1 / 26

LITTLE HEATH SCHOOL

Making Data Useful Training for Heads of Department Monday 28 September 2009. Raising Achievement Partnership Programme. LITTLE HEATH SCHOOL. OFSTED Little Heath School.

niyati
Download Presentation

LITTLE HEATH SCHOOL

An Image/Link below is provided (as is) to download presentation Download Policy: Content on the Website is provided to you AS IS for your information and personal use and may not be sold / licensed / shared on other websites without getting consent from its author. Content is provided to you AS IS for your information and personal use only. Download presentation by click this link. While downloading, if for some reason you are not able to download a presentation, the publisher may have deleted the file from their server. During download, if you can't get a presentation, the file might be deleted by the publisher.

E N D

Presentation Transcript

  1. Making Data Useful Training for Heads of Department Monday 28 September 2009 RaisingAchievementPartnershipProgramme LITTLE HEATH SCHOOL

  2. OFSTEDLittle Heath School • ‘Progress is good because leaders carefully analyse data to identify underachieving groups and develop personalised programmes of support for them.’ • ‘The intervention team considers academic achievement as well as students’ attitude to learning. This enables bespoke programmes to be devised for students, which include literacy and numeracy support, mentoring by senior leaders or participation in programmes aimed at reducing disaffection.’

  3. Is data important? • On its own it has no value whatsoever • Schools can and do accumulate mountains of data that does nothing but clog up computer systems and filing cabinets • It isn’t data that matters

  4. It’s us that matter!!! GCSE RESULTS DAY AUGUST 2009

  5. How did data help them? • Provided baselines – and guides to academic potential • Informed teaching & learning • Enabled effective monitoring of progress • Enabled meaningful Target Setting • Enabled Strategic intervention • Led to the celebration of success

  6. Middle Leaders • HODs and HOYs have vital roles as ‘leaders of learning’ • Knowing and understanding data is crucial if you want to ensure that the students in your care are not underachieving • For example, understanding their potential

  7. KS2 Finegrade scores • These are based on the marks in the KS2 tests; • They express results as decimals e.g. 4.96 • Using the SSAT’s Jesson Calculator you can swiftly see what academic potential each student has; • At 16 CVA is calculated from these fine grade point scores to each student’s ‘best 8’ GCSE point score.

  8. Effectively schools only gain high CVA if they achieve results in line with each student’s academic potential. Teachers and HODs need to know the potential of the students that they teach.

  9. KS2 to GCSE • Be careful that no-one uses KS2 finegrade scores to set a cap on a student’s potential • Students with LOW and BELOW AVERAGE KS2 scores can achieve 5+A* - C

  10. These students all gained at least 5 higher passes from modest KS2 results IN 2009!

  11. Daniel – ‘Below’ 3Bs and 6Cs (CAT 87) Vanessa – ‘Below’5Bs and 6Cs (CAT 95) Vanessa – ‘Below’6Cs (CAT 87) Lizzie – ‘Below’1A*, 3As, 7Bs and 1C (CAT 93) David – ‘Low’5Cs (CAT 83)

  12. A HAPPY ACCIDENT? • Accidents can happen but, as Gary Player once said, the ‘more I practice the luckier I get’ • Leaders in school need to take responsibility for the progress of the students in their year group or department • Tracking • Monitoring • Intervention

  13. Middle Leadership in Action Case Study Natalie Higginson Head of Year 9 Leads on SEAL Science teacher

  14. Grey Pupils • Nat Higginson (HOY 9) identifies those pupils who, “miss the radar,” on every category - who are not picked up by any intervention, praise or otherwise. • She categorises these ‘grey pupils’ into 3 groups. • Pupils who received a good average attitude to learning score for the year group. • Pupils who received a satisfactory average attitude to learning score for the year group. • Potential underachievers, de-motivated borderline pupils.

  15. High Contextual Value Added • This is unlikely to happen unless Heads of Department are relentless in their determination to monitor student progress • Heads of Year can be effective ‘leaders of learning’ too but they need Heads of Department who are willing and able to drill down to ‘class’ level

  16. KS2 to GCSE • Tracking students’ progress from KS2 entry data is simple using FINEGRADE definitions of academic potential

  17. Easy to check, for example during Year 10 after each recording ‘window’

  18. Technology can help • Visualising the National Challenge • SISRA

  19. 10.3 Teacher Predictions

  20. 2009 GCSE Results 27/09/09

  21. Performance at GCSE 2009 from KS2 potential *AmeliaBeacham and KatieWood ** Lucy Farr and Hannah Turley

  22. SISRA https://www.sisraonline.co.uk/rdPage.aspx For free demonstration visit: www.sisraonline.com Or phone 0870 75 76 750 Jphi3661 white

  23. Two Sets’ GCSE Results 2009 The wider and lighter bands show targets – the narrower bands show results

  24. Assertive Mentoring • We use data from end of Y10 to identify our ‘Key Marginal’ students • Tracking is planned to help transform students’ attainment levels. • Each month in Y11 teachers predict GCSE grades for students based on their current standard of attainment and attitude to learning. • This ensures that students (and their mentors) know exactly where they are and it enables the students to put it right. • Mentors interview students within one school week of the monthly data recording, so all data is live and incontrovertible.

  25. Final Grades: C C (Overall) 6Cs

  26. Contact details Phone: 01189 427337 07827871706 Email: jphilip@westberks.org nhigginson@westberks.org

More Related