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Using RAISEonline data to improve governor effectiveness

Using RAISEonline data to improve governor effectiveness

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Using RAISEonline data to improve governor effectiveness

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  1. Using RAISEonline data to improve governor effectiveness Paul Charman Data Solutions Director, RM Education Chair of Governors, Dyson Perrins Church of England Academy, Malvern, Worcestershire

  2. Three data sources for governors RAISEonline (DFE/Ofsted) • Attainment, progress, attendance and school context • Understand strengths and areas for improvement • Compare school performance to national averages Fischer Family Trust (FFT) • Estimates of future school and pupil attainment based on pupils’ prior attainment • Used to inform target setting Internal school analyses • Tracking pupil progress, term by term • Teacher assessment – latest estimate of likely pupil performance

  3. Using school performance data • No single source can provide a comprehensive overview of school performance • It’s not the source that matters (as long as it’s accurate), it’s the question you ask of the data When several sources say the same thing, it’s a basis for action When several sources give conflicting messages, it’s a cause for investigation

  4. Briefing note – governors’ guide to using RAISEonline • Primary launched this week, Secondary in early December • Further briefing notes planned for 2012

  5. Five key questions for governors • How does attainment and progress at my school compare to national averages and the Government’s floor target? • How are we performing in the core subjects (English, Maths and Science) and in other subjects? • Do we have any under-performing groups of pupils, or are there wide gaps in attainment between some groups of pupils? • How might the context of our school affect our performance? • How does pupil attendance compare to national averages?

  6. Attainment

  7. Progress

  8. Subject performance

  9. Changes to RAISEonline in 2011 Primary and Secondary • New look and feel – easier to search & find reports • Full Report now renamed Summary Report • Replacement of Contextual Value Added (CVA) with a revised Value Added analyses • New reports about absence and exclusions Secondary only • English Baccalaureate – attainment and value added in each subject area • Attainment in the ‘basics’ – English and Mathematics • Wolf Review - attainment excluding equivalent vocational qualifications

  10. Governors’ use of data • Governors should have access to the data – RAISEonline, FFT and school analyses • Either use the RAISEonline Summary Report (PDF) or ask for a login to the website • School leadership team should present data to governing body on regular basis • A couple of governors should have access to data, be able to interpret the key analyses and answer the five key questions • How will governors analyse and consider the data in more detail - curriculum committee or full governors?

  11. Why should governors use data? • Self evaluation – understand strengths and weaknesses (attainment, progress, pupil groups) • Ensure schools is setting challenging and aspirational targets for pupils and school • Preparation for inspection • Headteacher performance management When several sources say the same thing, it’s a basis for action When several sources give conflicting messages, it’s a cause for investigation

  12. Questions?pcharman@rm.com