Rainbow Bands

If we look at any of the recent government targets

Eg Meet the early learning goals / Reach 100 in reading at KS2 SATS / Achieve Level 4 at GCSE

  • We have children who “excel” (Exceeding - usually the top 25%)

  • We have children who "make the standard"  (Expected - usually around 75%)

  • We have children who are working towards the standard (Emerging – usually the lower 25%)

If we further break down these 3 groups we can make 9 Bands

Rainbow Bands.JPG

We would expect those in the top 25% in Reception to continue to be in the top 25% in KS1 / KS2 / KS3 and KS4

  • Value-added neutral would be that they stay in the colour band.

  • Value-added plus would be that they move up a colour band.

  • Below "expected" progress would be students who fall down colour bands.

The same principles can apply to anything. For some aspects, national data exists and for others there are no benchmarks but teachers instinctively know where the child appears on this measure and their potential for moving up or down.

  • Attendance

  • Exclusions

  • Engagement in learning

  • Introverted / Extroverted

  • PSHE and SEMH

Some caveats on this have to be put in place

  • Sample size means that individuals will "buck the trends" for a multitude of reasons.

  • Context is everything and a child who was going through tough times in upper primary might do less well at KS2 and have lots more potential to improve. 

  • The top 5% find it hard to stay at the top so tend to drop back a little on average.

  • The lowest 5% tend to move up more often than you might expect as no-one can overtake them but they can overtake others who are struggling at a different time for one reason or another.

  • Teacher assessment for learning is often higher than final assessment of learning due to "exam skills" / confidence / technique.

See the Rainbow Grid for further details.