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Using Data to Raise Achievement for All.

Using Data to Raise Achievement for All. Melanie Tyrrell Assistant Headteacher, Small Heath School & Sixth Form Centre A Technology College Birmingham melanie.tyrrell@smallheathschool.org.uk. Possibly like this!.

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Using Data to Raise Achievement for All.

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  1. Using Data to Raise Achievement for All. Melanie Tyrrell Assistant Headteacher, Small Heath School & Sixth Form Centre A Technology College Birmingham melanie.tyrrell@smallheathschool.org.uk

  2. Possibly like this! What could value added look like for pupils of Pakistani / Bangladeshi origin?

  3. Stating the obvious • In order to use data effectively to raise achievement your systems must be “fit for purpose”.

  4. Support : Pupils Parents Subject teachers Tutors Year Tutors Heads of School Learning Mentors etc.,etc. Monitoring : Class teacher Subject teams Team Leaders (HoD’s) Line managers (HT) Governors Link advisors Ofsted / HMI Performance tables Who are the users?

  5. Keep it simple Where to start? What do we need to distribute to key individuals? What do we really want to know about the children? • Who is doing well & should be rewarded? (+) • Who is doing as well as we would expect? (=) • Who needs support? (-) • Only data that is tailored to their needs.

  6. Simple data collected & distributed for support

  7. Identify needs- implement support- monitor effect.

  8. Data collected and distributed to class teachers • Prior attainment (previous KS) • Predictions - LEA & CEM Centre • Reading age • SEN level • EAL Level • Medical Flag • Current Teacher Assessment • Target for the year

  9. Produced “in house” Tracking information Value added charts KS3 & 4. Value added per teaching group - Year 11 & Year 13 classes & per year group. % Stats - L5+, L6+, A*-C, A*-E, A*-G, Ave point scores. Analysis of performance by gender and ethnicity Autumn Package - fully completed LEA produced “Family Group” analysis EIC Group analysis Comparisons with LEA and National value added KS2 - KS3 by gender and ethnic group Comparisons with LEA and National value added KS3 - KS4 by gender and ethnic group Fischer Family Trust Data Data collected and distributed to Team Leaders / Subject Teams / Line Managers

  10. Support for teams and class teachers

  11. List the characteristics of the system that will fit your purpose. Re-evaluate what is good about what you have now and what needs changing? Compile a Target Setting and Tracking / Using Data action plan that is carefully costed (including time). Ensure that support systems are in place for both pupils and colleagues. Identify key colleagues who will move the process forward and allocate responsibilities. Remember Keep it simple Focus on trends Use money to provide people who will have a supporting role. Don’t waste teacher time by collecting data you will not or cannot use effectively. Where to now?

  12. Some benefits of PAT - Contextualised data

  13. Some benefits of PAT - Spotting common factors Value added “Gains” Value added “Drains” Same 2 feeder primaries!!

  14. Confirmation of trends Same 2 feeder primaries!!

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