Sisra AnalyticsSonar Multi-School
Summative Dashboard
The Summative Dashboard is the page Sonar Multi-School opens on, and the first item in the main menu. It opens at the current assessment point, and its six widgets summarise teachers’ summative judgements across the trust’s primary schools.
To open the page behind a widget, select View Report or a point on its chart.
How the figures are calculated
Section titled “How the figures are calculated”At or above ARE
Section titled “At or above ARE”Most widgets show the percentage of pupils at or above age-related expectations (ARE) at the selected assessment point, to one decimal place. A pupil is at ARE if judged Just At or Securely At, and above ARE if judged Above, whatever names your schools give these judgements. Judgements from a lower band count as below ARE, and judgements from a higher band as above.
The percentage is the number of pupils at or above ARE, divided by the number with a judgement, times 100. Pupils with no judgement are left out: see Who is counted.
Combined measures
Section titled “Combined measures”A combined measure needs the pupil to be at or above ARE in every part, so the lowest judgement decides.
| Measure | Made up of | Pupils |
|---|---|---|
| Combined (RWM) | Reading, writing and maths (RWM) | Years 1 to 6 |
| Combined (GLD) | The 12 early learning goals that make up a good level of development (GLD) | EYFS |
| Combined (All Goals) | All 17 early learning goals | EYFS |
Schools that assess the EYFS by area of learning use areas instead of goals: see EYFS Subjects Overview.
For example, Hilde Caveney is Securely At in reading, Above in writing and Just At in maths, so her Combined (RWM) is at ARE. Jolyn Diano is Above in reading and maths but Below in writing, so hers is below ARE.
Change since the previous assessment point
Section titled “Change since the previous assessment point”Beside each percentage is its change since the previous assessment point, in percentage points. A subject at 62.5% at the previous point and 64.0% now shows a change of 1.5.
| What you see | Meaning |
|---|---|
| ▲ 1.5 green, up arrow | The percentage has risen |
| ▼ 1.5 red, down arrow | The percentage has fallen |
| ~ 0 | No judgements entered at the selected point yet, so no change to show |
The Diminishing the Difference widgets use these colours the other way round for gaps: see Diminishing the Difference (Gender).
Trust average
Section titled “Trust average”On charts the trust average is a dashed orange line, and in tables it is the All Pupils row. It is worked out from all the trust’s pupils together, not by averaging the schools’ percentages. A large school therefore moves it more than a small one.
For example, Westpine Forrest Primary has 30 pupils in year 3 with a reading judgement, and 24 are at or above ARE (80.0%). The trust’s only other school has 10, and 5 are at or above ARE (50.0%). The trust average is 29 out of 40, or 72.5%, not the 65.0% you get by averaging 80.0% and 50.0%.
Primary Subjects Overview
Section titled “Primary Subjects Overview”Four tiles, Reading, Writing, Mathematics and Combined (RWM), show the percentage of pupils in years 1 to 6 at or above ARE across the trust. Each also shows the change since the previous assessment point.
Opens: Primary Subjects.
EYFS Subjects Overview
Section titled “EYFS Subjects Overview”Two tiles, Combined (GLD) and Combined (All Goals), show the percentage of EYFS pupils at or above ARE. Each also shows the change since the previous assessment point.
What the two measures include depends on how the school assesses the EYFS:
| School assesses by | Combined (GLD) | Combined (All Goals) |
|---|---|---|
| Early learning goal | The 12 goals in the prime areas, literacy and mathematics | All 17 goals |
| Area of learning | Communication and language; personal, social and emotional development; physical development; literacy; mathematics | All 7 areas, adding understanding the world and expressive arts and design |
Opens: Early Years Subjects.
Diminishing the Difference (Gender)
Section titled “Diminishing the Difference (Gender)”This widget shows the percentage of Female and Male pupils at or above ARE in their combined measure, and each group’s change. The combined measure is Combined (RWM) in years 1 to 6 and Combined (GLD) in the EYFS.
Gap is the difference between the two percentages, in percentage points. Its arrow shows how the gap has changed since the previous assessment point:
| What you see | Meaning |
|---|---|
| ▲ 2.0 red, up arrow | The gap has widened |
| ▼ 2.0 green, down arrow | The gap has narrowed |
For example, female pupils are at 76.9%, up 0.5, and male pupils are at 62.5%, down 1.5. The gap is 76.9 minus 62.5, or 14.4 percentage points. At the previous point it was 76.4 minus 64.0, or 12.4. It has widened by 2.0, so it shows in red with an up arrow.
View Report opens a line chart of each group’s percentage at or above ARE at every assessment point. It covers this academic year and the two before it, where there is data. The report is also in the main menu, under Summative Dashboard.
The chart can show Combined Pri and EYFS, each pupil’s combined measure as in the widget, or Combined (GLD) for EYFS pupils. It can also show one subject: Subject - Mathematics, Subject - Reading or Subject - Writing. Select a legend entry to hide or show its line.
Diminishing the Difference (Disadvantaged)
Section titled “Diminishing the Difference (Disadvantaged)”This widget shows the percentage of Not Disadvantaged and Disadvantaged pupils at or above ARE in Combined (RWM), each with its change. Disadvantaged Gap is the difference between them, with the same colours as the gender gap. View options explains who counts as disadvantaged.
For example, pupils who are not disadvantaged are at 75.4%, down 0.1, and disadvantaged pupils are at 47.7%, down 0.9. The gap is 27.7 percentage points. Both groups fell, but disadvantaged pupils fell further, so the gap widened by 0.8 and shows in red with an up arrow.
View Report opens a line chart with the same layout and options as the gender report.
Progress from Statutory Assessment
Section titled “Progress from Statutory Assessment”This widget compares pupils’ current judgements with their last statutory outcome. The starting point depends on the pupil’s year group:
- years 1 and 2: whether they reached GLD at the end of reception
- years 3 to 6: their KS1 teacher assessment in reading, writing and maths combined
Pupils fall into seven categories, such as On track and AT standard. Each tile shows the percentage of pupils with assessment data who are in its category, with the count behind it. For example, if 98 of the 160 pupils with assessment data are On track and AT standard, the tile shows 61.3%. That is 98 divided by 160, or 61.25%, rounded to one decimal place.
Select a tile to open the Progress from Statutory Assessment page for that category, where all seven are defined.
Progress Over Time Overview
Section titled “Progress Over Time Overview”This widget is a line chart of Combined ARE Attainment % At and Above for the whole trust. That is the percentage of pupils at or above ARE in their combined judgement, with EYFS and primary pupils counted together. It has a point for each assessment point this academic year and in the two years before.
Each point counts only the pupils assessed at that point. A school that skips an assessment point drops out of it, so a rise or fall can come from which schools are included.
Judgements describe pupils against what is expected of their year group so far. A flat line therefore means pupils are keeping pace, and a rising line means a larger share are at or above ARE.
Opens: Progress Over Time.