Data in School A Guide for the Bewildered

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Data in SchoolA Guide for the Bewildered

• Objectives.
• To increase knowledge of the different types of
  data used in schools.
• To increase understanding how and why data is
  used.

• Successful schools understand how to use their
  data to make practical changes in the classroom.
  They peel away the overall school figures to
  identify pockets of underachievement within their
  school and identify the pupils at risk of
  underachievement in the future.Smoking out
  Underachievement - DFCSF

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Overview of Presentation

• Who is data for?
• Hard and soft data
• Group Task Accountability and Data
• Achievement and Standards
• Why is data important?
• What data exists in schools Key School
  Indicators
• RAISEonline
• Group Tasks RAISEonline
• Historic Data and Target Setting Data
• Fisher Family Trust
• Closing Comments

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Data, Data, Data

• Over a number of years the English education
  system has become one of the most data-rich in
  the world. A wide range of stakeholders are now
  able to access data on performance at individual
  pupil, group, whole-school, local authority and
  national levels.
• The challenge is now not to generate more data
  but to identify and interrogate useful data.

• Who for?
• Students/Parents
• Classroom Teacher
• Other Staff
• Head of Department
• School (SMLT)
• Local Community
• LA
• Government
• OFSTED

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Hard and Soft Data

• Results in tests and attendance figures are
  examples of hard data.
• Soft data is more open to interpretation, for
  example poor attitude.
• Data on its own is inert it changes nothing

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Task 1 - Accountability

• Please imagine that you are a Head of Department
  in a large secondary school
• Who are you accountable to?

• Students
• Parents
• The staff we lead/manage
• Headteacher
• Our line manager
• Governors
• The Community
• OFSTED
• Ourselves

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Achievement and StandardsSEF Section 3

• Standards / Attainment
• KS3 L5
• KS4 5 A to C (EM)
• 2 levels of progress over a key stage.

• Achievement / Progress
• Value added
• Contextual value added (CVA)
• 2 levels of progress over a key stage.

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Achievement and Standards
Progress

School A
School B
Attainment
_

School C
School D
_
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Why is Data so Important

• Data-driven improvement. - Accountability
• 1. How well should the students be doing?
• 2. How well are the students doing?
• 3. Are any students or groups of students
  underachieving?
• 4. What must happen for these students to
  improve?
• Data should enable schools to monitor and
  evaluate their actions and results, including the
  impact of teaching and learning, the curriculum
  and the effectiveness of leadership and
  management on pupils' progress.

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What Data do we Have?

• Internal Test Results
• KS2 / KS3 Data
• KS4 Results - GCSE and equivalents
• RAISEonline
• Fisher Family Trust
• Teacher Assessments
• MiDYis / Yellis
• Gender / Ethnicity / FSM/ Postcode, Age, SEN, EAL

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Data Key School Indicators

• School context
• CVA KS2 to KS3, KS3 to KS4 KS2 to KS4 Key
  Measure (Best 8 GCSE)
• KS3 - Level 5 English, Maths and Science
• KS4- 5A to C 5A to C ( English and Maths)

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RAISEonline

• Reporting and Analysis for Improvement through
  School Self-Evaluation
• It provides a wide range of information from one
  website enabling schools to analyse their
  performance data in greater depth.
• It means that schools will be using the same data
  as OFSTED and SIPs so there will be a common
  basis for discussions between them.
• Target setting tools are included however
  majority of schools still use FFT.

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Task 2 RAISEonline

• Task Contextual Information
• Identify how Fargate High differs from the
  national picture.
• Handout
• Fargate High Contextual Information

• Deprivation indicator is above the national
  average.
• Student mobility is well above average.
• SEN well above average.
• EAL well above average
• Minority ethnic groups well above average.
• FSM well above average
• Gender 45 girls. 55 Boys

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Task 3 RAISEonline

• Task Prior Attainment
• Are the students results similar to the national
  average?
• Are there variations between the year groups?
• Handout RAISEonline graphs

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Task 4 RAISEonline

• Are there groups of students making more/less
  than expected progress at Liongate High School?
• Handout RAISEonline CVA KS2 to KS4

• Boys are a Sig
• Girls below Level 4
• Boys at Level 4
• SEN SA
• In care

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Types of Data and their uses

• Historic
• RAISEonline
• Summative data

• Future
• Target setting
• Student tracking
• Formative data
• FFT, MidYis, Yellis, RAISEonline

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Fischer Family Trust
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Fischer Family Trust
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Finally - On Data Target Setting

• The setting of a target, or looking at data,
  alone does not raise standards. Staff working
  with individual students do that. They manage it
  through a combination of optimism and
  persistence, praise and cajoling where necessary.
  They create good-humoured and inspiring learning
  environments. They challenge students and use a
  variety of teaching and learning approaches. They
  treat students as individuals and keep parents
  centrally involved. Their assessments are
  regular, frequent, informative and supportive
  they remind students what it is they need to know
  and what they need to do to improve.
• Its easy really Adapted from The Numbers Game
  K,.Hedger D. Jesson