Mathematics Subject Leaders Meeting 10th

1
Mathematics Subject Leaders Meeting 10th
13th November 2006
 
 
Joan BarkerChris knightJane Lockwood
School Improvement Directorate of Education
Standards  
2
Agenda
 
 

• Welcome
• Data LA 2006
• Data Foundation stage
• Updates
• Data RAISEonline

School Improvement Directorate of Education
Standards  
3
Standards 2006 Initial Analysis Stuart Moore
Service Name
Directorate Name
4
Foundation Stage Profile
5
Analysis of Foundation Stage
(3rd Year of moderation)

• LA average shows downward trend reflects
  increased understanding of curriculum and
  rigour of judgements inter school moderation.
• Girls achievement better than boys in all
  areas except Knowledge and Understanding of the
  World.
• Overall, BME pupils in line with peers,
  although some differences between minority ethnic
  groups.

6
Foundation Stage - Issues

• Areas for improvement reflect National data for
  2005
• CLL Linking sounds and letters
• Writing
• Mathematics - Calculating

• A few schools have scores considerably higher
  than would be expected given their context

7
Foundation Stage - Action

• Implement the Playing with Sounds training
  (updated)
• Identify where new Primary National Strategy
  guidance for CLL fits with your school priorities
  
• Reflect on issues from LA moderation (report to
  be circulated)
• Links to Y1 curriculum
• Need for greater HT knowledge of FS issues

8
Foundation Stage LA Issues
New National Targets regarding ECM Agenda

• To increase Pupils Achieving 78 points and 6
  points
• across both CLL and PSED
• (55 in 2004 - 46 in 2006)

• To improve average FSP score for lowest
  achieving
• groups through appropriate curriculum and
  adult
• interaction. (For example, for summer born
  children)

9
Key Stage 1
Level 2

• Slightly lower proportion achieving in reading,
  writing, mathematics.
• 77 / 150 Local Authorities ( 68 / 150 in 2005)
• 4 / 11 Statistical Neighbours ( 3 / 11 in 2005)

Boys performance compared to girls (national in
brackets) gt Reading -8 (-9) gt
Writing -11 (-11) gt Mathematics -1 (-3)
10
Key Stage 1
Level 2b

• Slightly lower in reading, writing than 2005
• 6 / 11 Statistical Neighbours ( 4 / 11 in 2005)

Boys performance compared to girls gt
Reading -12.6 gt Writing -19 gt
Mathematics -4.1
11
Key Stage 1
Level 3

• Lower aggregate performance across all subjects
  than in 2005.

(This is common pattern across statistical
neighbours)

• 5 / 11 Statistical Neighbours ( 4 / 11 in 2005)

Boys performance compared to girls gt
Reading - 9 gt Writing -10.3 gt
Mathematics 4.4
12
Key Stage 1 issues

• Impact on KS1 KS2 value added
• Boys writing particularly at L2b
• Use of tracking to drive planning and
  intervention,
• particularly Y1, Trusting FSP

• Increased HT knowledge of KS1 assessment
  practice
• and implications for KS2 curriculum delivery
• Increase emphasis on phonics following Rose
  review

13
Key Stage 2

• Broadly in line with 2005 at L4
• 80 / 150 Local Authorities (76 / 150 in 2005)
• 6 / 11 Statistical neighbours (7 / 11 in 2005)
• Improvements in all subjects at L5
• 5 / 11 Statistical neighbours (4 / 11 in 2005)

14
Mathematics

• L4 results increased by 2 (now 1 above
• national average)
• L5 results increased by 3
• Boys performance compared to girls
• 4.8 at L4
• 9.3 at L5

15
Looked After Children (LAC)
42 achieved L4 in English 32 achieved
L4 in Mathematics 58 achieved L4 in Science
16
Other Interventions
13 schools Primary Leadership Programme 2
average rise in English LA average 1 11
schools Speaking and Listening Network 2
average rise in English LA average 1 18
schools Primary Strategy Support 5 average
rise in English LA average 1 10 average
rise in Mathematics LA average 2
17
Schools below 65 threshold
English 16 schools ( 15 in 2005)
Mathematics 17 schools ( 22 in 2005)
English and Mathematics 9 schools (11 in 2005)
18
Issues for Schools and LA

• Halve number of schools below 65 threshold
• Tracking and intervention regarding LAC and
  other
• school identified vulnerable groups
  (Standards Fund!)
• Achievement of boys in English
• Progress of girls particularly in mathematics
  and
• science
• Continued...

19
Issues for Schools and LA (cont)

• Headteacher information regarding national
  strategies
• briefings
• Networks/briefings for teachers, particularly
• those experienced at teaching Y6 and Y2
• those new to Y6 and Y2
• Subject leader and other networks for
  mathematics and
• literacy.
• Senior Leadership / whole school discussions on
  
• themes to prioritise

20
CONGRATULATIONS
 
 

• We are pleased to congratulate you on the
  results achieved by your primary schools since
  2003. These results put your authority amongst
  the most improved LAs
• From Beverley Hughes, Minister of State for
  Children and Families and Lord Andrew Adonis,
  Schools Minister.

