little heath school
DESCRIPTION
Making Data Useful Training for Heads of Department Monday 28 September 2009. Raising Achievement Partnership Programme. LITTLE HEATH SCHOOL. OFSTED Little Heath School. - PowerPoint PPT PresentationTRANSCRIPT
LITTLE HEATH SCHOOL
Making Data UsefulTraining for Heads of Department
Monday 28 September 2009
Raising Achievement Partnership Programme
OFSTED Little Heath School
• ‘Progress is good because leaders carefully analyse data to identify underachieving groups and develop personalised programmes of support for them.’
• ‘The intervention team considers academic achievement as well as students’ attitude to learning. This enables bespoke programmes to be devised for students, which include literacy and numeracy support, mentoring by senior leaders or participation in programmes aimed at reducing disaffection.’
Is data important?
• On its own it has no value whatsoever
• Schools can and do accumulate mountains of data that does nothing but clog up computer systems and filing cabinets
• It isn’t data that matters
It’s us that matter!!!
GCSE RESULTS DAY
AUGUST 2009
How did data help them?
• Provided baselines – and guides to academic potential
• Informed teaching & learning
• Enabled effective monitoring of progress
• Enabled meaningful Target Setting
• Enabled Strategic intervention
• Led to the celebration of success
Middle Leaders
• HODs and HOYs have vital roles as ‘leaders of learning’
• Knowing and understanding data is crucial if you want to ensure that the students in your care are not underachieving
• For example, understanding their potential
KS2 Finegrade scores• These are based on the marks in the KS2
tests;• They express results as decimals e.g. 4.96• Using the SSAT’s Jesson Calculator you
can swiftly see what academic potential each student has;
• At 16 CVA is calculated from these fine grade point scores to each student’s ‘best 8’ GCSE point score.
Potential Y8 Y9 Y10 Y1109/10
Y1108/09
Y1107/08
Low E - G 8 9 14 11 13 14
Below C - E 20 10 17 11 21 24
Average mainly C 34 14 28 24 23 32
Above A - C 20 7 7 20 11 13
High A* - B 13 21 21 16 14 13
KS2-4 CVA ? 975.8
Effectively schools only gain high CVA if they achieve results in line with each student’s academic potential.
Teachers and HODs need to know the potential of the students that they teach.
KS2 to GCSE• Be careful that no-one uses KS2
finegrade scores to set a cap on a student’s potential
• Students with LOW and BELOW AVERAGE KS2 scores can achieve 5+A* - C
These students all gained at least 5 higher passes from modest KS2 results IN 2009!
Name KS2 Point Score
Academic Potential from KS2
5A*-C inc
E&M
A*-C
David 18.32 Low N 5
Kirstin 22.38 Low N 7
Lauren 23.16 Below Y 10
Bryony 23.44 Below N 8
Lizzie 23.82 Below Y 11
Nicole 24.26 Below N 6
Daniel 24.62 Below N 9
Ashleigh 24.68 Below N 8
Samuel 24.70 Below N 9
Naomi 24.74 Below Y 8
Khayrul 24.74 Below Y 9
Rosie 25.02 Below N 9
Amelia 25.04 Below N 11
Bethanie 25.16 Below N 10
Vanessa 25.48 Below Y 11
Daniel – ‘Below’ 3Bs and 6Cs (CAT 87)
Vanessa – ‘Below’ 5Bs and 6Cs (CAT 95)
Vanessa – ‘Below’ 6Cs (CAT 87)
Lizzie – ‘Below’ 1A*, 3As, 7Bs and 1C (CAT 93)
David – ‘Low’ 5Cs (CAT 83)
A HAPPY ACCIDENT?
• Accidents can happen but, as Gary Player once said, the ‘more I practice the luckier I get’
• Leaders in school need to take responsibility for the progress of the students in their year group or department– Tracking– Monitoring– Intervention
Middle Leadership in Action
Case Study
Natalie Higginson Head of Year 9
Leads on SEAL
Science teacher
Grey Pupils
• Nat Higginson (HOY 9) identifies those pupils who, “miss the radar,” on every category - who are not picked up by any intervention, praise or otherwise.
• She categorises these ‘grey pupils’ into 3 groups. • Pupils who received a good average attitude to
learning score for the year group. • Pupils who received a satisfactory average attitude to
learning score for the year group.• Potential underachievers, de-motivated borderline
pupils.
High Contextual Value Added
• This is unlikely to happen unless Heads of Department are relentless in their determination to monitor student progress
• Heads of Year can be effective ‘leaders of learning’ too but they need Heads of Department who are willing and able to drill down to ‘class’ level
KS2 to GCSE• Tracking students’ progress from
KS2 entry data is simple using FINEGRADE definitions of academic potential
ClassKS2 Fine Grade Potential A* A B C D E F G Total
10A/1 High 3 2 1 6
Above 2 3 3 8
Average 1 1 1 1 4
Low 1 1 2
10A/1 Total 6 5 6 1 2 20
10D/1 High 2 1 1 4
Above 2 2 4
Average 1 2 3 2 1 9
Low 1 1
10D/1 Total 2 4 5 3 2 1 1 18
Easy to check, for example during Year 10 after each recording ‘window’
Technology can help
• Visualising the National Challenge
• SISRA
10.3 Teacher Predictions
2009 GCSE Results 27/09/09
Y11 08/09
5A* - C
5A* - C (En / Ma)
Low 13 0 0
Below 21 2* 0
Average 23 8 2**
Above 11 8 5
High 14 12 9
Performance at GCSE 2009 from KS2 potential
*Amelia Beacham and Katie Wood
** Lucy Farr and Hannah Turley
SISRA
https://www.sisraonline.co.uk/rdPage.aspx
For free demonstration visit:
www.sisraonline.com
Or phone 0870 75 76 750
Jphi3661 white
Two Sets’ GCSE Results 2009
The wider and lighter bands show targets –
the narrower bands show results
Assertive Mentoring1. We use data from end of Y10 to identify our ‘Key Marginal’
students
2. Tracking is planned to help transform students’ attainment levels.
3. Each month in Y11 teachers predict GCSE grades for students based on their current standard of attainment and attitude to learning.
4. This ensures that students (and their mentors) know exactly where they are and it enables the students to put it right.
5. Mentors interview students within one school week of the monthly data recording, so all data is live and incontrovertible.
OCTOBERmentoring
Teacher Attitude
to Learning
Target Grade (FFTD)
Teacher Current
Prediction
Course-work
GradeIssues / Concerns
English 2 C D D
Somewhat 'flighty' in class. Occasionally brilliant and very capable. She is quick witted and imaginative but too often distracted/distracting and at the centre of a personal drama or a mobile going off suddenly.
Novembermentoring
Teacher Attitude to Learning
Target Grade (FFTD)
Current Teacher
Prediction
Course-work Grade
Issues / Concerns
English 4 C C C
Nicole has transformed herself since the last recording window and is now working with effort, enthusiasm and consistency. Her written work is improving all the time and her general attitude is completely different. A really valuable member of the class. Well done Nicole. She is currently redrafting her 'Our Day Out' coursework -
Final Grades: C C (Overall) 6Cs
