1. Primary National Strategy Understanding and using data © Crown Copyright 2005

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3. © Crown Copyright 2005 Aims developing a strategic approach to the management of inclusion; developing their middle management skills; making effective use of data to improve teaching and learning and to celebrate children’s progress. To support those who lead or coordinate inclusion in: 2.1

4. © Crown Copyright 2005 School improvement questions How well are we doing? How do we compare with similar schools? How well should we be doing? What more can we aim to achieve next year? What must we do to make it happen? 2.2

5. © Crown Copyright 2005 The cycle for school improvement 1 25 3 4 How well are we doing? How well should we be doing? Taking action and reviewing What must we do to make it happen? What more can we aim to achieve? Cycle for school improvement 2.3

6. © Crown Copyright 2005 Activity 1 Discussion questions: Are there particular groups of children at risk of underachievement in your school? How do you currently track and evaluate their progress? What types of data might you draw on? 2.4

7. © Crown Copyright 2005 Possible groups girls and boys children who are disabled or who have special educational needs minority ethnic and faith groups children learning English as an additional language Travellers, asylum seekers, refugees children with social and emotional difficulties children in public care sick children young carers children from families under stress children at risk of disaffection, poor attendance or exclusion 2.5

8. © Crown Copyright 2005 Possible data Foundation Stage Profile end of key stage data optional tests teacher assessments, P scales assessment achievement of targets – curricular, IEP, PSP attendance and exclusions relevant behaviour measures value-added – progress as well as achievement QCA Language in common step descriptors and any other EAL or first language assessments 2.6

9. © Crown Copyright 2005 Inclusion and school improvement – an increasingly data rich context variance in children’s outcomes – a concern to raise achievement for all informed, systematic approach to improve children’s progress – every child matters and dealing with inequalities inclusion coordinators and other managers using data to inform strategy and teaching at school, class, group and individual levels increasing availability of data via PLASC, National Curriculum and other assessment results the power of ICT to process the information 2.7

10. © Crown Copyright 2005 Excellence and enjoyment ‘Ensure every child succeeds: provide an inclusive education within a culture of high expectations.’ Target setting: ‘A whole-school approach which focuses on meeting pupils’ individual needs and on using detailed information to set stretching and appropriate targets for each pupil.’ 2.8

11. © Crown Copyright 2005 Primary National Strategy A great deal to celebrate: standards have risen dramatically; quality of teaching and learning improved; world-class comparisons 2.9

12. © Crown Copyright 2005 ‘Off the plateau’ at level 4+ provisional © Crown Copyright 2005 % level 4+ 2.10

13. © Crown Copyright 2005 Percentage of all children below level 3 at the end of Key Stage 2 1998199920002001200220032004 English7767777 Maths7665566 2.11

14. © Crown Copyright 2005 The percentage of children below levels 1 and 2 at end of Key Stage 1 below level 3 at end of Key Stage 2 below level 2 at end of Key Stage 1 who attain level 3+ at end of Key Stage 2 2.12

15. © Crown Copyright 2005 100% - - - - - 80% 60% 40% 20% 0% ABC D EFG H Schools Percentage of all children below level 3 at the end of Key Stage 2 2.13 Below level 3Complex SENEAL

16. © Crown Copyright 2005 The effects of social disadvantage The achievement gap between low FSM and high FSM schools has narrowed … Source: Form 7 and ASC data. Performance tables data Coverage: Maintained mainstream schools Difference between the Key Stage 2 level 4+ % of the lowest and highest FSM bands – percentage points 2.14

17. © Crown Copyright 2005 …but the achievement gap between non-FSM and FSM children has stayed the same Source: NPD Cubeviewer Coverage: Maintained mainstream schools. 2003 Attainment matched to 2003 PLASC and 1997 Attainment (as prior attainment) matched to 2002 PLASC Difference between the Key Stage 2 level 4+ % of non-FSM and FSM pupils – percentage points 2.15

18. © Crown Copyright 2005 Outcomes for children from different ethnic groups – English Traveller of Irish heritage Gypsy/Roma Pakistani Any other ethnic group Black African Black Caribbean Bangladeshi Any other black background Unclassified White and black Caribbean Any other Asian background Any other white background White and black African White British Any other mixed background Indian White and Asian Irish Chinese Effect of ethnicity and deprivation on Key Stage 2 English results Difference in percentage of pupils achieving level 4+ - 2.16

