Using Data to Raise Achievement for All.
Melanie Tyrrell
Assistant Headteacher,
Small Heath School & Sixth Form CentreA Technology College
What could value added look like for pupils of Pakistani / Bangladeshi origin?
Possibly like this!
Stating the obvious
In order to use data effectively to raise achievement your systems must be “fit for
purpose”.
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 (HoD’s) Line managers (HT) Governors Link advisors Ofsted / HMI Performance tables
Where to start?
What do we really want to know
about the children?
What do we need to distribute to key
individuals?Keep it simple
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 teachers
Prior attainment (previous KS)
Predictions - LEA & CEM Centre Reading age SEN level EAL Level Medical Flag Current Teacher Assessment Target for the year
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
Data collected and distributed to Team Leaders / Subject Teams / Line Managers
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
Support for teams and class teachers
Support for subject teams Support for class teacher
Assistant Headteacher with responsibility for data.
Line Manager
Summaries of datawith key findings
and recommendations.CPD School Improvement
planning dayTime
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.
Don’t 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 factors
Value added
“Gains”
Value added
“Drains”
Same 2 feeder primaries!!
Confirmation of trends
Same 2 feeder primaries!!
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