Service Delivery Plan 2016-2021 details

Summary

The requester asked for details on Key Stage 2-4 value-added performance measures in Isle of Man secondary schools following a missed target in the 2016-2021 Service Delivery Plan. The Department of Education, Sport and Culture responded that schools evaluate performance against developed IOM benchmarks and provided attached guidance on achievement against prior attainment.

Key Facts

• The Department of Education, Sport and Culture confirmed that IOM benchmarks referenced in the strategic plan have been developed since its publication.
• Schools are required to evaluate performance against indicators including Attainment and Achievement.
• The Education Improvement Service requires schools to determine if pupils make expected progress over time.
• The response included a document titled 'SSRE Secondary Toolkit guidance on Achievement against Prior Attainment – Secondary 2016/17'.
• The overall judgment on achievement is made against progress from Key Stage 2 to Key Stage 4.

Data Disclosed

• 2016-2021
• December 2017
• 2018-02-26
• 2018-03-19
• 7 March 2018
• IM122572I
• 2016/17
• Key Stage 2
• Key Stage 3
• Key Stage 4
• Key Stage 5

Original Request

The Department of Education & Children’s Service Delivery Plan 2016-2021 details a number of “Corporate Strategy Map Critical Processes/Initiatives.†One of these (1.1A2 page 16) is to “develop improved benchmarking against Key Stage 2 performance with a focus on Key Stage 2 â€' Key Stage 4 value added measures as the most appropriate way to benchmark student performance during examination reform.†The Responsible Officer is listed as the Director of Education and the target date for this process/initiative was set at December 2017. From the Service Delivery Plan, it appears no such measures were in place when the Plan was published as for "current situation" it states "not in place". Accordingly, can you provide me with information detailing what KS2-4 value-added performance measures are now in force at each of the Island’s Secondary Schools and indicate whether such value added performance measures will be applied to all KS3 and KS4 pupils currently on each school roll?

Data Tables (1)

Data Tables (reformatted)

Full Response Text

7 March 2018

Dear

Re: Freedom of Information Request – Reference Number IM122572I

Your Request:-

The Department of Education & Children’s Service Delivery Plan 2016-2021 details a number of “Corporate Strategy Map Critical Processes/Initiatives.” One of these (1.1A2 page 16) is to “develop improved benchmarking against Key Stage 2 performance with a focus on Key Stage 2 – Key Stage 4 value added measures as the most appropriate way to benchmark student performance during examination reform.” The Responsible Officer is listed as the Director of Education and the target date for this process/initiative was set at December 2017. From the Service Delivery Plan, it appears no such measures were in place when the Plan was published as for "current situation" it states "not in place".

Accordingly, can you provide me with information detailing what KS2-4 value-added performance measures are now in force at each of the Island’s Secondary Schools and indicate whether such value added performance measures will be applied to all KS3 and KS4 pupils currently on each school roll?

Department Response:-

The Department is able to provide you with the following information:

Schools on the Isle of Man are expected to evaluate their performance against a wide range of indicators, including for Attainment and Achievement. The Education Improvement Service, for example, requires schools to determine whether pupils make expected progress over time in line with agreed IOM benchmarks and whether within lessons and units of work pupils love learning and acquire and apply skills, knowledge and understanding, demonstrating progress in their learning. In looking at these indicators, a school would reach a conclusion about its effectiveness. Since the publication of the strategic plan, the IOM benchmarks referenced above have been developed and are attached.

The information provided within this response letter will also be published on the Government website in due course should you wish to revisit the information.

If you are unhappy with this response to your Freedom of Information request, you may ask us to carry out an internal review of the response, by completing a Review/Complaint form and submitting it electronically or by delivery/post to:

Department of Education Sport and Culture

Rheynn Ynsee, Spoyrt as Cultoor Chief Executive Officer Ronald Barr

Department of Education, Sport and Culture Hamilton House Peel Road Douglas IM1 5EZ Direct Dial No:

Website: www.gov.im/desc Email:

Mr Andrew Shipley, Legal and Administration Manager, Hamilton House, Peel Road, Douglas, Isle of Man, IM1 5EZ.