19. © Crown Copyright 2005 Outcomes for children from different ethnic groups – English Traveller of Irish heritage Gypsy/Roma Pakistani Any other ethnic group Black African Black Caribbean Bangladeshi Any other black background Unclassified White and black Caribbean Any other Asian background Any other white background White and black African White British Any other mixed background Indian White and Asian Irish Chinese Effect of ethnicity and deprivation on Key Stage 2 English results Difference in percentage of pupils achieving level 4+ - 2.17

20. © Crown Copyright 2005 Outcomes for children from different ethnic groups – English Traveller of Irish heritage Gypsy/Roma Pakistani Any other ethnic group Black African Black Caribbean Bangladeshi Any other black background Unclassified White and black Caribbean Any other Asian background Any other white background White and black African White British Any other mixed background Indian White and Asian Irish Chinese Effect of ethnicity and deprivation on Key Stage 2 English results Difference in percentage of pupils achieving level 4+ Effect of difference in FSM rates Effect of ethnicity net of FSM Observed ethnicity effect - 2.18

21. © Crown Copyright 2005 Outcomes for children from different ethnic groups – Mathematics Traveller of Irish heritage Gypsy/Roma Pakistani Any other ethnic group Black African Black Caribbean Bangladeshi Any other black background Unclassified White and black Caribbean Any other Asian background Any other white background White and black African White British Any other mixed background Indian White and Asian Irish Chinese Effect of ethnicity and deprivation on Key Stage 2 maths results Difference in percentage of pupils achieving level 4+ - 2.19

22. © Crown Copyright 2005 Outcomes for children from different ethnic groups – Mathematics Traveller of Irish heritage Gypsy/Roma Pakistani Any other ethnic group Black African Black Caribbean Bangladeshi Any other black background Unclassified White and black Caribbean Any other Asian background Any other white background White and black African White British Any other mixed background Indian White and Asian Irish Chinese Effect of ethnicity and deprivation on Key Stage 2 maths results Difference in percentage of pupils achieving level 4+ - 2.20

23. © Crown Copyright 2005 Outcomes for children from different ethnic groups – Mathematics Traveller of Irish heritage Gypsy/Roma Pakistani Any other ethnic group Black African Black Caribbean Bangladeshi Any other black background Unclassified White and black Caribbean Any other Asian background Any other white background White and black African White British Any other mixed background Indian White and Asian Irish Chinese Effect of ethnicity and deprivation on Key Stage 2 maths results Difference in percentage of pupils achieving level 4+ - Effect of difference in FSM rates Effect of ethnicity net of FSM Observed ethnicity effect 2.21

24. © Crown Copyright 2005 Children looked after by the local authority (LAC) % achieving level 2 at the end of Key Stage 1 % achieving level 4 at the end of Key Stage 2 All childrenLACAll childrenLAC 200285%50%78%40% 200385%53%78%42% 2.22

25. © Crown Copyright 2005 Transitions Key Stage 1 to Key Stage 2 The percentage of children achieving below level 2 at end of Key Stage 1 who achieve level 3+ at end of Key Stage 2 20032004 English6764 Mathematics7069 2.23

26. © Crown Copyright 2005 Value-added looks at progress as well as attainment; assumes prior attainment is correlated with later attainment; can show ‘average’ performance for individuals with same prior attainment; statutory key stage and optional QCA test and teacher assessment data can be recorded using Pupil Achievement Tracker; data can be filtered to show progress for different groups of children; can incorporate contextual factors. 2.24

27. © Crown Copyright 2005 What is a value-added linegraph? 0 3 6 9 12 15 18 21 40 35 30 25 20 15 10 5 0 Key Stage 2 2003 average points score Key Stage 1 average point score UQ LQ National Median Line School Median Line 2.25

28. © Crown Copyright 2005 Pupil attributes class / year group Wave 2 and 3 interventions involvement of agencies additional interventions via IEPs, PEPs, PSPs exclusions Data about provision, targeted interventions or sanctions for example. date of birth gender type of SEN pupil in care ethnicity EAL step descriptors, (early, advanced) Contextual data about individuals, for example. 2.26

