It would be fair to say I am hooked on data for learning, it is after all my role in school at the moment. At the same time I am acutely aware that data is an acquired taste and for some, unpalatable.
Did you know that 66% of pupils with Level 4 in mathematics at KS2 attained grade C or higher in mathematics at KS4. If you lead a mathematics department the answer is hopefully yes.
Did you know that if we split those pupils into three bands (4C, 4B, 4A) we find that the percentage making expected progress varies from 44% (for 4C) to 85% (for 4A). That I didn’t know, nor did I expect such a broad difference.
If we look at prior attainment in English we find – for pupils who attained level 4 in mathematics at KS2 – that the percentage making expected progress varies from 44% (level 3 in English) to 82% (level 5 in English). I didn’t stumble upon the overall percentage.
What is more, FFT also tell informs me that these variations increase when we look in greater detail by using fine grades derived from test marks.
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