78% 0% 9
PHY AOL 2 7 0% 22% 78% 0% 9
CRE AOL 4 5 0% 44% 56% 0% 9
School summary
Number working % working
What Does the Data Tell at LA level? (%)LA N=2650
Toward ELG1-3
Within ELG4-7
Achieved & beyond ELG 8-9
6+
LA NAT LA Nat LA NA LA NA
PSE-DA 4 2 55 47 41 51 80 88
PSE-SD 9 4 59 58 32 38 70 80
PSE-ED 11 6 51 49 38 45 69 77
CLL-LCT 12 6 60 54 27 39 66 78
CLL-LSL 24 17 53 54 22 29 49 61
CLL-R 14 8 68 62 18 30 54 68
CLL-W 22 17 57 59 20 24 50 57
MD-NLC 8 4 56 52 36 44 79 87
MD-C 21 11 56 58 22 30 57 69
MD-SSM 11 6 63 59 26 34 66 80
KUW 11 6 62 55 27 39 65 77
PD 7 3 51 44 42 52 80 88
CD 6 4 68 62 26 34 72 78
Using FSP Data for School Self-evalution
Average Communication Language and Literacy Scores
7 7 7 7 77 7 7 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 5 5 5 5 5 5 5 5 5 5 5 5 5 5 5 4 4 4 4 4 4 4
4 4
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
School ID
Mea
n S
core
Schools
Lambeth
Using FSP Data for School Self-evaluation
Average Maths Scores
8 8 8 8 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 7 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 6 66 6 6 6 6 6 5 5 5 5 5 5 5 5 5 5 5
4 4 4 4
0.0
1.0
2.0
3.0
4.0
5.0
6.0
7.0
8.0
9.0
School ID
Mea
n S
core
Schools
Lambeth
Using FSP Data to Monitor Performance Trend 2004-2006
Average Foundation Stage Scores 2006
7.16.2
6.9 7 7.4 776.2
6.8 6.97.4
6.96.55.6
6.1 66.7 6.3
0123456789
Personal, Social,Emotional Development
Communication,Language and Literacy
MathematicalDevelopment
Knowledge andUnderstanding of the
World
Physical Development Creative Development
2004 2005 2006
Using Foundation Stage Gender Data To identify Underachieving Groups
6+ points Cohort Literacy Maths Average
Girls 1283 56% 67% 62%
Boys 1367 41% 58% 50%
Foundation Stage by Ethnic Groups6+ points Cohort Literacy Maths Average
African 585 49% 63% 56%
Any Other Group 68 40% 51% 46%
Asian Other 20 43% 67% 55%
Bangladeshi 31 39% 49% 44%
Black Other 138 59% 70% 65%
Caribbean 457 48% 62% 55%
Chinese 19 47% 79% 63%
Greek 1 100% 100% 100%
Gypsy/Roma 1 100% 100% 100%
Indian 18 75% 75% 75%
Foundation Stage by Ethnic Groups6+ points Cohort Literacy Maths Average
Mxd Other 107 61% 75% 68%
Mxd White/Asian 19 75% 90% 83%
Mxd Wh/Bl Afr 40 78% 81% 80%
Mxd Wh/Bl Carib 128 54% 70% 62%
Pakistani 41 50% 62% 56%
Portuguese 139 34% 48% 41%
Turkish 11 18% 36% 27%
Vietnamese 9 33% 67% 50%
White British 492 62% 77% 70%
White Irish 13 79% 93% 86%
White Other 134 51% 64% 58%
Using Ethnicity FSP Data to Identify Underachieving Groups (% Literacy score 6+)
34%
39%
48%
49%
50%
51%
54%
59%
61%
62%
78%
0% 10% 20% 30% 40% 50% 60% 70% 80% 90%
Portuguese
Bangladeshi
Caribbean
African
Pakistani
White Other
Mxd Wh/Bl Carib
Black Other
Mxd Other
White British
Mxd Wh/Bl Afr
Foundation Stage Profile by Free School Meals
6+ points Cohort Literacy Maths Average
Eligible 985 38% 55% 47%
Not Eligible 1599 56% 68% 62%
Foundation Stage Profile Assessment by First Language
6+ points Cohort Literacy Maths Average
Stage 1 290 19% 31% 25%
Stage 2 417 45% 62% 54%
Stage 3 211 69% 81% 75%
Fully fluent 161 73% 82% 78%
English Only 1430 57% 70% 64%
Foundation Stage Profile Assessment by Term of Birth
6+ points Cohort Literacy Maths Average
Autumn 894 67% 79% 73%
Spring 857 53% 65% 59%
Summer 899 36% 52% 44%
Term of Birth and Gap in Achievement
67%
53%
36%
79%
65%
52%
0%
10%
20%
30%
40%
50%
60%
70%
80%
90%
Autumn Spring Summer
Literacy
Maths
FSP to KS1 Chances Graphs - Writing
2004 CLL
Average FSP
KS1 2006 Writing
Number of
PupilsA/D W 1 2C 2B/A 3
No FSP 1% 11% 23% 18% 42% 6% 859
Below 6+ 0% 11% 34% 29% 25% 0% 664
6+ 0% 1% 8% 15% 60% 17% 1039
FSP to KS1 Chances Graphs - Maths
2004 Maths
Average FSP
KS1 2006 MathsNumber
of PupilsA/D W 1 2C 2B/A 3
No FSP 1% 6% 17% 20% 46% 10% 859
Below 6+ 0% 10% 30% 29% 31% 0% 368
6+ 0% 0% 4% 16% 59% 20% 1335
FSP to KS1 Chances Graphs - Maths
Maths FSP 6 and Above
0% 0% 4%16%
59%
20%
0%
20%
40%
60%
80%
A/D W 1 2C 2B/A 3
Maths KS1 Level
Conclusions and Key messages
Assessment Issues:• Distribution of children’s scores shows great variation between
schools. We need to do more in terms of moderations and engaging schools in the use of data
• CLL and maths average scores only showing a slight decrease in 2006 but continue improving
• Higher number of children assessed as achieving 8 and 9 points in a number of areas and this is a cause for concern
• FSP data can be used for school self-evaluation, target setting and identifying underachieving groups but may not be used for value added analysis between FSP to KS1 because of low correlations
Conclusions and Key messages (2)
Evidence from FSP data:• Boys, summer born pupils are underachieving • Of the major ethnic group Portuguese, African and
Caribbean are underachieving in CLL and Maths compared to white British
• Performance of Bilingual pupils improve with improvement in level of fluency in English
• Bilingual pupils fully fluent in English do better than British White
• The above evidence support previous findings from KS1, KS2, KS3 and GCSE
End of Presentation – Thank You
Contact details:
Feyisa Demie, Research and Statistics Unit, Lambeth CYPS
Tel. (020) 7926 9448
Key Questions for Workshop:You will be given your school and Lambeth FSP data from which you need to answer the following questions. Brainstorm and discuss the following issues:
How reliable is Foundation Stage Assessment in your school and in Lambeth. What can be done to improve?
What does Foundation Stage Assessment data tell me about overall performance of the LA’s schools?
How useful are the proposed chance graphs, which use FSP assessment scores to show the likelihood a pupil will gain a given level at KS1? Are they useful for future target setting?