29. © Crown Copyright 2005 National value-added line graphs 2004 Key Stage 2 English value-added line 20 30 40 50 60 70 80 90 57891011121314151617181920+ Average 2000 Key Stage 1 points score 2004 Key Stage 2 English mark Level 4 Level 5 Level 3 2.27

30. © Crown Copyright 2005 Basic view 2.28

31. © Crown Copyright 2005 Multiple attributes 2.29

32. © Crown Copyright 2005 One attribute highlighted 2.30

33. © Crown Copyright 2005 Single group 2.31

34. © Crown Copyright 2005 Optional tests 2.32

35. © Crown Copyright 2005 Converting levels to points scores W = 3 level 1 = 9 level 2 = 15 level 3 = 21 level 4 = 27 level 5 = 33 Average Key Stage 1 points score is the average of reading, writing and mathematics. 2.33

36. © Crown Copyright 2005 Converting levels to points scores LevelSublevelPoints 1 1c 1b 1a 7 9 11 2 2c 2b 2a 13 15 17 3 3c 3b 3a 19 21 23 4 4c 4b 4a 25 27 29 2.34

37. © Crown Copyright 2005 Converting levels to points scores P scales – possible point scores (as proposed by PIVATS) P3 = 1P4 = 1.5 P5 = 2 P6 = 2.5 P7 = 3P8 = 5 2.35

38. © Crown Copyright 2005 Significance of points Minimum expected progress of approximately 2 NC levels or 6 sub-levels over Key Stage 2 (12 terms) –2 levels or 6 sub-levels = 12 points –1 term = 1 point –average progress roughly = 1 sub-level in two terms –(actual progress varies in relation to prior attainment – generally across Key Stage 2 it is a little higher than 12 points) Higher rate of progress needed for individuals to ‘catch up’ Higher rate of progress required nationally if we are to raise standards 2.36

39. © Crown Copyright 2005 School level value-added measure Pupil Pupil’s KS1 APS Pupil’s KS2 APS Median KS2 APS for KS1 APS Pupil’s VA score A 19.73133-2 B 153027+3 C 152527-2 D 2133 0 Total of all pupils’ value added scores = –1 Average value added score per pupil = –1/4 (number of pupils) School’s value added score = –0.25 Centred around 100 = 99.75 (rounded to 99.8 for publication) 2.37

40. © Crown Copyright 2005 Interpreting the value-added measure One value-added point is equivalent to one sixth of a level or one term’s progress. A value-added measure of 99 means that on average each of the school’s children made a sixth of a level less (or one term less) progress between Key Stage 1 and Key Stage 2 than the median for children with the same Key Stage 1 achievement. 2.38

41. © Crown Copyright 2005 Cohort sizes Number of children Boundaries within which results are not considered to be statistically different from the average Lower boundaryUpper boundary 1098.4101.6 3099.1100.9 5099.3100.7 2.39

42. © Crown Copyright 2005 PANDA Grades nationally; ‘similar’ schools –free school meal eligibility –prior attainment. Ofsted performance and assessment reports – schools are benchmarked for comparison with other schools: 2.40

43. © Crown Copyright 2005 Benchmark groups Free school meals Prior attainment (average point scores) Up to and including 8%Up to but not including 12 More than 8% and up to 20%At least 12 but less than 14 More than 20% and up to 35%At least 14 but less than 16 More than 35% and up to 50%At least 16 but less than 18 More than 50%Greater than or equal to 18 2.41

44. © Crown Copyright 2005 Medians and quartiles 95%75%60%50%40%25%5% Upper quartile MedianLower quartile A*A* ABCDEE*E* 2.42

45. © Crown Copyright 2005 FSM benchmarks Percentage of children achieving level 4 and above up to and including 8% 95%UQ60%Median40%LQ5% EnglishA*100A93B89C86C83D79E64E* Maths100908683807559 Science100 9795939080 Percentage of children achieving level 4 and abovemore than 50% 95%UQ60%Median40%LQ5% EnglishA*83A69B62C58C54D46E29E* Maths86706258534731 Science95847976726445 2.43

46. © Crown Copyright 2005 Prior attainment benchmarks Percentage of children achieving level 4 and above up to but not including 12 95%UQ60%Median40%LQ5% EnglishA*75A59B52C50C46D40E22E* Maths78575148453721 VA 103.1101.3100.7100.399.999.397.9 Percentage of children achieving level 4 and abovegreater than or equal to 18 95%UQ60%Median40%LQ5% EnglishA*100A B C98C94D91E78E* Maths100 9894928873 VA 101.5100.199.799.399.198.897.8 2.44

