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Understanding School Performance Data (Secondary) to improve effectiveness John Mc Cann Assistant Director of Schools Diocese of Shrewsbury Department.

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Presentation on theme: "Understanding School Performance Data (Secondary) to improve effectiveness John Mc Cann Assistant Director of Schools Diocese of Shrewsbury Department."— Presentation transcript:

1 Understanding School Performance Data (Secondary) to improve effectiveness John Mc Cann Assistant Director of Schools Diocese of Shrewsbury Department of Education

2 3 Core Functions of Governance Setting the vision, ethos and strategic direction of the school. Holding the headteacher to account and strengthening and challenging their leadership. Ensuring finances are managed well. CES Document September 2014 Diocese of Shrewsbury Department of Education

3 Present State Of Play What data do you presently get? When do you get it? How do you get it? Diocese of Shrewsbury Department of Education

4 Why/How should data be used? To understand the strengths and weaknesses of the school what is working well and what could be improved with a focus on pupil results (attainment), pupil progress (achievement), pupil groups and performance across different subjects School improvement development planning identifying areas for future improvement and ensure these are firmly embedded on the SDP (school development plan) Ofsted inspection Ofsted inspectors will expect governors to have a good understanding of pupil results and progress & see evidence of support and challenge of SLT Performance management RAISEonline provides an external view of school performance which can be used to support headteacher performance management. Setting the strategic vision for the school Requires an understanding of past performance and present strengths and weaknesses of the school Using historical performance Diocese of Shrewsbury Department of Education

5 Aims for today’s session To understand main sources of data for governors FFT ( Ficher Family Trust bands) & target setting To look at RAISEonline analyses – and identify six key questions that school governors should ask To be familiar with key analyses in RAISEonline To be aware of the general health warnings regarding, data, league tables, and target setting Diocese of Shrewsbury Department of Education

6 Sources of Data For Governors Internal school analyses Tracking pupil progress, term by term Teacher assessment – latest estimate of likely pupil performance Data Dashboard (Ofsted) Simple/simplistic snapshot, attempting to put school historic performance in a national context – identifying trends over time Fischer Family Trust (FFT) FFT Governor Dashboard Estimates of future school and pupil attainment based on pupils’ prior attainment Used to inform target setting RAISEonline (DFE/Ofsted) Attainment, progress, attendance and school context Understand strengths and areas for improvement Compare school performance to national averages Diocese of Shrewsbury Department of Education

7 Using School performance Data No single source of data or analysis can provide a comprehensive overview of school performance It’s not the source that matters (as long as it’s accurate), it’s the question you ask of the data When several sources say the same thing, it’s a basis for action When several sources give conflicting messages, it’s a cause for investigation Diocese of Shrewsbury Department of Education

8 Six key questions for governors 1.How does attainment and progress at my school compare to national averages and the Government’s floor target? 2.How are we performing in the core subjects (English, Maths and Science) and in other subjects? 3.Do we have any under-performing groups of pupils, or are there wide gaps in attainment between some groups of pupils? 4.How might the context of our school affect our performance? 5.How does pupil attendance compare to national averages? 6.What are the strengths and weaknesses of our school? Diocese of Shrewsbury Department of Education

9 FFT Governor Dashboard Diocese of Shrewsbury Department of Education Copies of handouts distributed: FFT Data Dashboard - Quick start guide and introduction for school governors FFT Data Dashboard for a seconday school Reference was made to the fuller support materials to be found at

10 Measuring Attainment Threshold Measures: Primary: % of pupils gaining Level 2 at KS 1 % of pupils gaining Level 4 at KS2 Secondary: % of pupils gaining 5+ A*-C including English & Maths English Baccalaureate Points Score: Convert a level or grade to a point score for each pupil: test mark  level or grade  point score Diocese of Shrewsbury Department of Education

11 Calculating Points Score Primary Diocese of Shrewsbury Department of Education Secondary GradePoints A*58 A52 B46 C40 D34 E28 F22 G16

12 Attainment Secondary Diocese of Shrewsbury Department of Education

13 Attainment Secondary Diocese of Shrewsbury Department of Education

14 Attainment Secondary Diocese of Shrewsbury Department of Education

15 Pupil Progress (Best 8 &EBACC) Diocese of Shrewsbury Department of Education

16 Pupil Progress (Best 8 & EBACC) Diocese of Shrewsbury Department of Education

17 Pupil Progress – Value Added Diocese of Shrewsbury Department of Education

18 Pupil Progress (Value Added) Diocese of Shrewsbury Department of Education

19 Five key questions for governors 1.How does attainment and progress at my school compare to national averages and the Government’s floor target? 2.How are we performing in the core subjects (English, Maths and Science) and in other subjects? 3.Do we have any under-performing groups of pupils, or are there wide gaps in attainment between some groups of pupils? 4.How might the context of our school affect our performance? 5.How does pupil attendance compare to national averages? Diocese of Shrewsbury Department of Education

20 Subject Performance Diocese of Shrewsbury Department of Education

21 Subject Performance Diocese of Shrewsbury Department of Education Diocese of Shrewsbury Department of Education

22 Subject Performance Diocese of Shrewsbury Department of Education

23 Subject Performance Diocese of Shrewsbury Department of Education

24 Five key questions for governors 1.How does attainment and progress at my school compare to national averages and the Government’s floor target? 2.How are we performing in the core subjects (English, Maths and Science) and in other subjects? 3.Do we have any under-performing groups of pupils, or are there wide gaps in attainment between some groups of pupils? 4.How might the context of our school affect our performance? 5.How does pupil attendance compare to national averages? Diocese of Shrewsbury Department of Education

25 Pupil Groups Diocese of Shrewsbury Department of Education

26 Five key questions for governors 1.How does attainment and progress at my school compare to national averages and the Government’s floor target? 2.How are we performing in the core subjects (English, Maths and Science) and in other subjects? 3.Do we have any under-performing groups of pupils, or are there wide gaps in attainment between some groups of pupils? 4.How might the context of our school affect our performance? 5.How does pupil attendance compare to national averages? Diocese of Shrewsbury Department of Education

27 School Context Diocese of Shrewsbury Department of Education

28 Five key questions for governors 1.How does attainment and progress at my school compare to national averages and the Government’s floor target? 2.How are we performing in the core subjects (English, Maths and Science) and in other subjects? 3.Do we have any under-performing groups of pupils, or are there wide gaps in attainment between some groups of pupils? 4.How might the context of our school affect our performance? 5.How does pupil attendance compare to national averages? Diocese of Shrewsbury Department of Education

29 Pupil Absence Diocese of Shrewsbury Department of Education

30 Pupil Exclusions Diocese of Shrewsbury Department of Education

31 Health Warnings Size of cohort and impact on comparison/statistical significance Ensure you know what is being analysed and if comparisons are being made between subjects/schools they are using the same data set Be aware of national changes to entry policies - linear Is there ‘ like for like’ between awarding bodies? Are the results given based on best or first? Are measures of progress made only taking account of results where a student’s previous scores are known or the whole cohort. Looking for trends over time is very important – but becoming more difficult in terms of results due to national changes in entry policy – it is difficult to asses like for like. Core /Best 8/ English Baccalaureate Changes to the points awarded system to be introduced in core subjects from next year 2015 on a 1-9 scale Diocese of Shrewsbury Department of Education

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