using data to raise achievement for all

Using Data to Raise Achievement for All.

Melanie Tyrrell

Assistant Headteacher,

Small Heath School & Sixth Form CentreA Technology College

Birminghammelanie.tyrrell@smallheathschool.org.uk

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!!