Aims of the day

1
Aims of the day

• You will have a better idea of the data that
  exists for your school and how to use it in the
  target setting and action planning process
• You will have identified groups of children
  suitable for intervention support and have an
  understanding of how to carry out unit analysis
  for these children to tailor intervention support
  more effectively
• You will know how to identify strengths and
  weaknesses within the mathematics and literacy
  and use this to plan future curricular targets
• You will be able to set numerical targets for
  next year and compare them to FFT data.
• You will have considered different ways to track
  pupil progress in order to intervene earlier to
  improve conversion rates in KS1 and KS2
• You will have begun action planning, considered
  opportunities for monitoring and implications for
  future support.
• You will have plenty of opportunity to have
  questions answered and discuss with other
  teachers and numeracy consultants systems in
  place in your school to raise attainment in
  mathematics

2
Cycle of school improvement
900 Coffee and registration 915 Introducing
the cycle and analysing school data 1045 Tea/coff
ee 1100 Numerical target setting and
intervention groups 1215 Lunch 1300 Unit
analysis and curricular target setting 1415 Tea/c
offee 1430 Tracking pupil progress towards
numerical and curricular targets
3
Monitoring and support
Standards
Unit analysis
PandA
Work scrutiny
Fischer Family Trust (FFT)data
Pupil interviews
SAT and Optional SAT results
Lesson observations
Teacher Assessment
Planning scrutiny
Target setting, target getting and tracking
progress
Address teaching and learning issues
Target setting and tracking
Use of targeted intervention
4
StandardsHow well are we doing?

• Using PandA and Fischer Family Trust data to
  review progress

5
KS1 PandA
Page 23 Level distributions for 2006
6
Foundation stage profile
7
Fischer Family Trust
8
Task Look at the data that exists for your
school foundation stage and KS1.
How well are children doing in the different
areas of learning compared to national averages?
Look at reading, writing and mathematics and the
different areas of the FS. What are the strengths
and what are the weaknesses?
Why?
What questions do you have to investigate further?
Is there any action that you need to take?
Will you need support?
9
KS2 PandA
Page 30 Level distributions for 2006
10
Fischer Family Trust
Page 2 3 year summary-sx model
11
Predictions L4
76
59
72
Level 5
21
31
41
12
Actual v Prediction
13
KS2 Conversion data
4 32 65 88 97 99 6 15 44 92 99
5 1 4 15 36 74 0 0 2 31 74
14
CVA scores
CVA100.8 /- 0.8
CVA99.9 /- 0.9
CVA99.5 /- 0.9
15
Issues for school tackle

• Review and moderate teacher assessment in FS and
  KS1.
• Improve progress made by children in reading,
  writing and maths in KS1.
• Increase the number of children leaving year 1
  with level 2c by targeting children predicted to
  attain a level 1b and 1a.
• Increase the of boys converting from 2a and 3
  to level 5 in English.
• Increase the of girls converting from 2a to
  level 5 in maths
• Increase the of boys converting from 2c to
  level 4 in maths.
• Improve the attainment of level 4 and level 5 in
  science.

16
Task Look at the KS2 data that exists for your
school
How well are children progressing compared to
other subjects and compared to national averages?
Why?
Is there any action that you need to take?
Will you need support?
17
How well could we be doing? Numerical target
setting

• Using Fischer Family Trust predictions linked to
  pupil tracking.

18
Target Setting
Future targets
19
Predictions for 2007 L4
66
66
Level 5
20
FFT pupil predictions 2008
21
Attainment Map for Year 6 2008
22
Predictions L4
If all the children currently attaining level 3b
go on to get level 4, this will put the school
in line similar schools
If all the level 3c children attain a level 4
this will put the school in the top 25 of
similar schools
Level 5
If only the level 4b children attain a level 5
this will put the school performance ahead of
similar schools but just outside the performance
of the top 25 of schools.
If all the level 4c children attain a level 5
this will put the school performance
significantly into the top 25 of similar schools
45
29
23
Task Using pupil assessment data, track your
current Y5 onto Y6 tracking chart and compare
with FFT predictions.

• Questions to consider
• Should you organise interventions support for
  level 3/4 and/or level 4/5?
• Are you aware of the Primary framework materials
  to support teachers in year 5 and year 6?
• How are you planning to use these materials?
• Could you begin before the summer holiday?
• What needs to be covered?
• Who will take the groups? Do they need
  training/support?
• Are the same children involved in extra support
  for literacy and maths? How will this be managed?

24
How well could we be doing? Target
gettingCurriculum targets
25
How is tracking information used to inform
planning?
Do teachers know what the expectations are for
children in their class?
Are curricular targets set? How are they decided
upon? How are they addressed in planning? How are
they monitored?
How is information transferred between teachers
at the end of the year?
How are children not making progress identified?
What is done to support these children? How is
the impact monitored?
Are staff clear as to what data is collected and
its purpose?
Where in school do pupils make most and least
progress?
Is progress measured using teacher assessment or
testing or both? Do they correlate?
26
The Process of setting curricular targets

• Analysing school data to identify the focus and
  school target

• Setting of half termly layered targets for each
  class

• Using tracking systems to identify target groups
  and monitor impact

• Linking targets to teaching in literacy and
  mathematics

• Monitoring and assessing against the target

• Targeting support to underachieving groups

27
Unit analysis
Analysis by question
Analysis of different groups of children
Test paper scrutiny
Setting curriculum targets
28
What next?
Link attainment map to must, should and could
targets
Teacher assessment
Adapt medium and short term planning to reflect
targets
Teaching styles Learning styles
Intervention support wave 2 and wave 3
Learning environment Use of resources
29
The use of curricular targets

• How successful is your current system?
• Which parts work? How do you know?
• Which parts dont work so well?
• What support might you need?
• Where do you think you are on the self-evaluation
  grid?

30
Examples of tracking systems
Whole school tracking system
Year group tracking
Cohort tracking
Pupil progress tracking
Curricular target tracking
31
Task Review the tracking systems that currently
exists in school.
Which questions can you answer quickly? Does it
suggest any issues that need tackling? e.g. lack
of progress in certain year groups, need for
intervention groups, etc. Or does it highlight
strengths? e.g. year groups where children make
better than expected progress, successful
intervention support, etc.
Is there any action that you now need to take?
32
Reflection and implications

• Task Using the information from today and your
  completed log, begin to prioritise future actions
  and make decisions on future support you think
  you might need from consultants.