Detailed Documentation
National Single Indicator: Component measures
Background
The Performance Tables have been published by the Department for Education (DfE), and its previous incarnations, since 1992 for Key Stage 4* and 1996 for Key Stage 2. The main aims of publication were to assist parents and carers in selecting schools for their children and to encourage school improvement by providing objective indicators against which schools’ performance could be measured.
The current performance tables provide over 200 separate data items per school from which interested parties are expected to make judgements. This may be well within the capabilities of local authority staff and others familiar with education performance data but for parents and carers it is a daunting task.
Why the National Single Indicator has been developed
The aim of the National Single Indicator (NSI) is to provide a simple, but robust, method for parents and carers to be able to view schools’ relative performance without needing to view multiple screens of data and without having to perform offline calculations.
It is important to note that the NSI does not aim to be a tool to aid school improvement – there are many available tools for this purpose and much expertise in schools, local authorities and support organisations.
What data are used for the National Single Indicator?
The NSI attempts to ensure that it is a well-rounded and justifiable indicator of a school’s performance.
To this end the following main indicators from the published performance tables have been used:
Key Stage 2
Indicator |
Reasoning |
Percentage of pupils making expected progress in Reading |
Progress in literacy and numeracy are prerequisites for accessing future educational opportunities and maintaining normal development. |
Percentage of pupils making expected progress in Writing |
|
Percentage of pupils making expected progress in Maths |
|
Percentage of pupils achieving Level 4 or above in Reading, Writing and Maths |
Achieving below this level of proficiency will restrict future opportunities. |
Average points score: based on Writing teacher assessment and Reading and Maths tests |
The average points score includes all eligible children in the cohort, not just those who have achieved the expected level. |
Reading, writing and maths value added: |
The value added measure provides an indication of how well eligible children have achieved compared to their previous capabilities. |
Key Stage 4
Indicator |
Reasoning |
Percentage of pupils at the end of Key Stage 4 achieving expected level of progress between Key Stage 2 and GCSE English |
Progress in literacy and numeracy are prerequisites for accessing future educational opportunities and maintaining normal development. |
Percentage of pupils at the end of Key Stage 4 achieving expected level of progress between Key Stage 2 and GCSE Mathematics |
|
Percentage of pupils achieving 5+ A*-C GCSEs (or equivalents) including A*-C in both English and Mathematics GCSEs |
Achieving below this level of proficiency will restrict future opportunities. |
Total average (Best 8) point score per pupil for GCSEs or equivalents |
The average points score includes all eligible children in the cohort, not just those who have achieved the expected level. |
Value Added measure based on the best 8 GCSE and equivalent results |
The value added measure provides an indication of how well eligible children have achieved compared to their previous capabilities. |
Important Note
There continues to be arguments and discussions regarding the validity of the performance tables and the individual indicators used. Such arguments are for the Department for Education to address. The NSI is provided on the basis that the Department for Education and Ofsted consider these indicators to be valid and fit for purpose.
*Online from 1994