Caution when interpreting value added scores in languages at Key Stage 4
We recommend some changes to the languages value added measure published in secondary school performance tables to reflect the languages entered by pupils
How could Key Stage 2 progress measures be calculated in 2024?
As Key Stage 1 assessments were cancelled in 2020 (and 2021) due to COVID, Key Stage 2 progress measures cannot be calculated next year (or in 2025). We look at options for alternative measures.
A quick overview of FFT estimates for secondary schools
We discuss where secondary FFT estimates come from, and look at some of their uses and limitations
A quick overview of FFT estimates for primary schools
We discuss where primary FFT estimates come from, and look at some of their uses and limitations
Report – All models are wrong, some of these might be useful
Options for adjusting school value-added indicators for context
Should we bring back contextual value added?
Did CVA really lead to lower expectations?
Contextualised attainment at Key Stage 2
Including details of a new report available in FFT Aspire
How attainment gaps emerge from Foundation Stage to Key Stage 4, part one
For some pupils, a third of the GCSE-age gap already exists at age five
How attainment gaps emerge from Foundation Stage to Key Stage 4, part two
There are quite substantial differences when value added is looked at by region