A school’s contextual good level of development (GLD) score is an estimate of GLD, with certain cohort characteristics (such as the proportion of children eligible for free school meals (FSM) or with special educational needs (SEN)), considered.

Contextual GLD scores have been calculated using a linear regression model. This linear regression model is a statistical technique that uses actual GLD scores and contextual cohort information from schools across England to establish the general relationship between all these variables. This then allows us to estimate what a school’s GLD score would be, given the specific characteristics of that school’s cohort, if that school followed the pattern seen in the data as a whole. That estimate is what we call the “contextual GLD score”.

For example, summer-born children (children born between April 1st and August 31st) are less likely to achieve GLD. Imagine there are 2 schools with an identical cohort, except that School 1 has a relatively younger cohort. The model will predict that School 1 will have a lower contextual GLD score than School 2.

It’s important to remember that this score is an estimate, not a precise measurement. Schools are complex, and not all influencing factors can be captured in the model. Always triangulate data in this report with other information, such as observations of and conversations with children and teachers.

A school’s contextual GLD score is not a target they are predicted to meet, a benchmark to compare against, or a minimum standard. It is a tool to help reflect on a school’s outcomes with their context taken into account.

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