Aldwych Primary School – case study Information for presenters;

1. Aldwych Primary School – case study Information for presenters; Script is contained on the notes page Handouts required: • Context • Context extract Internet access for presenter is necessary to demonstrate the functionality of RAISEonline as indicated in this presentation. Please note that some of the graphics in this presentation are extracted from the National Strategies e-learning module that will be available online later in 2006. These graphics do not necessarily represent the appearance of RAISEonline

2. Using RAISEonline to evaluate school performance Aldwych Primary School case study

3. This session • Evaluating school performance • Key analyses • Supporting school improvement • Presentation, handouts and the RAISEonline system • Cascade training • RAISEonline unit of ePD

4. Aldwych Primary Data set • actual school • school level • pupil level • question level • available in RAISEonline

5. Full report • CVA exceptions report • Wizard • Tree • Saved • Shared Further information: ePD Evaluating School Performance

6. Further information: ePD Evaluating School Performance

7. Using the handout, contextual information discuss with your colleagues what this tells you about the background of the school we will be looking at today. Compare with the SEF extract when you are ready. School context

8. Contextual information graphs • Changing in RAISEonline • Ranked data • Ease of use

9. When using RAISEonline to review contextual information you should: • consider the background contextual factors of the school from the data • be aware of variations from the average • be aware of changing patterns. • consider prior attainment of pupils

10. Progress

14. When using RAISEonline ... to summarise the progress made by pupils you should consider: • the latest year first • progress in terms of statistically above, below or not different from the average • any significant rises or falls • reasons for any changes or further questions this raises • avoiding any emphasis on the ranked position. and remember to take note of issues to follow up or further investigate!

15. Demonstrate with RAISEonline Show login Show home page Show reports and analysis Wizard to find: Whole school quadrant • Key Stage 2 • Progress • CVA • Select report name “KS1-KS2 by relative attainment by year” Performance

16. When using RAISEonline ... to check on school performance you should consider: • the position of the school relative to the national averages • the quadrant the school is in and what that tells you • any recent changes in performance and possible causes • possible underlying issues to investigate further

17. Attainment

21. Demonstrate with RAISEonline Show reports and analysis Wizard to find: • Key Stage 1 • Attainment • APS • Select report name “Trend over 5 years”

22. When using RAISEonline ... to review attainment for key stages, you should consider: • comparisons of a range of analysis available • significant differences compared to the national average • significant changes in results • an emphasis on the last year's results • issues that are raised • results as evidence of school improvement.

23. Demonstrate with RAISEonline Snake plot For English KS1-2 Subjects

24. Demonstrate with RAISEonline Quadrant graph For English KS1-2 Export as pdf if time allows Demonstrate Science Demonstrate all years

27. When using RAISEonline ... to look at subjects, senior managers should consider: • using the contextual value added and performance indicators to identify strong and weak subjects • investigate the reasons for any differences Subject co-ordinators should consider: • using the key analysis to gain a quick overview performance and areas to further focus upon • compare performance of key groups already identified in the school • further investigation of individual pupil level results • further investigation using question level data.

28. Groups

31. Attainment grouping Demonstrate in RAISEonline ……………………………. Task Group by special education needs status and then free school meals eligibility. Is there a group of pupils causing concern? Task Using the report that shows attainment for the last year, filter the data by girls and group by ethnicity. How do the different groups of girls compare? ……………………………. Save the report (click “save link to my report”) The report can be viewed in “My reports” This report could be shared by an administrator. ……………………………. Open the saved report Save as excel Open excel file …………………………….

32. When using RAISEonline ... to look at groups, you should consider: • Are there groups of pupils who are making significantly high or low progress when taking contextual factors into account? • Are there ethnic groups who are making significantly high or low progress when taking contextual factors into account? • How are the larger ethnic groups performing? • Is there a large group with unclassified ethnicity? Does this mask the progress of any ethnic group? • How are large groups of pupils progressing at Key Stage 2? • Which groups have high or low average point scores (APS)? • Are there any individuals or groups who should be followed up?

33. Value Added - SEN grouping Pupil Performance

34. Value Added • grouped by ethnicity (using 98 ethnic groups)

35. Value Added - Filtered for boys

36. Teaching groups can be added • Up to 10 user defined attributes can be added

42. Contextual value added scatter plots Demonstrate in RAISEonline Drill down from CVA exceptions report, through KS2 Science scatter plot

43. When using RAISEonline ... to look at pupils, you should consider: • whether there are any significant differences from national results • the distribution of pupils. Are there pupils far below or above the median line? Whether there is any clustering of pupils? If so, do you know why? • how you can further analyse the issues that have arisen • looking at contextual value added and value added progress of subjects, groups and individuals.

44. Question Level

48. Percentage of correct response answers filtered by SEN school action and Non FSM pupils

49. (Boys without English as their first language)