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“If you do what you’ve always done, you get what you’ve always got!” Dominic Wilkes Assistant Head teacher – Data & Raising Achievement Little Lever School,

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Presentation on theme: "“If you do what you’ve always done, you get what you’ve always got!” Dominic Wilkes Assistant Head teacher – Data & Raising Achievement Little Lever School,"— Presentation transcript:

1 “If you do what you’ve always done, you get what you’ve always got!” Dominic Wilkes Assistant Head teacher – Data & Raising Achievement Little Lever School, Bolton

2 Session objectives 1.To share what I believe is an effective use of data to inform learning and teaching 2.To share our culture and ethos journey 3.To outline the basics involved in a lesson that Ofsted graded as “outstanding” under the new inspection framework (last month) 4.For you to have time to coach each other in an area you feel you would like to improve

3 State of the art

4 1.To share what I believe is an effective use of data to inform learning and teaching Data should be used to inform teaching and learning. Collect data when you have enough to collect. Three times a year for Years 7-10, four times a year for year 11 students. Forecasts based upon exam results, and currently working at grades. Seating plans in place for every class to draw attention to certain issues. Analysis done by class teacher, subject leader, line managers, and SLT data lead. This informs interventions. Monitoring and tracking of pupils by group – seating plan. Task Discuss with each other what you do with performance data in your school/departments. How robust is it? How often do you collect it. So what?

5 1.To share what I believe is an effective use of data to inform learning and teaching Progress, the magic C is no longer magic RAISEonline Narrowing the gap with Pupil Premium Know your groups Transition matrices EXPECTATIONS – if teachers believe... I am now confident that or staff understand data, and use if effectively

6 GCSE Double Science Estimate v KS2 Science X U G F E DCBA A* Total 3+ LP A % B/N % W c % 3b 0 3a % 4c % 4b % 4a % 5c % 5b % 5a % %

7 GCSE English Estimate v KS2 Englishrf X U G F E DCBA A* Total 3+ LP A % B/N % W c % 3b % 3a % 4c % 4b % 4a % 5c % 5b % 5a %

8 What made the difference? We focused on getting a few things right. We focused on chasing the “magic C” (which we no longer do…PROGRESS!) We nailed English and maths We had a significant staffing restructure The Headteacher appointed three new Assistant Headteachers The three of us met, and decided that we needed to focus on… …RESPECT! We have improved! Massively!

9 We treat everybody with RESPECT We treat our school environment and community with RESPECT We are RESPONSIBLE for our learning and the learning of others We are RESPONSIBLE for our behaviour and how it impacts on others We CELEBRATE our ACHIEVEMENTS and the achievements of others We are PROUD, INDEPENDENT life-long learners Culture and ethos

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13 The impact 1.Our children are happy 2.They know where the boundaries are 3.Perception of the school in the community is much better 4.Lesson protocols are followed, (nearly consistently) 5.Attitudes to each other, and to learning have massively improved 6.Staff are happier in their jobs 7.Results have improved

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17 Halloween (implications) Ofsted arrive - one lead inspector, and three other inspectors. In a school of 973 pupils, they observed 42 lessons, of which four were joint observations. They listened to pupils read, looked at SEN, attendance, behaviour, CP, pupil premium, T&L... and scrutinised books! They looked at progress data, and met with many staff at all levels. Every conversation was part of the inspection, even the chat at the bus stop!

18 History 2009:

19 History 2010:

20 The dreaded O

21 Ofsted arrive... 1.Don’t panic 2.Books MUST be marked up-to-date – this is not a “night before” thing 3.Progress is the key – in lessons, over time, in books, specific groups...EVERYWHERE! Ref: See criteria we use for lesson observations.

22 Linking forces and motion equations together Demonstrate a deep understanding of the forces and motion equations, and link them together using diagrams and graphs. You will then cover a range of topic areas to formulate a question for a peer in the class to stretch them to a grade above their target (or A*)

23 Felix Baumgartner “Falling From Space” on_id=annotation_11587&feature=iv&src_ vid=FHtvDA0W34I&v=dOoHArAzdug

24 The Parachute is Deployed Felix’s parachute was opened after 4 minutes 20 seconds. His total descent (including freefall) took 9:09 minutes. Q: Sketch a velocity-time graph for the whole descent. Q: Draw two diagrams, including force arrows; one for just before, and one for just after the parachute was opened.

25 Force, mass and acceleration Remember this... Force = mass x acceleration

26 What does this graph tell you?

27 Were you correct?

28 “Sometimes you have to go up really high to see how small you are.” Felix Baumgartner’s last words before jumping (14 th October 2012)

29 Linking forces and motion equations together Demonstrate a deep understanding of the forces and motion equations, and link them together using diagrams and graphs. You will then cover a range of topic areas to formulate a question for a peer in the class to stretch them to a grade above their target (or A*)

30 Session objectives 1.To share what I believe is an effective use of data to inform learning and teaching 2.To share our culture and ethos journey 3.To outline the basics involved in a lesson that Ofsted graded as “outstanding” under the new inspection framework (last month) 4.For you to have time to coach each other in an area you feel you would like to improve

31 Now it’s your turn... 1.You were asked to think of something you want to improve in your school, in a particular class, or your own CPD 2.You now, around your tables, each have two minutes to share your area for improvement. 3.The job of the other people in your group is to coach solutions out of them by asking open questions to get them to think of a solution to the problem.


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