Why Use Alps at KS5?
Three key reasons to use Alps at KS5 in 2024-25…and beyond
I am often asked this question, and for me the key wins of using Alps at KS5 now are:
- We have, by far, the largest customer dataset at KS5 so we can create robust benchmarks at the start of term to help you to set fair targets and track your students across a full curriculum.
- We understand the nuances of data, so can assist in the transition to 2025 outcomes, alongside the return of the L3VA this year.
- We have pedigree – we have supported schools, colleges and groups to achieve top outcomes for students for over 20 years!
“The best school improvement tool out there” – Charlotte Robins, Head Teacher, Llantwit Major School
Context
Following the COVID pandemic and the awarding of both KS5 and KS4 qualifications using Centre Assessed Grades (CAGs) and Teacher Assessed Grades (TAGS), the DfE made the decision not to publish value added measures at KS5.
As a result, 2019 was the last time, until November 2025, that the validated provider level L3VA was published by the DfE.
Although appropriate, the inevitable consequence of this decision created a vacuum in access to analysis for Post 16 providers during this period.
Throughout this time, Alps continued to provide a framework for effective target setting. We also generated robust provider benchmarks so colleagues could continue to evaluate student progress across their curriculum. Our analysis was highly valued by leaders across MATs, school and colleges, because we provided support on how to use the data effectively.
Where are we now?
For the first time since 2019, the 2024 KS5 examination results are again based on both student outcomes and prior attainment data that were awarded through the examination process, so the ‘haze’ attached to previous analysis is now starting to lift.The DfE have started to release the data for 2024, as they confirmed they would in their “16 to 18 accountability measures: interim update for the 2023 to 2024 academic year”, for the following qualification sets:
- Level 3 A Level
- Level 3 Academic
This is great news, but it is also worth noting that the initial releases are based on unamended performance data and that the revised value-added data will not be available to colleagues in schools/colleges until early 2025.
In addition, the DFE are also anticipating a delay in the release of L3VA data for Applied General and T-level qualifications.
As colleagues await further releases it is worth making the point that we are not quite finished with the COVID data impacts, as whilst outcomes in 2024 may be similar to those achieved by the 2019 cohort, the prior attainment profile of the 2024 cohort is substantively higher than the 2019 cohort (as the 2024 cohort were awarded GCSEs during the transition to 2019 outcomes).
As a result, caution needs to be applied to any analysis using a 2019 benchmark set e.g. L3VA Ready-Reckoner, as these are likely to provide an underestimate of student progress in the context of the 2024 cohort profile.
Alps has (again) this year been able to use our large KS5 dataset to generate provider benchmarks. These were available at the start of term, when they are most valuable for results analysis conversations and informing strategic priorities for the year ahead. From my perspective, a key benefit to subscribing to Alps is gaining a clear data insight prior to, and in preparation for, the release of the validated DfE data this year – that is what I would have wanted when I was Deputy Head.
Using Alps at KS5 to make a difference – tracking students
We advocate monitoring students against robust benchmarks, and this year, for current Year 12 and Year 13 students, that means using the Alps 2019 DfE dataset (see my separate blog for the detailed reasons why!).When we receive the validated DfE data set we will be reviewing the data carefully and updating our benchmarks accordingly.
From a monitoring perspective, using the Connect platform comes with a number of key benefits:
- We provide a framework for target setting based on student performance in the top 25%
- We provide quick and easy ways of visualising and evaluating progress at a cohort, subject and student level during the academic year
- We provide a range of interactive tools enabling teachers to identify key areas for intervention at subject, student group and individual student level
For colleagues working in a MAT, our Summit platform also provides leaders across a Trust to gain a clear understanding of performance across the MAT. We deliver a system that facilitates the effective use of student progress data, to inform regular and action focused conversations at all levels (classroom, subject, phase and school) across the academic year.
End note from Alps:
We currently work with over 1,200 schools and colleges and 95 Groups and MATs in the UK and internationally, offering our high-quality analysis at both KS4 and KS5.
If you do not use Alps, but are interested in how Alps could support you to improve your outcomes, do not hesitate to contact one of our friendly team at [email protected]. You can also call us 01484 887600 and we will be delighted to speak to you, or you can book a demo with one of our knowledgeable team here.
About the author: Dr Jevon Hirst, Alps Training Director
Jevon has over 20 years’ experience working in education. Prior to joining Alps in 2020, Jevon has worked in a number of senior leadership roles within schools, with responsibilities for teaching, learning, curriculum, strategic planning, self-evaluation and student achievement. Central to these roles, has been the intelligent use of data to inform school improvement and maximise outcomes for students.
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