Using Data Effectively to Improve Quality in Work-based Learning With a focus on the Data Service Training and Briefing

1. Using Data Effectively to Improve Quality in Work-based LearningWith a focus on the Data ServiceTraining and Briefing Resource

2. Introduce yourselves

3. Aims of the Guide • To demonstrate what data is available from the Data Service • To show providers and partnerships how to access it • To present key principles of using data effectively for quality improvement • To give examples of how Data Service data can be used to measure performance

4. Quality Criteria for the Guide • Clarity of purpose and language; simple and free of unnecessary jargon • Good navigation through Guide and into and out of resources • Relevant and sensitive to current challenges: more success for less money; Ofsted focus on T and L; pressures to grow larger/merge/subcontract • Useful to provider staff at varying levels and in varying settings • Can demonstrate eventually a positive impact on learners: success rates and learner experience • Can, therefore, demonstrate a benefit to employers.

5. The Data Service • Independently managed; single, central point of information for learning and skills • Produces training resources to help you process and transfer data • Produces a number of reports which can be used for information and quality improvement – the focus of the Guide

6. The Provider Gateway • Holds data about individual providers – password protected • A place to upload self-assessment report and quality improvement plan • Those reports most useful for QI under tab ‘document list’ • Focus on these in the Guide

7. Available Reports on the Gateway- useful for Quality Improvement • Provider Briefings • Provider Performance Review • Qualification Success Rates • Minimum Levels of Performance • Framework for Excellence

8. Principles and Themes 3.1Data to Inform and Improve • Tendency is to ask: ‘what do we know about this problem?’ • Rather than: ‘what does the data tell us about our problems (and our strengths)?’ • Look at your data with an open mind. How would someone from outside of your organisation see it? What would an Ofsted inspector notice and ask about? You can test out your assumptions, and the judgements you make from one set of data, but look also for fresh insights.

9. Principles and Themes 3.2Using Data to Compare • Use your data to make comparisons with national, regional or local averages; compare different areas of your provision • Make a judgement about quality now, not just how much it has improved • How much it has improved is evidence of capacity to improve • Remember: you can be better than the rest, but still not good or outstanding!

10. Principles and Themes 3.3Digging Deeper • Don’t jump to conclusions from the data! • Search for root causes: ask ‘why?’ For example: • Why are learners leaving? • Find it too difficult? • Boring teaching? • Employers don’t release them? • And ask – what can we do about the root cause? • Use more than one source of evidence

11. Principles and Themes 3.4Using Your Own Data • Triangulate! • Use your own data to reinforce your analysis • Ask: • Does it measure the right things? • Is it accurate? • Is it current? • Is it reliable?

12. Principles and Themes 3.5Preparing for Inspection – Ofsted and Data • Ofsted analyses data and measures risk • Decisions on when to inspect are made on this basis, taking into account other risk factors such as: change of ownership or merger, amount of subcontracting, new vocational areas or programmes you have taken on • For inspection, Ofsted establishes ‘lines of enquiry’ – areas to investigate • Ofsted expects you to be doing the same thing all the time

13. Principles and Themes 3.6Data and Action – Impact on Learners • The acid test • ‘what is the impact on learners of this improvement action?’ • For a simple formula, ensure every judgement based on data follows this formula: • Judgement (inadequate to outstanding) - Evidence (data) - Impact on learners • For example: ‘our provision is good; 88% of learners achieve in a timely way and of these, 87% remain in employment in the industry’

14. Activity – 4.1 Learner Success • Try the example, and then use your own data • Use this format: • Evidence Analysis

15. Activity – 4.2 Making Comparisonsusing Minimum Levels of Performance • Try the example, and then use your own data • Use this format: • Evidence Analysis

16. Activity – 4.3 Analysing Trends • Try the example, and then use your own data • Use this format: • Evidence Analysis

17. Activity – 4.4 Equality and Diversity • Try the example, and then use your own data • Use this format: • Evidence Analysis

18. Activity – 4.5 Learner Recruitment • Try the example, and then use your own data • Use this format: • Evidence Analysis

19. Activity – 4.6 Framework for Excellence • Try the examples, and then use your own data • Use this format: • Evidence Analysis

20. Let Data Work for You • Ensure you use data in the leadership and management section of your SAR – and ensure it focuses on learners • If you have subcontractors, ensure they are using data for quality improvement • Use ‘low level’ data – regular reports as well as end of contract year or end of learning reports • Get others on board – all staff should be using appropriate data

21. THANK YOU! For further information contact LSIS www.lsis.org.ukor email Michael Gray mgrayassociates@btopenworld.com