Transcript NGA Conference Oct 2013 - Supporting & Challenging Your

Supporting & challenging your school
Governor Dashboard
Paul Charman
Director of Strategy & Operations, FFT
Chair of Governors, Dyson Perrins Church of England Academy, Malvern
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Supporting & challenging your school
• What information is now available to governors?
• What questions should governors be asking?
• Have a look at the FFT Governor Dashboard
• DFE changes to school performance indicators in 2013
• What will Ofsted be looking at when judging pupil
achievement?
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“Understanding data ... requires governors, first and
foremost, to access robust, objective data which they can
use to ask challenging questions”
“Governors need information that helps them compare
their school to other schools”
Lord Nash
“ … accessing the data is one thing. Understanding it and
having the confidence to act on it is quite another”
“the best governing bodies know exactly how well their
pupils perform across the curriculum and whether they are
making sufficient progress in relation to similar schools”
Sir Michael Wilshaw
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Providing governors with better information
School MIS
Pupil tracking systems
Quality of teaching
Governor Dashboard
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Attendance & behaviour
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Using data to support and challenge
1. School self evaluation (annual)
 past performance
2. Setting challenging targets (annual)
 future performance
3. Tracking in-year pupil progress against targets (termly)
 current performance
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Knowing your school guides
Available from NGA and FFT websites
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Key questions for governors
1. How does attainment and pupil progress at my school
compare to the national average?
2. How are we performing in different subjects?
3. Do we have any under-performing groups of pupils?
4. How might the context of our school affect our performance?
5. How does pupil attendance compare to the national average?
6. What are the strengths and weaknesses of your school?
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Attainment – Pupil Results
Primary
Threshold % pupils achieving
Level 4+ in Reading,
measure
Writing & Maths
Average
Point
Score
Average Point Score
(APS) in Reading,
Writing & Maths
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Secondary
% of pupils achieving
5+ A*-C including
English & Maths
Average Point Score
(best 8 subjects)
Level
W
1
2
3
4
5
6
Points
3
9
12 to 17
18 to 23
24 to 29
30 to 35
36 to 41
Grade
A*
A
B
C
D
E
F
G
U
Points
58
52
46
40
34
28
22
16
0
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Achievement – Pupil Progress
Attainment
Actual attainment above estimate
(above average progress)
Estimated attainment based on typical
national progress
Actual attainment below estimate
(below average progress)
Time
End of KS2
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End of KS4
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Achievement – an example
Example
School
School A
School B
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Actual
results
80%
82%
Estimated Difference
results
(Act vs
75%
90%
Interpretation
+ 5%
Pupils achieved 5%
higher than expected
(positive value added)
- 8%
Pupils achieved 8%
lower than expected
(negative value added)
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Subject and Pupil Group Performance
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School context & pupil attendance
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Self Evaluation: key questions for governors
1. How does attainment and pupil progress at my school
compare to the national average?
2. How are we performing in different subjects?
3. Do we have any under-performing groups of pupils?
4. How might the context of our school affect our performance?
5. How does pupil attendance compare to the national average?
6. What are the strengths and weaknesses of your school?
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Target Setting (future performance)
FFT provides a range of estimates (predictions) for pupils and
the school which take account of:
• Prior attainment, month of birth and gender
• School context
• Rate of progress (i.e. how much challenge school wants)
Estimates are
not targets
DFE provides a simple models to calculate and estimate
expected progress:
• Key stage 1 to 2 (2 levels progress)
• Key stage 2 to 4 (3 levels progress)
Schools use estimates to inform the setting of targets for
pupils (and cohorts of pupils) at the end of a key stage
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Target Setting (future performance)
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Target Setting (future performance)
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In-year pupil tracking (current performance)
•
•
•
Schools collect regular teacher assessments (predictions) for all pupils
(every half term)
These are often ‘working at’ and/or ‘working towards’ grades
Teacher predictions can be compared to targets (for pupils and cohorts)
•
Governors should be looking at:
•
•
•
•
Latest predictions for cohorts (at end of key stage)
Compare predictions to targets (and previous predictions)
Predictions for overall overall cohorts, by subject and pupil groups (e.g. FSM)
Look for trends, patterns and exceptions (variance)
Some questions from in-year pupil tracking:
• What action and intervention will take place for pupils (or groups) who are
not on course to achieve their target?
• How accurate and reliable are the school/teacher predictions over a period
of time?
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In-year pupil tracking (current performance)
Indicator
Target
% 5+ A*-C
(incl Eng/Ma)
65%
54%
57% 56% 58% 61%
52%
-13%
-9%
% 3 Levels
Progress English
78%
65%
67% 65% 67% 70%
67%
-11%
-3%
% 3 Levels
Progress Maths
69%
65%
67% 69% 69% 68%
68%
-1%
0%
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Teacher Prediction
Actual Actual vs Actual vs
Target
Teacher
Sum
Prediction
Aut 1 Aut 2 Spr 1 Spr 2
1
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Achievement of pupils: what will Ofsted look at?
1.
2.
Learning and progress across year groups of different groups of pupils
currently on roll
Pupils’ progress in the last three years
• proportions making expected progress and the proportions exceeding expected
progress in English and in mathematics
• Value-added (progress) for the school overall and for different groups of pupils and
subjects
• Sixth Form performance and Early Years Foundation Stage Profile
• any analysis of robust progress data presented by the school, including information
provided by external organisations
3.
Pupils’ attainment (results) over three years in relation to national standards:
• performance significantly above or below national averages
• trends of improvement or decline
• inspection evidence of current pupils’ attainment across year groups using a range of
indicators
4.
Difference in achievement between those for whom the pupil premium provides
support and other pupils in the school
•
Gaps in attainment (pupil results) and achievement (pupil progress) between Pupil
Premium pupils (FSM in last 6 years) and all other pupils
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Using data to support and challenge your school
• Holding the school leadership team to account: ensuring that all
pupils are making good progress
• Self evaluation: understanding strengths and weaknesses
• Setting the strategic vision for the school
• School improvement: planning, development & monitoring
• Preparing for Ofsted inspection and external accountability
• Independent support for Headteacher performance management
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Training & support for governors
•
Knowing Your School Guide FFT Governor Dashboard (NGA & FFT websites)
•
FFT Governor Dashboard training events
• Free FFT training workshops in London (20th Nov), Birmingham (27th Nov) &
Manchester (3rd Dec)
• Book online through FFT website (www.fft.org.uk)
• 20 regional events hosted by LAs and Local Governor Associations over next 3
months
•
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New online e-learning module for governors (free) will launched in October
Introduction to FFT governor dashboard (with certificate on completion)
•
Follow us on Twitter: @FFTEdu
•
Email us: [email protected]
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Questions?
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