The headlines page gives you access to that key data for which you are frequently asked, but also visualises and reinterprets those figures to make them accessible to a wider audience.
The text snippets and charts on the page can be easily copied and used to support your virtual school's reporting processes.
Printing & Help
Though the content is covered in this article, you can also click 'About this page' to find some basic information about the page you are viewing.
There is also a link to this guide which will be updated with any changes made in the future.
If you want to print the page, you can do so via the 'Print' button but you should consider whether the intended recipient should be given direct access to Insight instead, or whether you could screenshot the parts you wanted.
There are a number of options you can change on this page...
There will be a maximum of 3 academic years at any given point, the current academic year will be available as soon as absence data becomes available in Nexus. (Note that data for 2019/20 was limited by the cancellation of all statutory assessments in that year.)
The default value for this option is All Areas: Key Indicators - this option provides a combination of indicators from all key stages as well as key absence indicators.
Selecting a specific area - such as Key Stage 2 - will include all indicators for that area, not just those that are considered 'key indicators.'
You can find out which indicators are available for each area in Insight by checking the following articles:
If you're a virtual head who only has access to your virtual school, then you will only have one option here.
The default comparator is National (CLA), changing the comparator will replace the national values on charts and in text, with your chosen comparator.
The selected card in the summary section determines the focus of everything below it, choosing EYFSP good level of development will mean that both sections below focus on this indicator.
The selected indicator always jumps to the left of the carousel, so when you're scrolling through indicators, you'll always know what you've currently selected.
The card itself includes the main value for the indicator as well as some useful conversions, such as how many pupils achieved a good level of development. It also shows the number in the eligible cohort.
This section will focus on the value of the indicator, we can see in the example below that a value of -1.26 was achieved in the Key Stage 4: Progress Indicator.
The value is visualised in a chart, while the accompanying text gives more context to this value.
The trend over academic years is shown in a bar chart, along with how your value compares to the CLA National, or other comparator you have selected. Once again a narrative is included alongside the chart.
The adjacent text adds context to the data displayed in the chart.
This section will show how the virtual school compares to the CLA National average, or CLA Regional average.
The gap between your value and chosen comparator is shown in the first chart, this is shown for up to 3 academic years, depending on the availability of data.
As in other sections, the accompanying text will add context to the data in the chart.
The second part of the comparison section is all about relative change - that is the difference between your value and the selected comparator over academic years.
For example, your LA value might have increased from one academic year to the next but the national value may have increased even more, which this section makes apparent. In the example, your relative change can be negative, even when your value has increased between academic years and this is important context for your results.
Virtual School cohort sizes
In most Local Authorities the cohort size for the virtual school in any given assessment year will be substantially smaller than most schools in your area or across the country. Small cohort sizes, with pupils who have significant challenges in their lives and often additional needs, means that results from year to year will show may show substantial variation. Large rises or drops in results should be seen in the context of that small cohort and their individual circumstances. As a virtual head you will probably wish to caveat any analysis on this basis.