Using the finer detail you have from your assessments, showing progress within a level (not just at the whole level), and year-on-year (not just start and end of a Key Stage)<\/li>\n<\/ul>\nHow to ignore category of need?<\/h3>\n
This is very simple to do, and can be done for a specific graph\/report, or for all analysis.\u00a0 When you ignore need, you are no longer comparing each pupil against those with the same categories of need, you are comparing them against the whole of CASPA’s comparative data set; all pupils, regardless of need.\u00a0 This is obviously a much larger set of data, includes pupils with all needs, and as such, describes progress for each pupil based on their age and from their prior attainment (or starting point).\u00a0 It no longer takes any account of the needs recorded in CASPA.<\/p>\n
For individual pupils<\/h4>\n
We’ll look at three examples.\u00a0 Firstly, let’s take the\u00a0ubiquitous Progress vs percentiles graph in which you normally choose the most meaningful need for a pupil, sometimes a different need for different subjects by selecting the ‘Basis need’ dropdown (highlighted below).<\/p>\n
![\"\"](\"https:\/\/www.caspaonline.co.uk\/downloads\/Percentiles-Ignore5.png\" "\\"Percentiles")
<\/p>\n
To ignore need and use just age and prior attainment, select ‘Ignore’.\u00a0 You will immediately see the change in the benchmark’s percentile curves and can toggle between them to illustrate the difference.\u00a0 You can do the same on the other graphs\/reports for individual pupils, and\u00a0on the tabular reports, the ‘Expected progress’ column details the different amount of progress expected for each need, or when ignoring need.<\/p>\n
For groups of pupils and at the whole school level<\/h4>\n
The example above caters for analysis for individual pupils.\u00a0 When you carry out analysis for groups of pupils or for whole school analysis, CASPA gives you two options initially – to use the ‘Default’ basis need, or to ‘Ignore’ need.\u00a0\u00a0The example below illustrates how this appears in CASPA’s traffic light graph – other group\/whole school analysis works in the same way.<\/p>\n
![\"\"](\"https:\/\/www.caspaonline.co.uk\/downloads\/RAG-Ignore1.png\" "\\"RAG")
<\/p>\n
To ignore need and use just age and prior attainment, select ‘Ignore’.<\/p>\n
For clarification, ‘Default’ uses a set of rules that are applied to each pupil.\u00a0 ‘Default’ will use the Degree of Learning Difficulty, if a pupil has one recorded.\u00a0 If not, CASPA will use the Other Need 1 recorded, and if neither fields have needs recorded, CASPA will use Other Need 2.\u00a0 If no needs are recorded for analysis in CASPA, the analysis will ignore needs and compare the pupil against all data in CASPA’s comparative data set, effectively doing the same thing as if you selected ‘Ignore’ for that pupil.<\/p>\n
To ignore need throughout<\/h4>\n
If you are carrying out a batch of analysis specifically ignoring need, you might find it handy to set ‘Ignore’ as the basis need for all of your analysis in one go.\u00a0 This avoids any need to remember to select Ignore in each graph or report.\u00a0 You can do this from CASPA’s main page as seen below.<\/p>\n
![\"\"](\"https:\/\/www.caspaonline.co.uk\/downloads\/Main-Ignore3.png\" "\\"Main")
<\/p>\n
Selecting this option from the toolbar (above) will set all analysis to ignore category of need,\u00a0disabling the ability to select other needs.\u00a0 This setting will remain in effect until you either go back to reselect ‘Take account of category of need’ or close CASPA, and only affects your use of CASPA; other users logged in at the same time will see CASPA normally (taking need into account).<\/p>\n
<\/p>\n","protected":false},"excerpt":{"rendered":"
We know that for most CASPA users, this feels like the instinctively wrong thing to do.\u00a0 And don’t worry, we’re […]<\/p>\n","protected":false},"author":2,"featured_media":0,"comment_status":"closed","ping_status":"closed","sticky":false,"template":"","format":"standard","meta":{"_acf_changed":false,"footnotes":""},"categories":[3,4],"tags":[],"acf":[],"_links":{"self":[{"href":"https:\/\/www.caspaonline.co.uk\/wp-json\/wp\/v2\/posts\/868"}],"collection":[{"href":"https:\/\/www.caspaonline.co.uk\/wp-json\/wp\/v2\/posts"}],"about":[{"href":"https:\/\/www.caspaonline.co.uk\/wp-json\/wp\/v2\/types\/post"}],"author":[{"embeddable":true,"href":"https:\/\/www.caspaonline.co.uk\/wp-json\/wp\/v2\/users\/2"}],"replies":[{"embeddable":true,"href":"https:\/\/www.caspaonline.co.uk\/wp-json\/wp\/v2\/comments?post=868"}],"version-history":[{"count":0,"href":"https:\/\/www.caspaonline.co.uk\/wp-json\/wp\/v2\/posts\/868\/revisions"}],"wp:attachment":[{"href":"https:\/\/www.caspaonline.co.uk\/wp-json\/wp\/v2\/media?parent=868"}],"wp:term":[{"taxonomy":"category","embeddable":true,"href":"https:\/\/www.caspaonline.co.uk\/wp-json\/wp\/v2\/categories?post=868"},{"taxonomy":"post_tag","embeddable":true,"href":"https:\/\/www.caspaonline.co.uk\/wp-json\/wp\/v2\/tags?post=868"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}
![\"\"](\"https:\/\/www.caspaonline.co.uk\/downloads\/AIC-lge.png\" "\\"AIC")
We know that for most CASPA users, this feels like the instinctively wrong thing to do.\u00a0 And don’t worry, we’re not removing any features from CASPA that allow you to compare your pupils against those they most meaningfully compare to (in fact, we are looking at doing more of this, not less).\u00a0 However, when it comes to inspections, you need to be prepared to consider progress using a variety of factors to meet the needs of Inspectors whilst also adequately portraying the real achievement of your pupils.<\/p>\n