1. M.Greenaway.
Analysing Data.
Looking at the use of data to monitor the achievement of pupils and departments.

2. Baseline Data.
12+ Reading Score
KS2 or KS3 Mathematics Result
Average KS2 or KS3 Result
Previous examination result
Mathematics NFER test result
BE CONSISTENT AND USE THE SAME DATA OVER A PERIOD OF TIME.

3. GCSE Grades are converted to figures
Grade A* = 8
Grade A = 7
Grade B = 6
Grade C = 5
Grade D = 4
Grade E = 3
Grade F = 2
Grade G = 1

4. Begin with the Baseline Data In this case 12+ reading scores

5. Enter the Data for each subject: Maths

6. English

7. Religious Studies

8. And finally Science

9. Next we work out the total score for each student

10. Student A has a total of 20

11. Student B has a total of 16

12. Student C has a total of 19

13. And we do the same for all the other students

14. This gives us our Achieved Data

15. We can now calculate the average mark each student achieved

16. Student A achieved 20 marks over the 4 subjects which gives an average of 5 (Grade C)

17. Student B achieved 16 marks over the 4 subjects which gives an average of 4 (Grade D)

18. And we do the same for all the other students

19. If we compare each students average performance in the 4 subjects with their performance in Maths

20. If we compare each students average performance in the 4 subjects with their performance in Maths

21. Then student A has a Maths score of 5 and an average of 5 so there is no difference

22. Then student A has a Maths score of 5 and an average of 5 so there is no difference (Residual = 0)

23. Student B has a Maths score of 3 and an average of 4 so his Maths score is 1 grade below

24. Student B has a Maths score of 3 and an average of 4 so his Maths score is 1 grade below (Residual = -1)

25. We continue this process for all the students

26. We have 7 individual residuals for Maths

27. The total of these residuals is 1
= 1

28. What Does This Mean?
On average every student achieves 1/7 = 0.14 of a grade higher in Maths than they do in their other subjects.
Although this does not sound very much, if you had a year 11 with 175 students this would correspond to an extra 25 grades which is significant in itself and reflects a strong department.
But at best it could mean 25 students gaining a C in Maths compared to a D in their other subjects - This could make the Maths A* - C result 14% higher than other departments.

29. Percentage of C+ Grades = 40%
Subject A
Average Residual = 0.5
Percentage of C+ Grades = 40%

30. Percentage of C+ Grades = 90%
Subject B
Average Residual = -0.5
Percentage of C+ Grades = 90%

31. Chance Tables

32. Chance Tables

33. Chance Tables

34. Chance Tables

35. Chance Tables

36. Chance Tables

37. Chance Tables

38. Chance Tables

39. Beware!
If you achieve above expectations based on the chance tables say from KS3 to GCSE as on previous slide it could mean:
The department is performing well at KS4
The department is underperforming at KS3
You need to use many indicators if you want an accurate picture although you might pick the one that shows you in the best light when promoting your department!

40. Looking at pupil progression

41. Looking at pupil progression

42. Looking at pupil progression

43. Looking at pupil progression

44. Looking at pupil progression

45. Looking at pupil progression

46. Looking at pupil progression

47. Making Projections
Looking at the Year 9 SATs results for 2002/3 it can been seen that 62% achieved a level 6 or above.
All of these students were in the top 68% based on the Year 9 exam.
1 person improved from a level 4 to a level 6.
78% of those achieving a level 5 in the Year 9 exam achieved a level 6 in the SATs.
80% achieved level 5+ in the SATs exam.

48. Making Projections
This means that to get 63% achieving level 6+ (which is 61 students) all but 2 of those who got a level 5 in the year 9 exam must get a level 6 which is a 91% success rate. This compares with last years figure of 78%.
It will not be easy to maintain the 62/63% level 6+ pass rate achieved over the last 2 years but it is a possibility.

49. Year 7 Interim - Pilot LEVEL OF ACHIEVEMENT
In those subjects which take up more than 5% of the Year 7 curriculum your child has been given an achievement level from 1 to 5.
For each of the subjects: Top 10% are awarded a 1
next 20% are awarded a 2
next 40% are awarded a 3
next 20% are awarded a 4
next 10% are awarded a 5
For each of the remaining subjects your child has been given a grade
from A to E.
They have also been given a grade for: Attitude, Co-operation
and Meeting Deadlines.

50. Identifying Underachievers
An 'average' pupil would have a reading score of close to 100 and the range of possible scores is 69 to We have recorded your child’s latest reading score below and have also indicated their average level of achievement in the following subjects: English, Mathematics, Science, Religious Education, Technology and Languages. This can then be compared with the average we would have expected based upon your child's reading score.
Danny Nolittle has a reading score of 92 and has an average achievement level of 3.2 Based upon his reading score we would have expected an average of 2.6 This means that Danny is achieving below expectations based upon his 12+ reading score.

51. Thank you for listening.
M.Greenaway.
Analysing Data.
Thank you for listening.

52. WHY ANALYSE DATA?
It is possible to track a pupil’s progress through their time at school
It informs the SMT of what is happening, in terms of outcomes, in the school
It enables the SMT to target and mentor departments and/or individual staff
It enables Heads of Year and Departmental/Faculty Heads to target and mentor pupils
It provokes many questions
Expectations are no longer based on a pupil’s attitude but on potential derived from real data
Effective monitoring, mentoring and targeting help raise standards
Raised standards and expectations in turn produces a better working environment for everyone
Examinations results increase over a period of time
It helps to promote a culture of achievement and a greater pride in the school