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© Crown copyright PPT-EN-01 Workshop 1 Narrowing gaps – setting the scene
© Crown copyright PPT-EN-01 1 Objectives To review the schools current use of data in relation to underperforming pupils or groups entitled to free school meals (FSM) To reach a shared understanding of what good progress means To agree next steps in development
© Crown copyright PPT-EN-01 2 Activity 1: The place of data analysis How can retrospective analysis of historic data help in raising the attainment of FSM pupils and other underachieving groups? Make a list of examples in your school of where analysis of FSM data has made a difference to what senior leaders, teachers and departments have done.
© Crown copyright PPT-EN-01 3 Activity 1: Responses Analysis of historic data helps to identify patterns of underachievement that are likely to repeat themselves if nothing is done. Analysis guides identification of other FSM pupils who are likely to underachieve, raises their profile and sets a challenge to accelerate their progress. Analysis asks questions but does not replace detailed knowledge of children, their interests and barriers to their learning.
© Crown copyright PPT-EN-01 4 …and consequences The school focuses on accelerating the progress of underperforming FSM pupils (including those who are gifted and talented, Black and minority ethnic, SEN and looked-after children) through personalised provision, intervention and robust tracking against challenging targets. Teachers are supported and held accountable for the progress of these children.
© Crown copyright PPT-EN-01 5 Activity 2: Good progress How much progress do we expect pupils to make –from Early Years (EY) to the end of KS2? –from KS2 to KS4?
© Crown copyright PPT-EN-01 6 Measuring progression from KS1 to KS2 KS1 level Required KS2 level to meet progress Level 3Level 5 Level 2ALevel 4+ Level 1Level 3+ Working towards level 1 (W)Level 2+ Absent (A), Disapplied (D)–
© Crown copyright PPT-EN-01 7 Measuring progression from KS2 to KS4 National Curriculum levelEquivalent grade at GCSE 5B 4C 3D 2E 1F Below level 1G
© Crown copyright PPT-EN-01 8 KS to KS – all pupils EnglishMathematics 4+ levels27.9%24.9% 3+ levels64.0%56.5% 2 or fewer levels 36.0% 216,000 pupils 43.5% 261,000 pupils
© Crown copyright PPT-EN-01 9 Activity 3: Review questions (1) In our school: What analysis have we done of pupils progress across a key stage and beyond? What are the characteristics of pupils who make slow or accelerated progress across a given key stage in the core subjects? Are we clear which FSM pupils are making good progress and which are not?
© Crown copyright PPT-EN Activity 3: Review questions (2) Are we using this analysis to: –inform early identification of FSM pupils who are likely to make slow progress? –set out the expected progress each year, supported by robust tracking? –provide high-quality teaching, challenge, support and intervention where needed? Is every teacher in every class aware of FSM pupils whose progress is at risk, and accountable for effective action to understand the needs of these pupils and accelerate their progress?
© Crown copyright PPT-EN Plenary: Next steps What do we need to do now, in order to make effective use of data to focus improvement work?
© Crown copyright PPT-EN Plenary: Further workshops Workshop 2 explores the use of data, including use of interactive RAISEonline, to analyse attainment Workshop 3 explores the use of data, including use of interactive RAISEonline and FFT live, to analyse progress Workshop 4 rounds off the process by applying the analyses to pupils in school now Additional resources are available in the Narrowing the Gaps area of the National Strategies website: select Leadership and then Narrowing the Gaps
© Crown copyright 2009 Crown copyright The content of this publication may be reproduced for non-commercial research, education or training purposes provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. For any other use of this material please apply to OPSI for a Click-Use, PSI Licence, or by writing to: Office of Public Sector Information Information Policy Team National Archives Kew Richmond Surrey TW9 4DU Web: The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party, or to Royal Arms and other departmental or agency logos, nor does it include the right to copy any photographic or moving images of children or adults in a way that removes the image or footage from its original context. © Crown copyright PPT-EN-01 13
© Crown copyright 2010 Children who appear to get ‘stuck’ at level 2C in mathematics ~ how do we solve the problem? March 2010.
© Crown copyright 2009 Yorkshire & Humber ICT consultants network Narrowing the Gap Michael Hawkins Regional Adviser NtG 22 nd October 2009.
PPT-EN-04 - © Crown copyright 2010 Slide 1 Primary mathematics: support for subject knowledge Unit 1: Teaching division in Years 1, 2 and 3.
© Crown copyright 2009 Target setting for 2011 Data slides for Key Stage 2–4 progress target setting PPT-EN-02.
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© Crown copyright PPT-EN-01 Information slides Gypsy, Roma and Traveller pupils.
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1 Advisory Group on Governance 3 April 2009 Lisa Hyde – 21 st Century Schools Team Marian Quigley – School Report Card.
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© Crown copyright PPT-EN-01 Challenging the stereotype.
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Strategy managers / Curriculum managers network meeting 24 th March 2009.
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An overview of assessing pupils progress Nothing new?
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Raising the aspirations and educational outcomes of looked after children: a data tool for local authorities July 2011.
© Crown copyright 2005 Science subject leader development meetings – Spring 2006 Judging impact.
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