1. Using data to inform the whole school perspective
Peter Hendry: CEM Consultant
Using data to inform the whole school perspective
Course: Using CEM Data in Practice
Day 2 Session 4
Thursday 18th October 2012

2. Using VAD to inform leadership decisions e.g.
Management of the need for school improvement
Staffing: accountability and support strategies
Subject curriculum time
New appointments…..
Cross-curricular needs
Information to Governors
Conversations with feeder primary schools
etc

3. Case study A: Alis value-added data
Four sets of VAD are available!
From average GCSE baseline:
all Alis cohort
type of Institution
Syllabus
From the baseline test

4. SPC Chart with confidence limits: WHOLE SCHOOL
Institution
All Alis Cohort:
Syllabus

5. Using PARIS software: Baseline Test
Whole School
From your perspective, which set of VAD would you use for the different user groups? (Governors, HoDs, Media, Parents, SMT/SLT...)

6. Case study B
GCSE VAD 2009

7. Case study C
A final thought
Is it possible to keep adding value at each key stage?

9. USE ONE YEARS DATA WITH CAUTION!
Better to use three years data as patterns over time are more significant.

10. Using data to inform leadership decisions
Some key questions:
Which data do I need AND which data do I not need? (e.g. MidYIS cohort or Independent Sector)
What does the data mean and what does the data not mean? (e.g. staff INSET and support)
Who is the data for?
Storage, retrieval and use of data (e.g. self-evaluation and preparing for Inspection)