After a late night, and reasonably early morning, there are a few common questions coming up, so here’s my attempt to answer them:
What’s the national data like?
Full set of data available from gov.uk website here: https://www.gov.uk/government/statistics/national-curriculum-assessments-key-stage-2-2016-interim
What about the floor standard?
We don’t really know much yet, so it’s too soon to panic! The floor standard is based on two elements: attainment and progress.
Nationally 53% of pupils met the combined Reading, Writing & Maths standards. However, that doesn’t tell us much about how many schools have met that floor standard. Large numbers of those 53% will be in the same schools – and some schools will have none of them. I’d expect the final figure for schools to be a much lower percentage reaching the combined attainment floor standard.
Because of that, this year the floor standard will come down to progress more than ever. We won’t know anything about progress data until September, so for many headteachers it could feel like a long summer holiday – and not in a good way!
Where are the ‘Greater Depth’ thresholds?
There is no threshold for ‘Greater Depth’. Indeed, for tested subjects, there is no ‘Greater Depth’ at all. The scaled score indicates how far above the expected standard a child is, so there is no need for a label. After all, where would the benefit be in saying that a child who scored 117 is high achieving but a child who scored 116 isn’t, when clearly they both are?
There will be an accountability measure that schools have to publish later that is linked to “high scores”, but this is likely to be a combined measure, for example, the proportion of pupils who achieved over 115 in all 3 tested subjects. Note, that I’ve just picked 115 out of thin air. We don’t know what will be counted as a high score, and for the purposes of reporting to parents and children, we don’t need to know.
Schools are required to share test results and teacher assessment judgements with parents. I suspect that MIS suppliers will provide a template that allows you to print a separate sheet to give to parents alongside reports. I’ve also written a free leaflet which can be downloaded from the Rising Stars website that helps to explain the results to parents:
How do we calculate our combined RWM score?
The key thing to note with this is that it is based on the number of individual children who have met all 3 subjects, not an average of the three subjects’ results. To find your combined RWM score, you need to look at each child to decide whether or not they have met all 3 subjects Expected Standards. For example, in this small cohort, 5 out of the 8 pupils did meet all 3 standards, so the combined RWM score will be 62.5%.
Note that the grammar score does not contribute to the floor standards.
What does CA mean on my results?
This means that special consideration has been granted. More details can be found on the STA website here: https://www.gov.uk/guidance/key-stage-2-tests-applying-special-consideration-to-results
Notably, it won’t affect the scaled score at this stage, but will be accounted for when it comes to accountability. Schools have to choose how to explain that to parents.
Can I appeal if they got a scaled score of 99?
You can still apply for marking reviews this year. If it affects the scaled score by moving from over the threshold, or if it affects the raw score by more than 3 marks, then there is not charge. You can submit review requests via NCA tools within the next 10 days. More details online at https://www.gov.uk/guidance/key-stage-2-tests-how-to-apply-for-a-review-of-key-stage-2-results
Where are the markschemes?
All the markschemes can be downloaded from the gov.uk website here: