The end of the summer term brings with it the prospect of another year’s statutory assessment results; primary schools will have just received SATs results while secondary schools will be receiving key stage four results in August. Holding executive leaders to account for the educational performance of the school or group of schools and its pupils is a key function of school governing boards. Here are some key questions for those governing to ask:
How does attainment and progress at this school compare to national averages and similar schools?
What, if any, impact does the context of our school have on pupils’ attainment?
Do outcomes of statutory assessment reflect what our in-school data is telling us?
Which groups of pupils are the highest and lowest performing? e.g. by gender, ethnicity etc.
How are pupils eligible for pupil premium, pupils with special educational needs and disabilities, and pupils with English as an additional language progressing?
How are pupils with low, middle and high prior attainment progressing?
What strategies can we put in place to address any areas of concern?