Using Data to Raise Achievement for All.

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Using Data to Raise Achievement for All.

• Melanie Tyrrell
• Assistant Headteacher,
• Small Heath School Sixth Form Centre
• A Technology College
• Birmingham
• melanie.tyrrell_at_smallheathschool.org.uk

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What could value added look like for pupils of
Pakistani / Bangladeshi origin?
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Stating the obvious

• In order to use data effectively to raise
  achievement your systems must be fit for
  purpose.

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Who are the users?

• Support
• Pupils
• Parents
• Subject teachers
• Tutors
• Year Tutors
• Heads of School
• Learning Mentors
• etc.,etc.

• Monitoring
• Class teacher
• Subject teams
• Team Leaders (HoDs)
• Line managers (HT)
• Governors
• Link advisors
• Ofsted / HMI
• Performance tables

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Where to start?
What do we need to distribute to key individuals?
What do we really want to know about the children?

• Who is doing well should be rewarded? ()
• Who is doing as well as we would expect? ()
• Who needs support? (-)

• Only data that is tailored to their needs.

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Simple data collected distributed for support
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Identify needs- implement support- monitor
effect.
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Data collected and distributed to class teachers

• Prior attainment (previous KS)
• Predictions - LEA CEM Centre
• Reading age
• SEN level
• EAL Level
• Medical Flag
• Current Teacher Assessment
• Target for the year

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Data collected and distributed to Team Leaders /
Subject Teams / Line Managers

• Produced in house
• Tracking information
• Value added charts KS3 4.
• Value added per teaching group - Year 11 Year
  13 classes per year group.
• Stats - L5, L6, A-C, A-E, A-G, Ave point
  scores.
• Analysis of performance by gender and ethnicity
• Autumn Package - fully completed

• LEA produced
• Family Group analysis
• EIC Group analysis
• Comparisons with LEA and National value added KS2
  - KS3 by gender and ethnic group
• Comparisons with LEA and National value added KS3
  - KS4 by gender and ethnic group
• Fischer Family Trust Data

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Support for teams and class teachers
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Where to now?

• List the characteristics of the system that will
  fit your purpose.
• Re-evaluate what is good about what you have now
  and what needs changing?
• Compile a Target Setting and Tracking / Using
  Data action plan that is carefully costed
  (including time).
• Ensure that support systems are in place for both
  pupils and colleagues.

• Identify key colleagues who will move the process
  forward and allocate responsibilities.
• Remember
• Keep it simple
• Focus on trends
• Use money to provide people who will have a
  supporting role.
• Dont waste teacher time by collecting data you
  will not or cannot use effectively.

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Some benefits of PAT - Contextualised data
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Some benefits of PAT - Spotting common factors
Value added Gains
Value added Drains
Same 2 feeder primaries!!
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Confirmation of trends
Same 2 feeder primaries!!