Progress or Lev 2 threshold? Closing the gap seemed impossible to us when we considered only threshold measures Our Ofsted team (Oct 2013) were not particularly concerned or surprised that PP students fared less well on the 5ACEM measure than non PP. They were mainly interested in the progress measure, both “expected” and “above expected” They were also happy to consider the different subgroups e.g. PP without SEN vs PP with SEN
Our current thinking... We’re shifting our focus from 5EM to progress We’re thinking about ways to ensure the progress is made more explicit to students and parents We’re working on staff awareness of progress and departmental as well as whole school intervention (obvious, I know) but also making sure everyone knows what is in place
Data teachers can understand and use, at a glance (?)
Keeping the information connected... We’re working on staff awareness of progress and departmental as well as whole school intervention (obvious, I know) but also making sure everyone knows what is in place Use SIMS Interventions function (as at THS), or Use SIMS AM7 comment aspects in marksheets Be careful of data silos that prevent future developments
Focus Boards/ Intervention Reports Assessment Manager report with photo to produce “tickets” for display purposes Easy to run when there’s fresh data Teachers use post-it notes to give comments for mentors to use with students, which are then captured into SIMS aspect later
Connected information... AM7 report Presenting data already stored in different parts of SIMS in order to review what an individual is currently receiving, and decide what they need.
Monitor engagement, e.g. Extra-Curricular Essential to know what Ex-Curric activities PP students are engaging in, and how often, but what’s the best way? Audit? Registers?
Standard but useful Ofsted questions Do the teachers use relevant assessment and other data to inform planning? Are the teachers insisting on high quality homework completion from all students, especially the disadvantaged? How are we helping them to do that as a school? Are students engaging with the feedback they receive? D.I.R.T ? How is this evidenced?
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