How to effectively use PIPs data

Dorothy HaganHead TeacherHoly Family RC Primary

�PC Based Assessment

� Planned Teacher/Learner Interaction

� Opportunity for Parental Involvement

�CT observes task performance�CT takes additional notes re-understanding�Identifies strengths and weaknesses inliteracy and numeracy�Identifies concentration and attentionspans

�Self esteem and confidence indicators�Planning of teaching and learningoutcomes based on observations�Early indication of special needs, EALand ASN pupils

�Confirm CT understanding of data�CT and HT discuss PIPS Results�Comparison of data to confirmgroupings�Additional Support for Learners givingconcern

�Compare raw and final scoring�Identify Learners making goodprogress and those giving concern�Closer evaluation of Learner’sliteracy/numeracy attainment�EAL and SFL Teacher consultations�Parental Feedback�Use data to inform class composition

�Paper Based Assessment�Close knowledge of majority ofLearners now established�Harder to observe assessment�CT can identify areas where Learnersneed to improve/strengthen�Picture vocabulary can identify issues�EAL, ASN and SFL pupils can struggle

�Confirm PIPS understanding with staff�Consultations with relevant teaching staff�Review Results and identify anybackground factors�Involvement of other Agencies if patternof need identified�Ensure planning to stretch high achievers�Closer look at Attitudes

�Similar process as P3�Review new starts�Evaluate results against otherassessments/groupings�Review support resources

�PIPS data had been useful forTransition to S1�Academy staff use data to form classes

�School Improvement Planning�Allocation of resources�Reporting to Parents�Evidence for HMIe�Local Authority Benchmarking