Deall Data Ysgolion Understanding School Data

1. EinRhanbartharWaith Deall Data YsgolionUnderstanding School Data Roy James, Geoff Evans, Glenn Evans Education through Regional Working

2. Estyn Mae defnyddio data’n ganolog i berfformiad. Ni chaiff yr un ysgol basio arolygiad Estyn oni all brofi bod ei chorff llywodraethwyr wedi trafod y data teulu ysgolion a data perfformiad perthnasol arall, a’i fod wedi datblygu rhaglen weithredu i wella ei sefyllfa. Use of data is critical to performance. No school will pass an Estyn inspection unless it can demonstrate that its governing body has discussed the family of schools data and other relevant performance data, and has set in place actions to improve its position.

3. Rhybudd / Warning Nid yw data ar ei ben ei hun yn debygol o ddarparu atebion i faterion a nodwyd. Yn hytrach gofyn cwestiynau a man cychwyn ar gyfer trafodaeth. Fe fydd data yn helpu llywodraethwyr i gyflawni eu rolau’n effeithiol ac asesu’r hyn y dylai ysgolion ei wneud i godi safonau Data alone is unlikely to provide solutions to identified issues. Instead, it raises questions – the answers to which might provide a solution. Data will assist governors to carry out their roles effectively and to assess where improvements need to be made in schools to raise standards.

4. Pa ddatasyddargael ? What data is available ? • Setiau Data Craidd ar gyfer Cymru Gyfan Cyfnod Sylfaen i Gyfnod Allweddol 4 • Asesiadau athrawon ar ddiwedd y Cyfnod Sylfaen a Chyfnodau Allweddol 2 a 3 • Data Sgoriau Safonedig ar gyfer Blwyddyn 2 i Flwyddyn 9 • Canlyniadau TGAU a chanlyniadau galwedigaethol ar ddiwedd Cyfnod Allweddol 4 • Canlyniadau Safon Uwch a chanlyniadau galwedigaethol pobl ifanc 17 oed • Bandio ysgolion • Presenoldeb • All Wales Core Data Sets from Foundation Phase to Key Stage 4 • Teacher assessments at the end of the Foundation Phase and Key Stages 2 and 3. • Standardised Score Data from Year 2 to Year 9 • GCSE and vocational qualification results at the end of Key Stage 4. • ‘A’ level and vocational results at age 17. • School banding. • Attendance.

5. Efallai y byddwchynclywed am ...You may hear … • Fischer Family Trust (FFT) • DAWN • Incerts • Cats • Yellis

6. Beth ddylemeiwybod...What should we know… • Ydy’rsafonauyngwella o flwyddyniflwyddyn • Ydy’rysgolynperfformiogystalagysgoliontebyg. • Beth syddangeneiwella? • Sutfyddhynyndigwydd? • Sutfyddwnni’ngwybod? • Are standards improving year on year? • Is the school performing in line or better than similar schools • What needs to be improved? • How will this happen? • How will we know?

7. Defnyddioadroddiadausyddargael.Using reports available

8. AdroddiadCymharol DEWIDEWI comparative

9. Gweithgaredd 1 Activity 1 School Comparative Summary • Performance in current year • boys, girls, pupils • School, LA, Wales Performance over time Performance compared to similar schools nationally

10. Gweithgaredd 2 Activity 2 Nationally – Which subjects are stronger / weaker Authority – Which subjects are weaker / stronger. Is this similar to results nationally? School – How is the school comparing with LA and Nationally in CSI? Which subjects are weaker / stronger. Is this similar to the national comparison? What about the gap between languages and Science / Math ? Which subjects are causing concern and what further evidence do we need? What impact are the Welsh and English having on CSI ? KS2

11. Gweithgaredd 3 Activity 3 KS2 Beth yw’r tueddiad ar gyfer Saesneg ? Ydy hyn yn wir am bynciau eraill? What is the trend for English? Is this true for other subjects?

12. Gweithgaredd 4 Activity 4 Sut mae’r Saesneg yn cymharu gyda chanlyniadau mewn ysgolion eraill? Ydy hyn yn wir am bynciau eraill? How do English results compare with those of other schools? Is this true for other subjects?

13. Set DdataCraiddFfynnonFfynnon All Wales Core Sets

14. Teulu DataData Family

15. Cymariaethau RhywGender Comparisons

17. Nidbethrydymyneiwneudond pa effaithmae’neigael…Not what we do, but the impact it has on our pupils. Dylai data ein helpu i ofyn y cwestiynau cywir a symud pwyslais y broses hunan-werthuso o'r hyn sydd wedi'i wneud... i wybod a oedd wedi cael effaith ar safonau a lles disgyblion. Data should help us ask the right questions and move the emphasis in self-evaluation from what has been done … to knowing whether it had an impact on pupils’ standards and wellbeing.

18. PresenoldebAttendance • Pwysigrwydd presenoldeb yn yr ysgol • Sut mae presenoldeb yn cael ei gofnodi mewn ysgolion, esboniad o’r codau cofrestru a ddefnyddir, a sut mae staff ysgolion yn monitro absenoldeb disgyblion • Sut mae data/canlyniadau presenoldeb yn cael eu cyflwyno i’ch corff llywodraethu. • Y targedau a bennwyd ar gyfer presenoldeb, absenoldebau awdurdodedig ac anawdurdodedig • A yw targedau wedi eu cyrraedd ? • The importance of school attendance. • How attendance is recorded in schools, explanation of registration codes used, how school staff monitors pupil absences. • How is attendance data/results presented to the governing body: •  Targets set for attendance, authorised and unauthorised absences. • Whether targets are achieved.

19. GosodTargedauTarget Setting • Ydy’rCorffLlywodraetholynrhano’r broses o osodtargedaumeintiol? • Ydy’rtargedauynmyndisicrhaugwelliant? Sutydychyngwybod? • Blebydd y targedauyngosodeichysgolo’ichymharugydaysgolioneraill? • Ydy’rcynnyddyncaeleifonitro’nrheolaidd? • Is your Governing Body involved in setting quantitative targets? • Will these targets ensure progression? How do you know? • Where will the targets place you when compare with similar schools? • Is progress against the targets being monitored?