1. Achievement for All Using AfA data Warwick University 25 th May 2011

2. The Achievement for All Picture Schools have been asked to consider The effectiveness of whole-school implementation of Assessment for Learning strategies and the use of APP: The effectiveness of class/subject teachers in personalising learning and implementing Quality First Teaching; How effective and robust the systems for assessment and tracking pupil progress are for the target year groups; The effectiveness of target-setting processes for children and young people with SEND; The effectiveness of whole-school strategies for enabling ongoing communication and engagement with parents; The impact of wider opportunities on pupil progress (behaviour, attendance, bullying, peer relationships & extra curricular activities)

3. Provision Mapping … making informed choices …maximising impact Knowing the vulnerabilities of all pupils Developing the quality of provisions Developing the workforce Assessment and tracking M&E impact and analysing data Provision mapping Identifying the right provision for all pupils

4. Assessment and tracking Which performance and engagement data do you use to help you to assess and track the progress of individual pupils? How do you ensure that all teachers have high expectations of all pupils? How do you ensure teacher assessment is consistent, rigorous and robust? How do you ensure that all staff, parents / carers, pupils and governors are aware of the expected rates of progress of all pupils?

5. M&E impact and analysing data Do pupils who don’t make progress share any common traits that may inform action? Do pupils who make good progress share any common traits that may inform action? How do the senior leadership team, subject leaders, teachers and support staff analyse and act on data analysis? How does data analysis enable you to make decisions about future provision, including quality first teaching?

6. Identifying the right provision for all pupils How do all staff demonstrate they are addressing potential underperformance through modifications in Quality First Teaching across the school? How is the learning from group or individual intervention secured back in whole class teaching to ensure progression? How are all staff involved in identifying additional provision for groups / individuals who are underperforming or at risk of underperforming? How are pupils and their parents/carers involved in discussions about the additional provision they are being offered?

7. Developing the quality of provisions What range of evidence is used to evaluate and develop the impact of the quality of provisions including: - pupil voice - data analysis - work scrutiny - observations - teacher feedback - parent / carer feedback? How do you adapt school provision for current and future pupils’ needs? How do you keep your staff updated about effective strategies/interventions for tackling underperformance?

8. Data Collections – What do you do? What type of data do you collect that enables you to evaluate and develop provision for all children within school? Schools are awash with data.

9. Activity 1 – table discussions Data type Who collects WhenHow What’s recorded Where is it recorded Who uses it What’s it used for TA Data Class teachers Termly Assessing against APP NC Level –Sublevel Data tracking system SMT, Teachers & DfE Tracking pupil progress Please discuss with colleagues the data that you collect to inform and evaluate the quality of provision in your school. Which performance and engagement data do you prioritise to help you assess the progress of individuals?

10. Relating Achievement for All to what you do. Data is collected and stored in many formats But how is it all used to gain an understanding of the effectiveness of provision? Do pupils who do/don’t make progress fit into any particular groups? What are the causes of underperformance? Are there any identifiable barriers to learning?

12. Activity 2 – using data Do pupils who don’t make progress share any common traits that may inform action? Do pupils who make good progress share any common traits that may inform action? In groups evaluate the provision for the children with SEND

13. Activity 2 – Feedback Questions to explore: What made this process easy/difficult? How does this relate to practice seen?

14. What we’d like you to do Develop data systems that enable more informed analysis and decisions can be made about provision

15. What we’d like you to do What are the different roles of senior leadership team, subject leaders, teachers and TAs in analysing data? How is data providing you with the information to identify aspects that need to be developed? Which performance and engagement data do you prioritise to help you to assess the progress of individuals? How do you ensure the data is actively used by teachers to develop their teaching? Consider

16. Effectively collecting the new data Roles and responsibilities Deadlines Storage areas Access rights Consider identifying

17. Feedback on this process – How will it assist you in developing your provision for children within your school? How will this support QFT? Where is this system available and who to?