47. © Crown Copyright 2005 National Transition matrices 2000 (Key Stage 1) – 2004 (Key Stage 2) Key Stage 2 English Level KS1 PointsDBN2345A Less than 784517419503 7 to less than 9220176391303 9 to less than 120674473212 12 to less than 140111316141 14 to less than 1600001173151 16 to less than 180000259381 18 or more0000029700 2.45

48. © Crown Copyright 2005 National conversion indicators 2000 (Key Stage 1) – 2004 (Key Stage 2) Reading Number of children % of children achieving at KS2 B3345AL4+ KS1 D1751758124116 W172167016101311 1858902631365241 2C960995205916174 2B122493185833190 2A92414034849196 3168749001783099 4+39700198099 2.46

49. © Crown Copyright 2005 2004 Key Stage 2 English value-added progress charts Key stage 2 English test level 2.47

50. © Crown Copyright 2005 Value-added Shows individual children (in red) against the national median and upper/lower quartiles www.standards.dfes.gov.uk/ performance/ap/www.standards.dfes.gov.uk/ performance/ap/ 2.48

51. © Crown Copyright 2005 Activity How well are we doing? How well should we be doing? The value-added graph shows progress of children between Key Stage 1 and Key Stage 2. Consider how this school might answer: How might the implications of the data be explored further ? 2.49

52. © Crown Copyright 2005 Questions to discuss What data is useful to collect? Why? What action might follow the value-added data analysis undertaken by the school? 2.50

53. © Crown Copyright 2005 Aims developing a strategic approach to the management of inclusion; developing their middle management skills; making effective use of data to improve teaching and learning and celebrate children’s progress. To support those who lead on or coordinate inclusion in: 2.51

54. © Crown Copyright 2005 Session outline Brief introduction and recap The case study Feedback and discussion Priorities and action planning Conclusions 2.52

55. © Crown Copyright 2005 A brief recap The school improvement framework –how well are we…variance between schools and groups of children? Increasingly rich data about children’s attainment and progress –improvements over time –comparisons with national, local and similar schools’ data –comparing progress of different groups of children PAT, value-added line graphs, PANDAs, transition matrices and progress charts 2.53

56. © Crown Copyright 2005 Consider the data you have about the case study school. What initial hypotheses or further questions can be drawn from the ‘How well are we…how do we compare…what should we …’ questions? How well are we? 2.54

57. © Crown Copyright 2005 One view… This is a very caring school that provides well for some children sometimes. The use of data is not systematic. There is a culture of low expectations. Provision and interventions are not well evaluated. 2.55

58. © Crown Copyright 2005 …and some proposals We will develop our use of data so as to maintain, improve and target high-quality teaching and learning. Our leadership team will provide a clear road map for developing systematic use of data, to include –clear role for coordinators; –involvement of all staff. We will develop ‘our’ way of tracking progress – for all children, particularly vulnerable groups. We will focus teaching priorities by ensuring manageable targets that are understood by all. 2.56

59. © Crown Copyright 2005 Priorities The headteacher wants to ensure a systematic whole-school approach to the use of data to analyse, improve and celebrate children’s progress. In relation to lower-attaining or vulnerable children, what three priorities would you suggest? What specific actions would help progress the priority areas you have identified? 2.57

60. © Crown Copyright 2005 Key actions A clear, resourced and timed action plan: –specified actions for all staff –training and consultation What data would be good to collect and why? How and when should we use it? What must we do make it happen? Track pupil progress: regular assessment points including QCA optional tests. A limited, coherent set of targets. Map our provision. 2.58

61. © Crown Copyright 2005 Tracking pupil progress 35 30 25 20 15 10 5 5 6 7 8 9 11 12 13 14 15 16 17 18 19 20 21 + Input score (e.g. Key Stage 1 average point score) Outcome Score (e.g. Year 3 optional test) 2.59

62. © Crown Copyright 2005 We have considered the use of data to analyse, improve and celebrate children’s progress; in order to support strategic management of inclusion and personalised learning; sustained within a collaborative and distributed leadership approach. 2.60

63. © Crown Copyright 2005 Next steps For you as an individual or leadership team For us as a group 2.61