What is Contextual Value Added?Value added measures have been used in the Achievement and Attainment Tables (formerly known as Performance Tables) since 2002. They measure the attainment of pupils in comparison to pupils with similar prior attainment; this is fairer than using raw outcomes since schools can have very different levels of attainment on entry.
But there are many other factors that are related to the progress that pupils make in a school, such as levels of deprivation or special educational needs. Contextual value added aims to take account of these factors when measuring the effectiveness of a school or the progress made by individual pupils. Our 2006 models include the following attainment and contextual factors:
Pupil prior attainment
Gender
Special Educational Needs
First language (for given prior attainment)
Measures of pupil mobility
Age
An “In care” indicator
Ethnicity
Free School Meals (for given Ethnicity)
Income Deprivation Affecting Children Index (IDACI)
Average and range of prior attainment within the school (KS2-3, KS2-4 and KS3-4 only).
Following extensive consultation between the Department and academics, a CVA methodology, measuring progress between KS2-KS4, was developed and piloted. KS2-KS4 CVA measures will be published for all secondary schools featuring in the 2006 Secondary School Achievement and Attainment Tables.
This year we have conducted a pilot, testing and evaluating the introduction of CVA into the Primary School Tables. These schools have helped shape the development of the CVA measure by testing the necessary data checking procedures and providing feedback on the methodology and accuracy of pupil characteristic and results data for Key Stage 2 pupils.
Contextual value added measures are included in RAISEonline for primary and secondary schools are also be available to School Improvement Partners and Inspectors.
