what we’ve learned so far about pp data at whs recently
TRANSCRIPT
What we’ve learned so far about PP data at WHS recently
5ACEM
Progress or Lev 2 threshold?
• Closing the gap seemed impossible to us when we considered only threshold measures
• Our Ofsted team (Oct 2013) were not particularly concerned or surprised that PP students fared less well on the 5ACEM measure than non PP.
• They were mainly interested in the progress measure, both “expected” and “above expected”
• They were also happy to consider the different subgroups e.g. PP without SEN vs PP with SEN
Our current thinking...• We’re shifting our focus from 5EM to progress• We’re thinking about ways to ensure the
progress is made more explicit to students and parents
• We’re working on staff awareness of progress and departmental as well as whole school intervention (obvious, I know) but also making sure everyone knows what is in place
Transition matrices?
no KS4 result U G F E D C B A A*
Total No. of FSM/ CLA
Pupils
FSM/ CLA pupils
Achieving Expected Progress
FSM/ CLA pupils % Achieving Expected Progress
School (non-FSM/ CLA)
% Achieving Expected Progress
National (non
FSM/ CLA) %
Achieving Expected Progress
FSM/ CLA pupils
Achieving More Than
Expected Progress
FSM/ CLA pupils % Achieving
More Than
Expected Progress
School (non FSM/ CLA)
% Achieving More Than Expected Progress
Other or no prior
available0 0 0 0 0 1 1 0 0 0 0 0 0% 100% 52% 0 0% 100%
W 0 0 0 0 0 0 0 0 0 0 0 0 0% 0% 3% 0 0% 0%
1 0 0 0 0 0 0 0 0 0 0 0 0 0% 0% 38% 0 0% 0%
2 0 0 1 0 0 0 0 0 0 0 1 0 0% 29% 54% 0 0% 14%
3 0 1 2 2 1 4 0 0 0 0 10 4 40% 50% 61% 0 0% 11%
4 2 0 1 3 2 11 3 2 1 0 25 6 24% 79% 75% 3 12% 39%
5 0 0 0 0 0 0 2 3 3 0 8 6 75% 86% 81% 3 38% 57%
44 16 36% 78% 74% 6 14% 43%
TotalCohort ofFSM/ CLA
pupils
46
represents pupils making expected progress
represents pupils making less than expected progress Full details of the methodology used can be found in the Library.indicates pupils whose progress could not be determined and who have therefore been excluded from the school calculation. These pupils are included in the figure for the total
Keyrepresents pupils making more than expected progress
30%
45%
Summary 34%
KS2 24%
English 24%
attainment 23%
National (non
FSM/ CLA) %
Achieving More Than Expected Progress
24%
3%
English Key Stage 2 to Key Stage 4 expected progress 2013 - Closing the gaps (FSM/ CLA)
Wilmslow High School (8954225)This table shows the number of pupils attaining each English (English GCSE or English language and English literature) Key Stage 4 grade and their corresponding English Key Stage 2 prior attainment.
Number of Pupils Key Stage 4 English grade Expected Progress More than expected progress
Data teachers can understand and use, at a glance (?)
Keeping the information connected...
• We’re working on staff awareness of progress and departmental as well as whole school intervention (obvious, I know) but also making sure everyone knows what is in place
• Use SIMS Interventions function (as at THS), or• Use SIMS AM7 comment aspects in marksheets• Be careful of data silos that prevent future
developments
Connected information?
Connected information?
Focus Boards/ Intervention Reports
Assessment Manager report with photo to produce “tickets” for display purposesEasy to run when there’s fresh dataTeachers use post-it notes to give comments for mentors to use with students, which are then captured into SIMS aspect later
Connected information ...AM7 report Presenting data already stored in different parts of SIMS in order to review what an individual is currently receiving, and decide what they need.
Monitor engagement, e.g. Extra-Curricular
Essential to know what Ex-Curric activities PP students are engaging in, and how often, but what’s the best way? Audit? Registers?
Standard but useful Ofsted questions
• Do the teachers use relevant assessment and other data to inform planning?
• Are the teachers insisting on high quality homework completion from all students, especially the disadvantaged? How are we helping them to do that as a school?
• Are students engaging with the feedback they receive? D.I.R.T ? How is this evidenced?
Google fusion maps
Good to acceptable VA
Poor VA
Dan Willingham
• http://www.danielwillingham.com/articles.html
• Why does wealth affect students’ success?• Can teachers affect students’ self control?