Transcript Session Focus: Use of Data in Practice in a Primary School

Session Focus:
Use of Data in Practice in a
Primary School
Dr. Helen Townsley
‘a user’s perspective on using
CEM’s primary systems data to
inform teaching and learning’
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One-form entry Catholic Primary School in
Surrey
Small class sizes – PAN of 27 per class
Fairly low mobility, average number of SEN
pupils
History of above average attainment:
School Assessment schedule:
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Early Years Foundation Stage Profiling (on-going)
YARC (York Assessment of Reading Comprehension) at
the start of Year 1 and end of Year 2
On-going formative analysis in Key Stage 1 using APP
grids
Key Stage 1 SATs
On-going formative analysis in Key Stage 2 using APP
grids
Termly summative assessment in Key Stage 2 using
QCA Optional Tests
Key Stage 2 SATs
CEM’s Performance Indicators in Primary Schools
(PIPS) in Year 3
Performance Indicators in Primary
Schools (PIPS) test
The PIPS Project collects pupil level data for a
range of variables. These data are used to
determine each pupil's achievement and selfconcept. The data collected are listed below:
Predictors
 picture vocabulary
 non-verbal ability
 (cultural capital data collected but not recorded
in the feedback)
Cognitive outcomes
 PIPS attainment measures (maths and reading)
 Key Stage 2 SATs chances
Affective outcomes
 Attitude to school
 Attitude to maths
 Attitude to reading
‘Over the last ten years considerable
attention has been given to the development
of performance indicators (PI) for schools.
However, much of this work is characterised
by an assumption that PI’s will somehow
‘speak for themselves’ and little effort has
been made to explore how PIs can be used
to promote school improvement.
- Steve Strand, ‘Key Performance Indicators for Primary
School Improvement’, Educational Administration and
Management, (1997) 25, (2), p. 141.
Comparison of PIPS and Fischer
Family Trust (FFT) – Type D
FFT Type D:
 Prior attainment at KS1
 Adjusted for school
context including FSM
and demographic
features
 Adjusted to be
representative of
progress made by pupils
in schools at the 25th
centile for Value Added
(More historical, school
based basis)
PIPS
 Concurrent value added
(measure of developed
ability)
 Current academic
attainment in reading
 Current academic
attainment in maths
(More pupil-centred basis)
Comparison of PIPS and FFT predictions with a previous cohort
Name
KS1
result
PIPS
Value
Added
EB
2A
0
GB
2B
0
JB
2B
0
JC
2B
--
DC
2A
--
JC
3
0
WC
3
+
TD
3
0
GD
2A
0
Key Stage 2 chances
<2
3
4
5
-
14
54
31
1
2
45
54
-
8
49
42
1
6
70
24
-
19
56
25
1
7
72
21
1
22
56
21
1
6
69
24
-
8
49
42
1
1
32
67
-
1
18
81
1
1
5
95
-
1
20
79
1
1
7
93
-
3
36
61
1
1
7
93
-
8
49
42
1
3
46
51
End of
KS2
target
Actual
result
5
5
4
4
4
5
5
4
5
5
5
5
5
5
5
5
5
5
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‘PIPS is intended to be an addition to the
professional knowledge of teachers’ (PIPS
website)
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‘Chance tables should be used with caution.
…Used in conjunction with teacher’s judgement
and a historical perspective of the school’s
results, a fair picture of what might be a
reasonable target can be developed.’ (PIPS
Feedback Report, Key Stages 1 and 2)
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‘The intention of the PIPS Project is to provide
high quality, confidential information for use by
professionals in school to promote
improvement.’
PIPS as a tool for promoting
improvement
Name
KS1
Writing
result
PIPS
Value
Added
RB
NOR
-
AB
3
++
RB
2a
0
EB
2b
0
PC
2b
0
KC
2b
0
VC
1c
0
NC
2c
0
Key Stage 2 chances
<2
3
4
5
-
9
52
39
End of KS2
target
5
-
2
30
68
1
1
8
92
-
16
58
26
1
1
25
74
-
8
50
42
1
8
71
21
-
11
55
34
1
1
41
58
1
24
58
17
1
1
35
64
5
45
45
5
18
52
30
1
1
26
58
15
1
16
76
8
Action
required?
✓
5
5
4
5
✓
4
3
4
✓ (SEN)
Actions to be put into place to drive
achievement up in line with FFT
estimates:
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For some, far higher expectations in class (e.g.
RB, PC, MD, FN, EV).
Greater direction of teaching assistants during
inputs and plenary sessions towards supporting
specific pupils e.g. FZ in maths and literacy (D
grade in both, - value added)
This can be managed through highlighting the
children within the usual performance
management and tracking documents.
Autumn 2011 results
Summer
2011 results
P6
P8
1c
1b
1a
2c
2b
2a
3c
3b
JS
FN
AB
RB
RK
EV
3b
3c
2a
CTR
MD
JP
2b
PC
YM
PP
IR
FZ
EB
KC
2c
BS
NC TH
RT
IWS
1a
1b
LM
1c
VC
MT
P8
Key:
= - 1 s/l
= no s/l progress made
= +1 s/l
For SEN pupils with learning difficulties, not only specific
literacy and maths interventions, but also self-esteem
work to try to redress the – value-added and additional
support in terms of their developmental ability:
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PIPS 2 Predictor and Achievement Scores - SEN pupils
Standardised score
60
50
Picture vocabulary
40
Non-verbal ability
30
Context
20
Maths
Reading
10
0
IW-S
MT
TH
Pupil
VC
LM
For EAL pupils relatively new to the country, support in
bridging the gap between their non-verbal and languagebased abilities:
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Score
PIPS 2 Predictor and Achievement
scores - EAL pupils
Picture
Vocabulary
70
60
50
40
30
20
10
0
Non-verbal
ability
Context
Maths
MS
YM
Pupil
KC
Reading
Score
PIPS 2 Predictor and Achievement
Scores - EAL pupils new to country
Picture
Vocabulary
70
60
50
40
30
20
10
0
Non-verbal
ability
Context
Maths
EZ
IR
Pupil
NC
Reading
Communicating attitudes towards subjects and school to
subject leaders:
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Maths
7
15
5
Reading
17
9
1
School
15
12
0
Returning to the ‘Beginning of Year’ surveys (completed by
children by the end of September) for pupils with low
value-added scores or negative attitudes towards
learning.
Effective use of CEMs primary systems cascades
through the school:
Data is initially
returned to and
analysed by SLT in tracking
and target setting
Informs subject
leader knowledge
of attainment
and attitudes
Informs class teacher
performance management
and classroom management
Whole school
improvement
Informs deployment of TAs,
in terms of intervention
groups and direction in the
classroom.
New Ofsted Inspection Schedule (January 2012):
‘Inspection is primarily about evaluating how
individual pupils benefit from their school. It is
important to test the school’s response to
individual needs by observing how well it helps
all pupils to make progress and fulfil their
potential, especially those whose needs,
dispositions, aptitudes or circumstances require
particularly perceptive and expert teaching and,
in some cases, additional support.’
Inspectors must consider:
 ‘how well gaps are narrowing between the
performance of different groups of pupils in the
school’
Inspectors should take account of
 ‘any robust attainment and progress data and its
analysis presented by the school, including
information provided by external organisations’
‘Rather than 'dials on the
dashboard of a car' performance
indicators are most helpful when
viewed as 'tin-openers' leading to
further examination and enquiry.’
Carter, quoted by Steven Strand, ‘Key Performance
Indicators for Primary School Improvement’, Educational
Administration and Management, (1997) 25, (2), p. 141.