Data – making it count! Lorna Piper [email protected].

Data – making it count!

Lorna Piper [email protected]

Objectives for this session

• To consider how Ofsted uses school data before and during the inspection

• To understand how to prepare for inspection and what inspectors are looking for

Information the team look at before they arrive

• data from RAISEonline, the sixth form PANDA report, the Level 3 Value Added data and available data about success rates

• the previous inspection report

• the findings of any recent Ofsted survey and/or monitoring letters

• responses from parents on Parent View

• issues raised about, or the findings from, the investigation of any qualifying complaints about the school

• information available on the school’s website, which may include a prospectus and other information for parents.

The use of data during the inspection

Handbook page 13:Inspectors should use a range of data to judge a school’s performance, including that found in RAISEonline, and examination or key stage results where available. No single measure or indicator determines judgements.

The data, including that provided by the school, should be used to:

• check the accuracy of the school’s assessment of pupils’ progress and attainment levels, particularly where there are no externally marked test/examination results

• check the robustness and accuracy of the school’s self-evaluation, particularly on achievement, teaching, and behaviour and safety

When evaluating achievement of pupils, inspectors consider how well:

• pupils make progress relative to their starting points • pupils learn, the quality of their work in a range of subjects and the

progress they have made since joining the school• pupils develop a range of skills, including reading, writing,

communication and mathematical skills, and how well they apply these across the curriculum

• pupils are prepared for the next stage of their education, training and / or employment

• disabled pupils and those who have special educational needs have achieved since joining the school

• gaps are narrowing between the performance of different groups of pupils, both in the school and in comparison to those of all pupils nationally

• pupils attainment, taking into account the standards they attain by the time they leave the school, including their standards in reading, writing and mathematics and, in primary schools, their attainment in reading by the end of KS1

• pupils who are eligible for the pupil premium have achieved since joining the school.

So what does ‘good’ look like?• Taking account of their different starting points, the proportions of pupils

making and exceeding expected progress compare favourably with national figures. Where the proportion making expected progress overall is lower than that found nationally, it is improving over a sustained period.

• Progress across year groups in a wide range of subjects is consistently strong and evidence in pupils’ work indicates that they achieve well.

• Pupils read widely and often.• Pupils acquire knowledge and develop understanding quickly and securely

in a wide range of subjects. They develop and apply a wide range of skills, in reading, writing, communication and mathematics. This ensures that they are well prepared for the next stage in their education, training or employment.

• The learning and progress of groups of pupils, particularly those who are disabled, those who have special educational needs, and those for whom the pupil premium provides support, are good.

• Where attainment, including attainment in reading in primary schools, is low overall, it is improving at a faster rate than nationally, over a sustained period.

EYFS

What data should I have?

How can I show ‘good’ progress?

EYFS to KS1

• Draft guidance on measuring progress

• For now you can use the progress matrix and look at:

- the proportion of ‘average’ pupils who reach level 2b+

- the proportion of high ability pupils who reach level 3

KS1 to KS2

• Analysis of the 2012 progress matrix – why did some pupils not make ‘expected progress’?

KS2 test level

No of pupils included in progress

No achieving 2+ levels

% pupils

2+ levels

National %

pupils making >2

levels

% pupils

making >2

levels

National %W 1 2 3 4 5 6

KS1 level

Other/ no prior

0 N/A

W A 66 G 32

1 B 88 H 54

2c C 82 I 9

2b D 94 J 20

2a E 99 K 47

3 F 83 L 0

Total 89 26

KS1 to KS2

• What data do I need on current pupils?

• How can I show good progress?

End of Year 4

Which pupils have not made one level from KS1?

KS2 to KS4

• Analysis of the 2012 progress matrix – why did some pupils not make ‘expected progress’?

• What data do I need on current pupils?

• How can I show good progress?

Buckinghamshire assessment reporting - BAR

This package provides all the analysis Primary schools need

and is easy to use.

Pre requisites

• Data must be in SIMS

• Assessment data is held in Capita standard mark sheets

and aspects:

Data distribution sheet whole school

CES distribution sheets

Termly progress reports

Individual progress

Next steps

• Identify one action point on your analysis of data to help you work towards a ‘good’ judgement.