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Using Data. Tying together the threads without tripping over. Walton High School Data Use: Placed in context 1. 1996 Ofsted criticised management use of data.

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Using Data

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Using data l.jpg

Using Data

Tying together the threads without tripping over


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Walton High School Data Use:Placed in context 1

  • 1996 Ofsted criticised management use of data.

  • 1997: Headteacher creates new Leadership Group post for promotion of use of data across the school. JRC appointed, using ALIS project formatively in Science.

  • 1998: school collaborates with Prof David Jesson (University of York) working with data use. Governors receive a presentation from Keith Hedger (Shropshire LEA) on data use.

  • 1998: use of Jesson style analysis and ALIS piloted across all KS4 and Post 16 courses both summative and formative use.


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Walton High School Data Use:Placed in context 2

  • 1998-2001: Use at KS4 and Post 16 refined, involvement of individual staff targets trialled and improved.

  • 1998-2001: Research on KS3 Core Subjects shows introduction of targets and achievement analysis for non-core to be useful in promoting improvement.

  • 2001: Full subject target and evaluation process introduced across all years and most subjects.

  • 2002: Borough school heads decide to hold a “Target Setting Day” in October. Walton takes the opportunity to involve all students in the process of negotiating targets. Externally evaluated by Nottingham Trent University

  • 2002: Reports to Parents updated to include target and achievement data.


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Walton High School Data Use:Placed in context 3

2002 – 2004: Integrated system fully functional:

  • Student have targets and are involved in personalising them by negotiation.

  • Departments have targets; item 1 of DDP is to maximise positive residuals.

  • Teaching staff have group targets.

  • Information feeds into Performance Management and UPS decisions.

  • Student tracking and progress chasing involves Tutors, Parents and Subject staff.

  • Results fully evaluated, by Department and by set.


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Data use at Walton


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Does it deliver improvement in results? KS3 average level


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Does it deliver improvement in results? KS4


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Does it deliver improvement in results? KS4 PandA RPI


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Does it deliver improvement in results? Post 16….well, perhaps.


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Does it deliver improvement in results? Post 16 negative residuals

  • 2004 AS: No significant negative residuals.

  • 2004 A2: Only Expressive Arts remains significantly negative (6 students)

  • 1999 to 2004:

    Geography, Maths, English Literature and D&T have all moved from significantly negative to positive or in-line.


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What else has improved?

  • KS3: Teacher Assessment procedures now yielding more reliable, moderated results more clearly related to criteria.

  • KS3: Stronger Teacher use of assessment criteria has required student knowledge of them, now harnessing self-assessment.

  • KS3: Report quality improved; targets, current achievement and negotiated targets reported with improvement strategies.


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What else has improved?

  • KS4: Form Tutor involvement in student progress monitoring. Check cards, Y10 Exam follow-up, Mentoring programme. Summative statements on reports.

  • KS4: Report quality improved, comments in agreement with what the data says!

  • KS4: Early intervention for lagging students; Y10 Check cards by October half term pin-point students for monitoring.


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What else has improved?

  • AS and A2: Estimates and outcomes closer,

  • AS: Early intervention at AS for weak students, allows time for action before January modules.

  • A2: Assists in provision of information to help admission tutor counselling choices for Y13 entry.

  • AS and A2: Report quality greatly improved.


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What else has improved?

  • Quality of Head of Department’s report to Governors.

  • Headteacher’s annual departmental reviews easier to focus on main issues for improvement. Staffing issues, Pedagogical issues more easily identified.

  • UPS decisions facilitated. Staff can easily present evidence and Headteacher can easily verify.


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Walton High Specialist Science School

Getting started with data use.

JR Coope

Assistant Headteacher


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Using Prior Achievement information

KS3: At Walton we use:

  • KS2 point scores + Fischer Family Trust + MidYIS tests.

  • KS2 points + FFT provide KS3 indicators for Core subjects

  • MidYIS (customised to Walton) provide the rest.

  • Chances Graphs are used when negotiating targets with students.


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Using Prior Achievement information

KS4: At Walton we use:

  • KS3 point scores + Fischer Family Trust + YELLIS tests.

  • KS3 points, Autumn Package + FFT provide all KS4 indicators.

  • YELLIS is used for “filling–in” for students joining with no prior achievement data in Y10.

  • Chances Graphs are used when negotiating targets with students.


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Using Prior Achievement information

Post-16: At Walton we use:

  • Average GCSE score and ALIS regression equations to provide indicators for all subjects.

  • Chances Graphs are used when negotiating targets with students.


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Target Minimum Score Indicators

  • We use “indicator”, not “predictor” as we want to emphasise the statistical nature of the data.

  • We recognise the existence of “outliers”, students at the extremes, e.g. much better/weaker than indicator suggests.

  • Chances graph use is crucial in gaining student and parent confidence in the process.

  • We always try to regard the indicator as the least level acceptable, and encourage positive aspiration with suitable support.


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On-course monitoring

  • All staff have set lists with indicators, prior achievement data, Learning Styles information and SEN alert within two weeks of start of term.

  • Check-cards by October half term.

  • These carry Target Minimum data. Staff are asked to consider if the student is likely to be on target for the indicated outcome.

  • Tutor responsible for checking across subjects and initiating suitable response where needed. (Includes interview with student, report cards, letter home, parent visit, setting up mentor session.)

  • Half-termly Leadership-HoD link meetings check progress of strategies to promote improvement.


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Walton High Specialist Science School

Using Data in the reporting system.

JR Coope Assistant Headteacher


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Reports as part of the Data - Year

Reports form one element of the monitoring process:

  • Target Setting day.

  • Check cards.

  • Parents Consultation Evening.

  • Subject/Pastoral Report.

    Order of latter two depends on year group.


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Report style: we asked the parents what they wanted


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Reports: example from Y11

Centrally electronically produced with data merged in:

  • Student name, Teaching group, Tutor group, Numerical Target and Grade equivalent, Negotiated target.

  • Departments can electronically add attainment data (e.g. as available for modular courses)

  • Teachers type in personalised comments in remaining sections.

  • Printing and collating is carried out by office staff.


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Walton High Specialist Science School

More advanced analysis and data use

JR Coope Assistant Headteacher


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Subject Performance analysis

  • Valuable for HoD monitoring success of a programme.

  • Informs further development strategies by suggesting need to target areas of under achievement.

  • Can identify successful teaching and learning schemes.


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Subject scatter graphs.


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Subject scatter graphs.


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Subject scatter graphs.


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Analysis by set


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Analysis by set: a cautionary note.

Doctoral research by Steve Rogers and John Critchlow at University of Durham showed that set residuals are only valid if groups are:

  • mixed ability. OR

  • Set strictly by test scores that serve as baseline for Value-Added calculations


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Analysis by set showing bias effect caused by setting by ability in a subject


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KS4: Whole School Modelling

  • Do you want to know the likely effect of groupings and subject performance on your likely 5A*-C figure?

  • Or on your PandA RPI?

  • Then try “Notre Dame Exam Analysis”

  • It is intended as a post exam analysis tool but works well from the start of Y10.


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KS4: Whole School Modelling

  • Simple modification allows easy changes to be made to expected residuals.

  • Shows the effect of department performance change on whole school outcomes.


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Contact details:

  • Julian Coope

  • Assistant Headteacher

  • Walton High Specialist Science School

  • The Rise

  • Walton on the Hill

  • Stafford ST17 0LJ

  • 01785 356300

  • [email protected]


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