SEN Capacity Building Conference Making Effective Use of Data Damian Harvey – C2k.

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Presentation transcript:

SEN Capacity Building Conference Making Effective Use of Data Damian Harvey – C2k

“ Don’t worry just gather as much information as you can and we will decide what to do with it all later ”

SEN Capacity Building and the Effective Use of data CommunicationKnowledge Planning and Tracking Monitor and Review Home Page Assessment Manager Teacher View SIMS.net Reporting

SIMS.net Home Page

Teacher View Click on the hyperlinks to view specific details about the pupil

SEN Reviews Invite people involved with the pupil to attend the review, e.g. Parents or other staff

Behaviour Management The Net Points value is a useful indicator of the pupil’s overall behaviour record

Follow Up a Behaviour Incident The member of staff receives a message to alert them about the Behaviour Incident referral A personal reminder can also be sent to the referred staff for follow up (optional). This will appear on the My Reminders panel on the Home Page

Add a Behaviour Review Ability to set up a Review Meeting for an individual Pupil to follow up a behaviour incident. Includes ability to record comments on actions agreed by parents, Pupils and senior staff.

Behaviour Review Summary Review details are recorded and summarised A summary of all reviews is added to the individual Pupil’s conduct details

How we monitor the standards of work and learning? School records Information for parents and carers IEPs Behaviour records Attendance records Accreditation routes and achievements Quality of SEN Provision

academic progress/achievements can be monitored; a record of the school’s involvement with the pupil and with parents/carers is available; school accountability and responsibility is taken account of; continuity is maintained if a change of staff takes place; Good Practice – Record Keeping

Should an appeal be made that the school has the information to respond; records keep the child’s SEN data together relevant and reliable information is easily accessible. Good Practice – Record Keeping

SEN Record 1 Overview (SEN History) 2 Linked Adults / Agencies 3 Basic SEN Details 4 Reviews 5 Events 6 Statements 7 Provisions 8 IEPs 9 Gifted / Talented 10 Linked SEN Documents

The Issues Some Schools are Data Rich Information Poor How do we ensure everyone knows how pupils are doing? How do we help every teacher make informed judgements on pupil attainment and to forward plan? How do we measure Value Added? How do we use what information we have to set sensible targets?

“Students in our school more often than not achieve their full potential” Evidence ? Professional judgements - Important but Anecdotal Facts & Figures Provide the Hard Evidence

Examples of Standardised Tests MIST Progress in English Progress in Maths Suffolk Reading Mental Maths Spelling Age Test NRIT InCAS CATs MidYIS Yellis

Every Marksheet in Assessment Manager can be filtered to show only SEN Pupils

Pupil Progress - Form Teachers and HOY

Assessment Tracking Grid

NRIT - 10 NRIT + 10 NRIT = Score

Meeting DE Needs

given the wealth of data and evidence available, the inspection process should not uncover any issues about which the school was unaware. does the school make effective use of data as an evidence base to help evaluate performance, identify areas for improvement, and assist with target-setting and assessment for learning? The data will never provide an absolute view of the school, that can only come through consideration of other qualitative aspects of the school and thus self-evaluation and inspection, while taking account of data, need to also consider other more qualitative factors.

given the wealth of data and evidence available, the inspection process should not uncover any issues about which the school was unaware. does the school make effective use of data as an evidence base to help evaluate performance, identify areas for improvement, and assist with target-setting and assessment for learning? The data will never provide an absolute view of the school, that can only come through consideration of other qualitative aspects of the school and thus self-evaluation and inspection, while taking account of data, need to also consider other more qualitative factors.

Curriculum and Assessment Don’t Drive Improvement Teaching Does !