Using Data to Raise Achievement for All

  • View
    17

  • Download
    0

Embed Size (px)

DESCRIPTION

Using Data to Raise Achievement for All. Melanie Tyrrell Assistant Headteacher, Small Heath School & Sixth Form Centre A Technology College Birmingham melanie.tyrrell@smallheathschool.org.uk. Possibly like this!. - PowerPoint PPT Presentation

Transcript

  • Using Data to Raise Achievement for All.Melanie TyrrellAssistant Headteacher, Small Heath School & Sixth Form CentreA Technology CollegeBirminghammelanie.tyrrell@smallheathschool.org.uk

  • What could value added look like for pupils of Pakistani / Bangladeshi origin?

  • Stating the obvious

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

  • Who are the users?Support :PupilsParentsSubject teachersTutorsYear TutorsHeads of SchoolLearning Mentorsetc.,etc.

    Monitoring :Class teacher Subject teamsTeam Leaders (HoDs)Line managers (HT)GovernorsLink advisorsOfsted / HMIPerformance tables

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

  • Simple data collected & distributed for support

  • Identify needs- implement support- monitor effect.

  • Data collected and distributed to class teachersPrior attainment (previous KS)Predictions - LEA & CEM CentreReading ageSEN levelEAL LevelMedical FlagCurrent Teacher AssessmentTarget for the year

  • Data collected and distributed to Team Leaders / Subject Teams / Line ManagersProduced in houseTracking informationValue 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 ethnicityAutumn Package - fully completedLEA producedFamily Group analysisEIC Group analysisComparisons with LEA and National value added KS2 - KS3 by gender and ethnic groupComparisons with LEA and National value added KS3 - KS4 by gender and ethnic groupFischer Family Trust Data

  • Support for teams and class teachers

  • 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.RememberKeep it simpleFocus on trendsUse money to provide people who will have a supporting role.Dont waste teacher time by collecting data you will not or cannot use effectively.

  • Some benefits of PAT - Contextualised data

  • Some benefits of PAT - Spotting common factorsValue added GainsValue added DrainsSame 2 feeder primaries!!

  • Confirmation of trendsSame 2 feeder primaries!!