© Crown copyright 2009 00912-2009PPT-EN-01 Workshop 1 Narrowing gaps – setting the scene.
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Transcript of © Crown copyright 2009 00912-2009PPT-EN-01 Workshop 1 Narrowing gaps – setting the scene.
© Crown copyright 2009
00912-2009PPT-EN-01
Workshop 1
Narrowing gaps – setting the scene
© Crown copyright 2009
200912-2009PPT-EN-01
Objectives
• To review the school’s current use of data in relation to underperforming pupils or groups entitled to free school meals (FSM)
• To reach a shared understanding of what good progress means
• To agree next steps in development
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Activity 1: The place of data analysis
• How can retrospective analysis of historic data help in raising the attainment of FSM pupils and other underachieving groups?
• Make a list of examples in your school of where analysis of FSM data has made a difference to what senior leaders, teachers and departments have done.
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Activity 1: Responses
• Analysis of historic data helps to identify patterns of underachievement that are likely to repeat themselves if nothing is done.
• Analysis guides identification of other FSM pupils who are likely to underachieve, raises their profile and sets a challenge to accelerate their progress.
• Analysis asks questions but does not replace detailed knowledge of children, their interests and barriers to their learning.
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…and consequences
• The school focuses on accelerating the progress of underperforming FSM pupils (including those who are gifted and talented, Black and minority ethnic, SEN and looked-after children) through personalised provision, intervention and robust tracking against challenging targets.
• Teachers are supported and held accountable for the progress of these children.
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Activity 2: Good progress
• How much progress do we expect pupils to make– from Early Years (EY) to the end of KS2?– from KS2 to KS4?
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Measuring progression from KS1 to KS2
KS1 levelRequired KS2 level to meet
progress
Level 3 Level 5
Level 2A Level 4+
Level 1 Level 3+
Working towards level 1 (W) Level 2+
Absent (A), Disapplied (D) –
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Measuring progression from KS2 to KS4
National Curriculum level Equivalent grade at GCSE
5 B
4 C
3 D
2 E
1 F
Below level 1 G
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KS2 2003 to KS4 2008 – all pupils
English Mathematics
4+ levels 27.9% 24.9%
3+ levels 64.0% 56.5%
2 or fewer levels
36.0%
216,000 pupils
43.5%
261,000 pupils
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Activity 3: Review questions (1)
In our school:• What analysis have we done of pupils’ progress
across a key stage and beyond? • What are the characteristics of pupils who make
slow or accelerated progress across a given key stage in the core subjects?
• Are we clear which FSM pupils are making good progress and which are not?
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Activity 3: Review questions (2)
• Are we using this analysis to:– inform early identification of FSM pupils who are likely to
make slow progress?
– set out the expected progress each year, supported by robust tracking?
– provide high-quality teaching, challenge, support and intervention where needed?
• Is every teacher in every class aware of FSM pupils whose progress is at risk, and accountable for effective action to understand the needs of these pupils and accelerate their progress?
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Plenary: Next steps
• What do we need to do now, in order to make effective use of data to focus improvement work?
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Plenary: Further workshops• Workshop 2
explores the use of data, including use of interactive RAISEonline, to analyse attainment
• Workshop 3 explores the use of data, including use of interactive RAISEonline and FFT live, to analyse progress
• Workshop 4 rounds off the process by applying the analyses to pupils in school now
Additional resources are available in the Narrowing the Gaps area of the National Strategies website:
www.nationalstrategies.standards.dcsf.gov.ukselect ‘Leadership’ and then ‘Narrowing the Gaps’
© Crown copyright 2009
Crown copyright• The content of this publication may be reproduced for non-commercial research, education or training purposes
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• For any other use of this material please apply to OPSI for a Click-Use, PSI Licence, or by writing to:
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