Inclusive Management of Pupil Performance

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Inclusive Management of Pupil Performance
Carmel RC College Darlington
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Key terms for students

• Attainment where student performance lies in
  relation to criteria
• Progress the movement between and beyond 2
  attainment points (baseline and target)
• Targets challenging, realistic and owned by
  students and staff
• Predictions the expected, actual outcomes

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The impact of a tracking system .

• It will highlight many and diverse areas of
  success and difficulties.
• It will throw up many challenges and demolish
  many ivory towers
• It is often uncomfortable
• Having one is easy part!

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The impact of a tracking system .

• It is powerful to inform
• It is only as strong as the quality of the data
  and the actions taken on the analyses
• Ultimately, if children are not learning what
  they can and are capable of, then they are
  underachieving. Tracking is a powerful support to
  identify problems before they grow!

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Nuts and Bolts

• Our cornerstone is the celebration of progress.
  From this, builds attainment and achievement
• No pupil fails to make progress without this
  being identified, parents informed and the causes
  addressed
• All teachers must have easy access to progress
  and attainment data via their electronic
  markbook in order to manage their classes and
  analyse their own performance

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Tracking through Key Stage 3

• All Baseline data is available in all
  marksheets (CATs SATs, SEN, FSM,
  ethnicity, gender, date of birth....)
• Summative Assessments are recorded 3 times per
  year in sub divided National Curriculum levels
  (5a,b,c)
• Most departments are moving towards using their
  regular formative assessments to form a
  summative teacher assessment. Accuracy and
  consistency is a key requirement.

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Tracking through Key Stage 3

• The KS2 SAT levels are the baseline starting
  points for core subjects in Yr7
• Autumn summative assessments form the baseline
  for all other subjects in Yr7
• All subject (except MFL) set targets 2/3rds of a
  level above the baseline for each year of KS3
• Each subsequent year the baseline is set from the
  Summer level.

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Tracking Progress

• The Key to managing tracking systems is keep it
  simple.
• Too great a volume of information leads to less
  use.
• An indication of direction is a powerful help!

Progress grades are calculated automatically- If
a student loses ground from baseline
BEFORE If a student makes no progress baseline
STATIC If a student makes progress towards
target TOWARDS If a student meets or exceeds
their target MET
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Tracking Learning Skills
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Data in the History Classroom

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Year 7 Summer Progress Summary
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Year 7 Standards
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Asking Questions
50 children go before in History in Year 7 in
Spring. All had English Sats 4b or below. Is
this an issue ?
Underperformance is predominantly amongst boys in
sets 2 and 3 (of 4) in Maths. Is this an
issue?

Anaylsis of progress difficulties in Science
throughout KS3 is strongly related to KS2 English
Sats scores. This is the case even where progress
is good in other subjects. Is this an issue ?
In Geography, all pupils who go before have low
non-verbal Cat scores. Most have the same
teacher. Is there an issue?
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Managing Answers

• Understanding the reasons for good and poor
  progress can provide real power to effect change.
  
• At first, the most common reasons for poor
  progress given are the test was too hard and
  the material assessed was at a lower level than
  last time. This then required little engagement
  with real issues of underperformance .....
• Where good progress is achieved it is just as
  important to identify the reasons why to
  celebrate and share.
• Establishing a real culture of change and
  accountability is challenging!

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Is there a problem?
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Something to celebrate..
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Where is my child?
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Preventing Drift

• The level a pupil would be if targets were met
  each year are included in the next years
  marksheet
• Progress from the end of each year is included in
  the next years marksheet.

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Using a GT register

• Each teacher registers a pupil as talented in
  their subject according to policy
• This information collates into the GT
  marksheet, together with baseline YGT
  membership records.
• From this information multi-talented Gifted
  pupils are identified
• Analysis of data reveals remarkable insights as
  to staff perception of pupils.
• Such work had facilitated real challenge within
  departments to the benefit of all pupils

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Key Stage 4 Target Setting

• KS4 Upper Quartile Value Added lines are used to
  generate a teacher guidance target for GCSE in
  each subject marksheet in Year 10
• Teachers view these and use them, together with
  other prior attainment data, to set an initial
  GCSE target for each pupil
• The pupil also examines the relevant KS4 Chances
  Graphs, together with the teachers initial
  targets. Conversation takes place and targets
  are agreed.
• Baseline grades are set from the targets

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Key Stage 4 Marksheets
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Is there appropriate challenge ?
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Watching progress over time
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Using Progress Lines
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Immediate Analysis
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Impact over time

• Teachers use data as a powerful aid to improving
  performance
• Teachers are experts in assessment against
  criteria (students too!) ........it is integral
  to and guides teaching and learning
• There is honest and open discussion about
  progress with students
• Students experience success on a regular basis
• The culture of better to not work than fail has
  gone