Understanding & Using School Governance ….data

Me 8.30ish finish 15 minute break Fire alarms/Loos Introduction to RAISEonline Working in groups Packs

PhD Statistics NOT required where possible…. I will….

Awareness of governor role in relation to OfSTED Understanding of why governors should use data Understanding of what RAISEonline is & the key concepts used Knowledge of the types of data/analysis available in RAISEonline Awareness of how data can be used to ask challenging questions Skill in the interpretation of data To develop your… Aims

Challenge Support Hold Head Teacher to Account OfSTED will evaluate how well School Governors…

…understand the strengths & weaknesses of the school… …understand & take sufficient account of pupil data… …are aware of the impact of teaching on learning & progress in different subjects and year groups…” “Inspectors should consider whether Governors… Subsidiary Guidance for School Inspections (January 2014)

Sir Michael Wilshaw (HMCI Ofsted, February 2013) “…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…”

Christine Gilbert (former Chief Inspector of Schools, 2012) “…it is data that will challenge thinking and stimulate discussion leading to improved practice. It is data that enables progress to be monitored…”

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We all have different starting points in our understanding & use of data

But why should governors use data? 1.To evaluate your school 2.To hold HT & Senior Leaders to account 3.To prepare for an OfSTED inspection 4.To ensure that your school is setting challenging targets 5.To monitor progress of pupils & different groups of pupils 6.To develop strategic direction 7.To determine the allocation of resources

What is RAISEonline? Reporting and Analysis for Improvement through School Self- Evaluation Secure, web-based system containing analyses of School Performance data for use by schools, their governors, LAs & inspectors

What is included? Contextual Data Absence Exclusions Prior Attainment Attainment Progress Closing the gaps* What is included? Contextual Data Absence Exclusions Prior Attainment Attainment Progress Closing the gaps* *How well are our ‘deprived” children performing compared to other children in our school and nationally? FSM & LAC Where does it come from? National Pupil Database All linked by UPN School Census – Contextual Testing Agencies (KS2) Exam Boards (KS4) Where does it come from? National Pupil Database All linked by UPN School Census – Contextual Testing Agencies (KS2) Exam Boards (KS4) Data….

Different sets unvalidated/validated released at different times depending on level of checking & amendments Same set of data used in FFT & Performance Tables Different sets unvalidated/validated released at different times depending on level of checking & amendments Same set of data used in FFT & Performance Tables Data….

….& access to it See your School Adminstrator for USERNAME & PASSWORD Governors CANNOT access data about individual pupils Summary Report (used by OfSTED for pre-Inspection briefings) The BIG purple G

1The NGA would not expect all governors to want on-line access, but each governing body should nominate a couple of governors to have access as a minimum. 2Each year in the autumn term, the schools RAISE Summary Report should be presented by a member of the school leadership team to a full Governing Body meeting. 3The governing body must decide how it will consider and analyse the more detailed data, and may set up a committee to consider this or ensure the monitoring of school performance data is within the remit of another committee, such as curriculum committee. Knowing your School: RAISEonline for governors of primary schools (NGA 2011) Data…. …establishing protocols

Key Concepts 1.Attainment 2.Achievement 3.Significance

Attainment (Pupil Results) “… these comparisons often say more about the ability of a school’s intake rather than the quality of teaching and learning…” FFT January 2014 Mostly compared to National Averages Thresholds % of pupils achieving Level 4+ in Maths Point Scores PRIOR ATTAINMENT A starting point to measure progress - best indicator of future performance

Achievement (Pupil Progress) Takes into account the ability of the schools’ intake Expected Progress What % of pupils make expected progress from KS1 to KS2 Value Added A measure of Progress. How does the overall progress of our pupils compare with the national progress of children with similar Prior Attainment? An attempt to level the playing field

Significance (statistical) When a set of data is described as significant NOT the result of chance 95% Below -Sig +Sig Above Blank = not significantly different

If a set of data is described as significant there is normally an upper and a lower limit to that significance = CONFIDENCE INTERVAL So ….if data is +sig It means that both the upper and lower limits of this significance are above the national average National Average Lower Limit Upper Limit

Important Significance depends upon The size of the difference between data & the number of pupils So…… 1.A small actual difference based upon a large number of pupils is likely to show significance 2.A large actual difference based upon a very small number of pupils is unlikely to show a difference

Some starter questions… How might the context of our school affect our performance? How does pupil attendance compare with national averages? How do attainment & progress at my school compare with national averages & the government’s floor standards? Do we have any underperforming groups of pupils, or are there wide gaps in attainment between some groups of pupils? Are we relatively stronger or weaker in some subjects compared to others?

Be aware of COHORT SIZE when interpreting percentages Be aware of COHORT SIZE when interpreting percentages Look out for TRENDS in data especially those over time Look out for TRENDS in data especially those over time

Primary Schools are below Floor Standards if…. For tests taken in 2013 <60% of pupils do not achieve L4+ in reading, writing and maths & they are below the England median for progression by two levels in reading (91%), in writing (95%), & in maths (92%). For tests taken in 2014 <65% of pupils do not achieve L4+ in reading, writing and maths & they are below the England median for progression by two levels in reading, in writing, & in maths.

RAISEonline Library To understand how your data is analysed… Username or Password NOT required

Anonymous School

Anonymised RAISEonline Summary Report (Primary) 1.See “Important Information for Governors” (Page 4) Pages 2.Context Absences & Exclusions Prior Attainment13 5.Attainment Progress Closing the Gaps

You will need… 1.RAISEonline Summary Report (Anonymised) 2.Participant Workbook  Primary - begin at Analysis 3b  Secondary – begin at Analysis 4

Other sources of School Performance Data Fischer Family Trust Data Dashboard OfSTED Data Dashboard Schools’ Own Data DFE School Performance Tables Triangulate

Use data sensitively Use data to ask questions Dig deeper as you gain confidence Be mindful of confidentiality issues Find out how your school uses RAISEonline data (& who has access to it)