School Improvement Directorate of Education
Standards  
21
Using Foundation Stage data
 
 

• Ann Negus
• Senior Early Years Consultant

School Improvement Directorate of Education
Standards  
22
Foundation Stage Profile LA Summary - Averages
23
Foundation Stage Profile points for action
24
On entry assessment to the Foundation Stage
25
Summary of the beginning/end of Foundation 1
assessment
26
Beginning Year One Profile Reading / Writing /
Mathematics
27
Foundation Stage Profile Moderation

• Is moderation of the FSP shared with all staff in
  school?
• Is the Foundation Stage profile given the same
  priority as KS1 and KS2 SATs?
• What analysis of the data do you do? What impact
  does this have for your FS action plan and
  SIP/SEF?

28
Updates
 
 

• Renewed Framework
• Keys to learning, PNS
• Tried and tested, PING
• RM maths
• Teaching calculationTeachers reports on
  changing classroom practice, TIPD
• Ways to support your child at home, LMTs
• Speakers etc for maths weeks
• Give away

School Improvement Directorate of Education
Standards  
29
 
 

30
 
 

31
RAISEonline by John Duhig Friday 22 September
2006
32

• Improving School Self Evaluation
• RAISEonline
• Reporting and
• Analysis for
• Improvement through
• School
• Self Evaluation
• 
  

33

• Background
• As part of the New Relationship with Schools,
  Ofsted and the DfES have attempted to streamline
  the provision of data analysis to schools by
  merging the PANDA with the Pupil Achievement
  Tracker (PAT).
• It is intended that this will help those involved
  in school improvement including headteachers,
  teachers, governors, school improvement partners,
  local authorities, inspectors and HMI.
• RAISEonline will be one source of data which all
  stakeholders use, with (hopefully) all parties
  clear about what the data is telling them.

34

• Why are these changes being made?
• To make better use of pupil level data and
  analysis
• To better support teaching and learning
• To reduce burdens for schools by providing
• A common set of analyses for schools, LAs,
  inspectors and School Improvement Partners
• Pre-populated, centrally available data
• Online access (there can be no stand alone
  version)
• To provide a wide range of users with a tool for
  reviewing performance data in greater depth as
  part of the self evaluation process

35

• Passwords
• System passwords/usernames are issued by Ofsted /
  DfES
• The password/username for heads will be the same
  as that used for the SEF
• The second password/username is for the school
  administrator identified by the head
• The administrator has the responsibility for
  allocating appropriate access rights for other
  users and carrying out school amended data entry

36

• The Role of the Schools RAISEonline
  Administrator
• The Administrator will find 2 extra links on the
  RAISEonline home page Administration and Data
  Management.
• These allow the following functions to be carried
  out
• Administration
• Create/edit users for RAISEonline

37

• Data Management
• Amend pupil records manually make amendments to
  pupil information (one pupil at a time) including
  test data and school-defined fields
• Create new pupil record manually enter new
  pupils
• Import data from schools Management
  Information System
• Edit school defined field definitions

38

• Two sets of pupil data
• Only centrally provided attainment (end of Key
  Stage only) and pupil contextual data (school
  census) will be available for reports to Ofsted,
  SIPs, LAs and other external agencies.
• Only centrally provided data is used for the full
  report
• The schools own data set can be changed to
  enable
• Analysis of interim optional tests
• Analysis of question level data

39

• Two sets of pupil data cont
• In addition schools own data will be used for
• Moderated pupil targets
• Amended pupil results
• School defined pupil attributes
• The schools own data is initially a copy of the
  centrally provided data set
• Reports produced on schools own data can be
  shared if a school chooses with Ofsted, SIPs, LAs
  and others who cannot access these analyses

40

• The Full and CVA exceptions report
• The RAISEonline full report will be similar to
  the existing PANDA.
• The Contextual Value Added (CVA) exceptions
  report will examine the key indicators of pupil
  progress for each school and highlight
  statistically significant results. Links will
  enable further analysis of highlighted areas.

41

• RAISEonline includes the following facilities
• Reporting
• Full and CVA exceptions reports
• Interactive reports enabling performance of a
  range of pupil groups to be explored
• Interactive reports enabling performance of
  specific groups to be identified by the use of
  filtering
• Interactive reports enabling drill down to
  individual pupil level
• Reports can be saved and shared
• Online tutorial, training and feedback facilities

42

• RAISEonline will enable you to
• Examine context, attainment and value added data
• Explore hypotheses about pupil performance
• Analyse question level data for national,
  optional and progress tests
• Analyse performance for a range of centrally
  predefined and additional school defined pupil
  groups
• Set and moderate pupil targets

43
Key features of RAISEonline Examples of
interactive reports
44

• Skip Navigation
• Selected School
• School Not Selected
• (change school)
• Functional Menu
• Feedback
• Contact Us
• Site Map
• Change Password
• Logout
• Help ?
• Main Menu
• Home
• Reports Analysis
• Question-Level Analysis
• My Reports
• Tutorial

Change school
45
Secondary
46
View Full Report
47
View CVA Exceptions Report
48
Report Wizard
KS2 to KS4 Exceptions Report
49
Links to snake graphs
Links to CVA plots for each pupil group
50
View Attainment Reports
51
View All Analyses Available
Report Wizard
52
(No Transcript)
53
 
 

• Next meetings
• am pm 8 March and pm 9 March 2007
• Happy run up to Christmas!

School Improvement Directorate of Education
Standards