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Joining the dots Supporting & challenging your school Governor Dashboard 1 Paul Charman Director of Strategy & Operations, FFT Chair of Governors, Dyson.

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Presentation on theme: "Joining the dots Supporting & challenging your school Governor Dashboard 1 Paul Charman Director of Strategy & Operations, FFT Chair of Governors, Dyson."— Presentation transcript:

1 joining the dots Supporting & challenging your school Governor Dashboard 1 Paul Charman Director of Strategy & Operations, FFT Chair of Governors, Dyson Perrins Church of England Academy, Malvern

2 joining the dots Supporting & challenging your school What information is now available to governors? What questions should governors be asking? Have a look at the FFT Governor Dashboard DFE changes to school performance indicators in 2013 What will Ofsted be looking at when judging pupil achievement? 2

3 joining the dots 3 “the best governing bodies know exactly how well their pupils perform across the curriculum and whether they are making sufficient progress in relation to similar schools” “Understanding data... requires governors, first and foremost, to access robust, objective data which they can use to ask challenging questions” “Governors need information that helps them compare their school to other schools” “ … accessing the data is one thing. Understanding it and having the confidence to act on it is quite another” Lord Nash Sir Michael Wilshaw

4 joining the dots Providing governors with better information 4 Governor Dashboard School MIS Pupil tracking systems Quality of teaching Attendance & behaviour

5 joining the dots Using data to support and challenge 1.School self evaluation (annual)  past performance 2.Setting challenging targets (annual)  future performance 3.Tracking in-year pupil progress against targets (termly)  current performance 5

6 joining the dots Knowing your school guides 6 Available from NGA and FFT websites

7 joining the dots Key questions for governors 1.How does attainment and pupil progress at my school compare to the national average? 2.How are we performing in different subjects? 3.Do we have any under-performing groups of pupils? 4.How might the context of our school affect our performance? 5.How does pupil attendance compare to the national average? 6.What are the strengths and weaknesses of your school? 7

8 joining the dots Attainment – Pupil Results 8 GradePoints A*58 A52 B46 C40 D34 E28 F22 G16 U0 PrimarySecondary Threshold measure % pupils achieving Level 4+ in Reading, Writing & Maths % of pupils achieving 5+ A*-C including English & Maths Average Point Score Average Point Score (APS) in Reading, Writing & Maths Average Point Score (best 8 subjects) LevelPoints W to to to to to 41

9 joining the dots 9 Achievement – Pupil Progress End of KS2End of KS4 Attainment Time Actual attainment above estimate (above average progress) Actual attainment below estimate (below average progress) Estimated attainment based on typical national progress

10 joining the dots Achievement – an example 10 Example School Actual results Estimated results Difference (Act vs Est) Interpretation School A80%75%+ 5% Pupils achieved 5% higher than expected (positive value added) School B82%90%- 8% Pupils achieved 8% lower than expected (negative value added)

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13 joining the dots Subject and Pupil Group Performance 13

14 joining the dots School context & pupil attendance 14

15 joining the dots Self Evaluation: key questions for governors 1.How does attainment and pupil progress at my school compare to the national average? 2.How are we performing in different subjects? 3.Do we have any under-performing groups of pupils? 4.How might the context of our school affect our performance? 5.How does pupil attendance compare to the national average? 6.What are the strengths and weaknesses of your school? 15

16 joining the dots Target Setting (future performance) FFT provides a range of estimates (predictions) for pupils and the school which take account of: Prior attainment, month of birth and gender School context Rate of progress (i.e. how much challenge school wants) DFE provides a simple models to calculate and estimate expected progress: Key stage 1 to 2 (2 levels progress) Key stage 2 to 4 (3 levels progress) Schools use estimates to inform the setting of targets for pupils (and cohorts of pupils) at the end of a key stage 16 Estimates are not targets

17 joining the dots Target Setting (future performance) 17

18 joining the dots Target Setting (future performance) 18

19 joining the dots In-year pupil tracking (current performance) Schools collect regular teacher assessments (predictions) for all pupils (every half term) These are often ‘working at’ and/or ‘working towards’ grades Teacher predictions can be compared to targets (for pupils and cohorts) Governors should be looking at: Latest predictions for cohorts (at end of key stage) Compare predictions to targets (and previous predictions) Predictions for overall overall cohorts, by subject and pupil groups (e.g. FSM) Look for trends, patterns and exceptions (variance) Some questions from in-year pupil tracking: What action and intervention will take place for pupils (or groups) who are not on course to achieve their target? How accurate and reliable are the school/teacher predictions over a period of time? 19

20 joining the dots In-year pupil tracking (current performance) 20 IndicatorTargetTeacher PredictionActualActual vs Target Actual vs Teacher Prediction Aut 1Aut 2Spr 1Spr 2 Sum 1 % 5+ A*-C (incl Eng/Ma) 65%54%57%56%58%61%52%-13%-9% % 3 Levels Progress English 78%65%67%65%67%70%67%-11%-3% % 3 Levels Progress Maths 69%65%67%69% 68% -1%0%

21 joining the dots Achievement of pupils: what will Ofsted look at? 1.Learning and progress across year groups of different groups of pupils currently on roll 2.Pupils’ progress in the last three years proportions making expected progress and the proportions exceeding expected progress in English and in mathematics Value-added (progress) for the school overall and for different groups of pupils and subjects Sixth Form performance and Early Years Foundation Stage Profile any analysis of robust progress data presented by the school, including information provided by external organisations 3.Pupils’ attainment (results) over three years in relation to national standards: performance significantly above or below national averages trends of improvement or decline inspection evidence of current pupils’ attainment across year groups using a range of indicators 4.Difference in achievement between those for whom the pupil premium provides support and other pupils in the school Gaps in attainment (pupil results) and achievement (pupil progress) between Pupil Premium pupils (FSM in last 6 years) and all other pupils 21

22 joining the dots Using data to support and challenge your school Holding the school leadership team to account: ensuring that all pupils are making good progress Self evaluation: understanding strengths and weaknesses Setting the strategic vision for the school School improvement: planning, development & monitoring Preparing for Ofsted inspection and external accountability Independent support for Headteacher performance management 22

23 joining the dots Training & support for governors Knowing Your School Guide FFT Governor Dashboard (NGA & FFT websites) FFT Governor Dashboard training events Free FFT training workshops in London (20 th Nov), Birmingham (27 th Nov) & Manchester (3 rd Dec) Book online through FFT website (www.fft.org.uk) 20 regional events hosted by LAs and Local Governor Associations over next 3 months New online e-learning module for governors (free) will launched in October Introduction to FFT governor dashboard (with certificate on completion) Follow us on us: 23

24 joining the dots 24 Questions?


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