Session Focus:Use of Data in Practice in a Primary School

Dr. Helen Townsley

‘a user’s perspective on using CEM’s primary systems data to inform teaching and learning’

One-form entry Catholic Primary School in Surrey

Small class sizes – PAN of 27 per class Fairly low mobility, average number of SEN

pupils History of above average attainment:

School Assessment schedule: Early Years Foundation Stage Profiling (on-going) YARC (York Assessment of Reading Comprehension) at

the start of Year 1 and end of Year 2 On-going formative analysis in Key Stage 1 using APP

grids Key Stage 1 SATs On-going formative analysis in Key Stage 2 using APP

grids Termly summative assessment in Key Stage 2 using

QCA Optional Tests Key Stage 2 SATs CEM’s Performance Indicators in Primary Schools

(PIPS) in Year 3

Performance Indicators in Primary Schools (PIPS) test

The PIPS Project collects pupil level data for a range of variables. These data are used to determine each pupil's achievement and self-concept. The data collected are listed below:

Predictors picture vocabulary non-verbal ability (cultural capital data collected but not recorded

in the feedback)

Cognitive outcomes PIPS attainment measures (maths and reading) Key Stage 2 SATs chances

Affective outcomes Attitude to school Attitude to maths Attitude to reading

‘Over the last ten years considerable attention has been given to the development of performance indicators (PI) for schools. However, much of this work is characterised by an assumption that PI’s will somehow ‘speak for themselves’ and little effort has been made to explore how PIs can be used to promote school improvement.

- Steve Strand, ‘Key Performance Indicators for Primary School Improvement’, Educational Administration and Management, (1997) 25, (2), p. 141.

Comparison of PIPS and Fischer Family Trust (FFT) – Type DFFT Type D: Prior attainment at KS1 Adjusted for school

context including FSM and demographic features

Adjusted to be representative of progress made by pupils in schools at the 25th centile for Value Added(More historical, school

based basis)

PIPS Concurrent value added(measure of developed

ability) Current academic

attainment in reading Current academic

attainment in maths(More pupil-centred basis)

Name KS1 result

PIPS Value Added

Key Stage 2 chances End of KS2

target

Actual result

<2 3 4 5

EB 2A 0- 14 54 31

5 51 2 45 54

GB 2B 0- 8 49 42

4 41 6 70 24

JB 2B 0- 19 56 25

4 51 7 72 21

JC 2B --1 22 56 21

5 41 6 69 24

DC 2A --- 8 49 42

5 51 1 32 67

JC 3 0- 1 18 81

5 51 1 5 95

WC 3 +- 1 20 79

5 51 1 7 93

TD 3 0- 3 36 61

5 51 1 7 93

GD 2A 0- 8 49 42

5 51 3 46 51

AD 3 0- 1 25 74

5 51 1 6 94

LE 2C -8 50 38 4

4 33 31 63 3

CF 2B 0- 19 56 25

4 41 8 73 18

JG 3 ++- 2 33 65

5 51 1 5 95

JJ 2C 02 31 54 14

4 43 33 63 2

Comparison of PIPS and FFT predictions with a previous cohort

‘PIPS is intended to be an addition to the professional knowledge of teachers’ (PIPS website)

‘Chance tables should be used with caution. …Used in conjunction with teacher’s judgement and a historical perspective of the school’s results, a fair picture of what might be a reasonable target can be developed.’ (PIPS Feedback Report, Key Stages 1 and 2)

‘The intention of the PIPS Project is to provide high quality, confidential information for use by professionals in school to promote improvement.’

PIPS as a tool for promoting improvement

Name KS1 Writing result

PIPS Value Added

Key Stage 2 chances End of KS2 target Action

required?<2 3 4 5

RB NOR -

- 9 52 39

5 ✓

AB 3 ++- 2 30 68

51 1 8 92

RB 2a 0- 16 58 26

51 1 25 74

EB 2b 0- 8 50 42

41 8 71 21

PC 2b 0- 11 55 34

5 ✓1 1 41 58

KC 2b 01 24 58 17

41 1 35 64

VC 1c 05 45 45 5

3 ✓ (SEN)18 52 30 1

NC 2c 01 26 58 15

41 16 76 8

MD 2a 0 - 18 58 24 5 ✓

Actions to be put into place to drive achievement up in line with FFT

estimates: For some, far higher expectations in class (e.g. RB, PC, MD,

FN, EV). Greater direction of teaching assistants during inputs and

plenary sessions towards supporting specific pupils e.g. FZ in maths and literacy (D grade in both, - value added)

This can be managed through highlighting the children within the usual performance management and tracking documents.

Autumn 2011 results

Summer 2011

results

P6 P8 1c 1b 1a 2c 2b 2a 3c 3b

3b

3c JS FN AB

2a CT-R

MD JP

RB RK EV

2b PC YM PP IR FZ

EB KC

2c BS NC TH RT

IW-S

1a

1b LM

1c VC MT

P8

Key: = - 1 s/l = no s/l progress made = +1 s/l

PIPS 2 Predictor and Achievement Scores - SEN pupils

0

10

20

30

40

50

60

IW-S MT TH VC LM

Pupil

Sta

nd

ard

ised

sco

re

Picture vocabulary

Non-verbal ability

Context

Maths

Reading

For SEN pupils with learning difficulties, not only specific literacy and maths interventions, but also self-esteem work to try to redress the – value-added and additional support in terms of their developmental ability:

For EAL pupils relatively new to the country, support in bridging the gap between their non-verbal and language-based abilities:

PIPS 2 Predictor and Achievement scores - EAL pupils

010203040506070

MS YM KC

Pupil

Sco

re

PictureVocabulary

Non-verbalability

Context

Maths

Reading

PIPS 2 Predictor and Achievement Scores - EAL pupils new to country

010203040506070

EZ IR NC

Pupil

Sco

re

PictureVocabulary

Non-verbalability

Context

Maths

Reading

Maths 7 15 5

Reading 17 9 1

School 15 12 0

Communicating attitudes towards subjects and school to subject leaders:

Returning to the ‘Beginning of Year’ surveys (completed by children by the end of September) for pupils with low value-added scores or negative attitudes towards learning.

Effective use of CEMs primary systems cascades through the school:

Data is initiallyreturned to and

analysed by SLT in trackingand target setting

Informs subjectleader knowledge

of attainment and attitudes

Informs class teacherperformance management

and classroom management

Informs deployment of TAs, in terms of intervention

groups and direction in theclassroom.

Whole schoolimprovement

New Ofsted Inspection Schedule (January 2012):

‘Inspection is primarily about evaluating how individual pupils benefit from their school. It is important to test the school’s response to individual needs by observing how well it helps all pupils to make progress and fulfil their potential, especially those whose needs, dispositions, aptitudes or circumstances require particularly perceptive and expert teaching and, in some cases, additional support.’

Inspectors must consider: ‘how well gaps are narrowing between the

performance of different groups of pupils in the school’

Inspectors should take account of ‘any robust attainment and progress data and its

analysis presented by the school, including information provided by external organisations’

‘Rather than 'dials on the dashboard of a car' performance indicators are most helpful when viewed as 'tin-openers' leading to further examination and enquiry.’

Carter, quoted by Steven Strand, ‘Key Performance Indicators for Primary School Improvement’, Educational Administration and Management, (1997) 25, (2), p. 141.