An electronic version of our Review/Complaint form can be found by going to https://www.gov.im/about-the-government/freedom-of-information/

Your Review/Complaint request should explain why you are dissatisfied with this response, and should be made as soon as practicable. We will respond as soon as the review has been conducted.

Appeal Process

If you are not satisfied with the result of the review, you then have the right to appeal to the Information Commissioner for a decision on;

1

Whether we have responded to your request for information in accordance with Part 2 of the Freedom of Information Act; or 2

Whether we are justified in refusing to give you the information requested.

In response to an application for review, the Information Commissioner may, at any time, attempt to resolve a matter by negotiation, conciliation, mediation or another form of alternative dispute resolution and will have regard to any outcome of this in making any subsequent decision.

More detailed information on your rights to review is on the Information Commissioner’s website at https://www.inforights.im/contact-us/

Should you have any queries concerning this letter, please do not hesitate to contact me.

Further information about Freedom of Information requests can be found at www.gov.im/foi

Yours sincerely

SSRE Secondary Toolkit guidance on Achievement against Prior Attainment – Secondary 2016/17 The overall judgment about achievement against prior attainment is made against progress from KS 2-4.
Supplementary measures for KS 3 and 5 are included below for internal school use.

Key Stage 4 *

• Most pupils make expected progress (or better) over time, given starting points 
 • Within lessons and units of work, pupils acquire and apply skills, knowledge and understanding, demonstrating progress in their learning

Key performance indicators from KS2 – KS4 (currently based on a 3 year rolling Island average – to be expanded to the five-year average over the next 2 years)

% of Year 11 pupils making 3 (or more) levels progress (eg 4 – C) in English Language since Year 6

% of Year 11 pupils making 4 (or more) levels progress (eg 4 – B) in English Language since Year 6

% of Year 11 pupils making 3 (or more) levels progress (eg 4 – C) in Maths since Year 6

% of Year 11 pupils making 4 (or more) levels progress (eg 4 – B) in Maths since Year 6

Average levels of progress of year 11 pupils in English Language since Year 6

Average levels of progress of year 11 pupils in Mathematics since Year 6

Achievement ‘higher than’ the Island average in at least 5 indicators, and achievement consistently ‘in line with’ the Island average in the remaining indicator is judged to be Very Effective ** Achievement ‘higher than’ the Island average in at least 3 of the indicators, and achievement ‘in line with’ the island averages in the remaining 3 indicators, is judged to be Effective Achievement below that indicated as effective or above is judged to be Not Yet Effective

• Metrics are adapted to conform with an assessment system based on full grades ** Sustained achievement over 3 years at ‘Very Effective’ would indicate a judgment of ‘Inspirational’

Supplementary measures for internal school use

Key stage 3 • Most pupils make expected progress (or better) over time, given starting points 
 • Within lessons and units of work, pupils acquire and apply skills, knowledge and understanding, demonstrating progress in their learning

Inspirational: Almost all (97%+) pupils make 4 or more sub levels progress over KS 3 in English, and in Maths Very effective: A large majority (65%+) of pupils make 4 or more sub levels progress in English, and in Maths Effective: Most (51%+) pupils make 4 or more progress sub levels progress over KS 3 in in English, and in Maths Not yet effective: do not meet criteria for effective or above.

Key Stage 5

• Most pupils make expected progress (or better) over time, given starting points 
 • Within lessons and units of work, pupils acquire and apply skills, knowledge and understanding, demonstrating progress in their learning

Key performance indicators from KS4 – KS5 (currently based on a 1 year rolling Island average – to be expanded to the five-year average over the next 4 years)

% of Year 13 pupils making expected levels of progress (eg scale factor x4.5) when averaged across the three best L3 subjects (IOM average 54.3%)

% of Year 13 pupils making better than expected levels of progress (eg scale factor x5) when averaged across the three best L3 subjects (IOM average 19%)

Achievement ‘higher than’ or ‘in line with’ the Island average in both indicators is judged to be Very Effective * Achievement ‘higher than’ or ‘in line with’ the Island average in the first indicator is judged to be Effective Achievement below that indicated as effective or above is judged to be Not Yet Effective

*Sustained achievement over 3 years at ‘Very Effective’ would indicate a judgment of ‘Inspirational’