Thank you. Your subscription details have been received.

Progression Materials and Ofsted

Under the Ofsted framework, continual self evaluation has become more or less essential.  CASPA’s own analysis is complemented with Progression Materials analysis to help you analyse progress over Key Stages.  Schools have reported that these Progression Materials features have saved them countless hours.

When the Inspectors call, you may wish to compare the progress of pupils in your school against the expectations published in the Progression Materials in addition to analysis using CASPA’s own benchmarking.

The following is a taster as to what you can do in CASPA via the Reports | Key Stage transitions using Progression Materials suite of reporting.  The best way to learn will be to download the Evaluation Version and explore these features yourself, also viewing the video clip for an introduction.

CASPA incorporates Progression Materials expectations to help schools report on progression in various ways.  One aspect of this is to provide ring-fenced analysis using Progression Guidance data initially to:

  • Compare attainment and progress against the Progression Materials quartiles
  • Identify how many levels of progress pupils have made
  • Identify whether targets are in the upper quartiles
  • Present the school’s own data in transition matrices to compare against RAISEonline or Progression Materials tables
  • Drill down for pupil-level detail

When using Progression Materials, Ofsted’s expectation has always been that expected’ progress is the median level.  CASPA’s reports give you the answers to all of your questions about achievement with respect to Progression Materials in one place.

CASPA’s Traffic Light graph is available alongside this Progression Materials reporting to allow you to bring your traditional CASPA analysis back in to the discussion, ignoring category of need by default, to cater for:

  • All of your pupils, not just those who have recently completed a Key Stage
  • All of your subjects, not just English, Maths and, occasionally, Science
  • Year-on-year analysis of past progress and future targets
  • Use of the finer assessment detail you record for pupils that allows you to analyse progress and attainment between levels.