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Using Data for Accountability : How data is collated & interpreted in Special Schools in England

Using Data for Accountability : How data is collated & interpreted in Special Schools in England. Colm Davis & Rona Tutt. The natural distribution curve – a reminder for politicians!. Below Average Above average Significant learning difficulties Gifted (& talented).

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Using Data for Accountability : How data is collated & interpreted in Special Schools in England

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  1. Using Data for Accountability:How data is collated & interpreted in Special Schools in England Colm Davis & Rona Tutt

  2. The natural distribution curve – a reminder for politicians! Below Average Above average Significant learning difficulties Gifted (& talented)

  3. Measuring the progress of all pupils Statutory measures: • EYFS Profile (new Profile from Sept 2012) • Y1 Phonics screening check (new June 2012) • End of KS1 (teacher assessment) • End of KS2 (tests) + SPAG test (2013) • End of KS3 (teacher assessment) • End of KS4: GCSEs/other accredited courses, plus destination measures • End of KS5: A Levels/other accredited courses, plus destination measures (new July 2012)

  4. Phonics Br-ingthe p-o-t A-n-n for the c-o-d Radiant Way Readers

  5. Look and say Dick said ‘Look, look, look. Look up, up, up.’ Happy Trio Readers

  6. Real books Lolita The Joy of Sex Lady Chatterly’s Lover

  7. NLS Plenary session Whole class texts Independent work word level or sentence level work

  8. Phonics NLS Look and say Real books

  9. Magic e:o – e example Gove dove Gove move cove love remove

  10. ect vap osk ot

  11. vaporising jar ectoplasm (Usually white) vap ect otter oskar (My best friend) ot osk

  12. Reading Education Assistance Dogs (READ)

  13. A paws in faws-fed fonics

  14. “….for those groups of pupils whose cognitive ability is such that their attainment is unlikely ever to rise above ‘low’, the judgements on achievement should be based on an evaluation of the pupils’ learning and progress relative to their starting points at particular ages and any assessment measures held by the school, but should not take account of their attainment compared to national benchmarks.” The evaluation schedule for the inspection of maintained schools and academies, Jan 2012

  15. “ High aspirations and a focus on enabling CYP to be as independent as possible led most reliably to the best achievement” Charlie Henry, HMI: National Lead for disability and SEN

  16. Measuring the progress of those with low attainment For those ‘working below age-related expectations’: See Progression (Guidance) 2010 - 11 For pupils with SEN working below NC level 1: use Performance scales (P scales) There are 8 levels: •  P1-P3 have same performance descriptions for English, Maths & Science • These are each divided into 3 sub-levels, eg P1i, P1 ii, P1 iii etc • P4-P8 cover all NC subjects, including PSHE, and RE

  17. Measuring progress in other ways The Engagement Profile and scale B Squared PIVATS Provision mapping Pen portraits / pupil profiles / case studies AfA (Assessment for All)

  18. Life beyond levels….. For the last few years, most of the data has been based on NC levels / P scales. Now, the DfE has decided that levels will go, although the P scales will remain. They have just brought out their response to the consultation on how to measure progress now that levels are not part of the new national curriculum.

  19. Life WITHOUT Levels in a NI Special School.... Can our system stand up to public scrutiny? What does a data rich NI environment look like? Is it the same in every school? Is there a systems approach in schools? What type of data been collated in your school?

  20. Life without an agreed NI Special School System of Data Collection Why do you collate data? Is there a ‘value added’ dimension? Can data be used for comparative purposes? Is it linked into school improvement? How do you describe progress to parents? Does data inform planning?

  21. Life where Teacher Assessment is trusted in a NI Special School What moderation procedures and check mechanisms do we use? Is it possible to have an agreed and uniform system across NI Special Schools? How can we use SIMs /C2k to help standardise, record and track progress within the school & NI? 3 Case Studies for discussion.

  22. YOUR NOTES & COMMENTS

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