“The ability of an organisation to achieve results that are consistently better than a chosen peer group,” - Sir Dave Brailsford MBA CBE

Using data to improve student

outcomesKristian Still, Vice Principal, The Wellington Academy

In god we trust. All others must bring data.

- W. edwards deMing

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Welcome

StrategicOperationalTactical

STRATEGIC

• Vision, values and teams.• Curriculum Reform, Revised

Accountability and Ofsted Frameworks.

• Exams and MIS Officer and Assessment administrator.

• SEN Reform and CIEAG Code

OPERATIONAL

• Data for planning teaching and learning.• Assessment, moderation, tracking and

reporting – mentoring (GROW), RAPs and recovery plans.

• Self-evaluations, development plans and quality assurance.

• Performance Review• Alternative and personalised

provision

• Leadership efficiency• Action, monitor and review

Strategic LeadershipCurriculum Reform – design a flexible and responsive curriculum to maximise our students academic outcomes.

• Assessment Without Levels (Primary – admissions)• Assessment Without Levels (Key Stage 3 – current)• GCSE Reform (2016 and 2017) - Ofqual Lead Reviewer

Curriculum Reform, Revised Accountability (Discounting, grading, Progress 8, Attainment 8) and Ofsted Frameworks (scheduled to be published in June, for Sept 2016).

Collective understanding

Collective responsibility

SEN reform (further investigation required - current)

CEIAG (New Foundation Code)

Strategic – Vision, values and teamsLead an “Achievement for All” agendaCoaching for inclusive leadershipExams and MIS Officer and Assessment administrator (The data team) Skills and knowledge, availability and sustainability.

Operational

One common feature of strategies for raising achievement in all the schools is the intelligent use of assessment data, progress-tracking, target-setting and support for students slipping behind. - Ofsted

• (Twelve outstanding secondary schools - Excelling against the odds)

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What does that look like?High quality teaching and learning informed by accessible, easy to understand data to plan effectively - contextual and prior attainment dataMeticulous and precise use of assessmentPurposeful moderation, tracking and reportingClosing the gap, focused academic monitoring and mentoring (GROW) and recovery programmesParent and carer engagement, 1-2-3, parent-student-mentor meetingWider outcome and opportunities, targeted pastoral support, personal well-being, attendance monitoring, coordinated support services.

The goal is to transform data into information, and information into insight.

- Carly Fiorina

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Data for le

arning

Operational – Student OutcomesEmpower leaders to increase capacity through professional, challenging and respectful relationships. Empower middle and senior leaders to investigate under-achievement and lead curriculum and/or pastoral raising achievement plans.• 4Matrix for Data Analysis, academic research and raising achievement plans.

Short term, intensive academic recovery and/or aspiration programmes.• English and maths recovery programmes, Easter residential, 1-2-1 mentoring and “Exam

Feedback Tool”

Combining academic and attitudinal data to raise aspiration and achievement

Data

Woven systems approach

Mentor Y10

Mentor Y11

Mentor Y7

Mentor Y8

Mentor Y9

VocationalSubjects

Foundation

Subjects

CoreSubjects

CIEAGPersonal

Academic mentoringA system that identifies individual students who are making either accelerated or insufficient progress:

■ one subject – class teacher ■ more than one subject – tutor or mentor ■ more than four subjects – academic mentor or

Progress Leader

* this style of monitoring has also be effectively extended to include attendance

Operational - School ImprovementThe use of data to: Inform self-evaluations and evaluate development plans to

embed pedagogical improvement Investigate and quality assure you school improvement

programme is have an impact

“Evidence the very best teaching; make it expected and make it visible.”

inform staff performance reviews (not merely target setting)

Stating the Obvious

Operational – Quality AssuranceModerate the quality assurance processes.Raise the quality of teaching and learning, and reduce within school variation.Use quality assurances practice to inform strategic decisions.

Operational - Performance ReviewSupport a robust and efficient Performance Review process that:• embeds professional

development as a professional responsibility

• promotes the use of The Teacher Standards

• promotes self-reflection• promotes alignment with the

school’s vision and values• builds and nourishes relationships

If we have data, let’s look at data. If all we have are

opinions, let’s go with mine.- Jim Barksdale

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Using data to

lead change

Commitment + Ownership + Responsibility = Excellence

DATA

Using Data to

improvestudentO u t c o m e s

Marginal Gains

1. Develop and retain our most effective staff. Recruit the very best staff.

2. Give people ownership. With ownership comes accountability (and responsibility.)

3. Provide clear roles and clear boundaries. 4. Identify the standards we expect and are going to set out in both the

short and long term. Make these visible. The four previous points makes for happy people, in a happy environment.

Marginal Gains - Sir Dave Brailsford MBA CBE

12%Outcomes

Not everything that counts can be counted, and not everything that can be counted counts.

- Albert Einstein

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Data is not th

e maste

r

Vision

Now

Task StaffLEAD

Results - acommitment

to action

Build and nourish

relationships

‘Vision and Values'

Create teams

Foster alignment

Plan and organise

ProcessesSelf-evaluationSchool Priorities and Development PlanningCurriculum and Pastoral Development PlansCurriculum PlanningTeaching, Learning and AssessmentMonitoring and InterventionPerformance ReviewQuality Assurance and Review (Internal / External)Home-School CommunicationPastoral Support and SafeguardingGovernance

Accountability Framework and OutcomesExamination Outcomes (pupil, department and school)RAISEOnline, Progress and Attainment 8Performance TablesOfsted JudgementsRegional Commissioner Reports

InputsRecruitment and RetentionProfessional Learning, Academic and business partnershipsWithin school collaborationProfessional CoachingTransitionInnovationEnterpriseSupport ServicesFunding

Long-terms OutcomesFurther educationEmploymentCIEAG“Independent, responsible and involved members of the larger world community.”

Learning ExperienceEthos and Learning cultureTeaching and Learning TeamInternationalismBuildings and school infrastructure“Academic excellence, fellowship, co-operation, and the development of students as independent, responsible, and involved members of the larger world community.”

WHOLE SCHOOL STRATEGIES

...which benefit all pupils

STRATEGIES FOR UNDERPERFORMING

PUPILS…which benefit

disadvantaged and under under-achieving pupils

TARGETED STRATEGIES FOR DISADVANTAGED

PUPILS …which specifically benefit

disadvantaged pupils

Whole school strategies might include…•High quality teaching and learning, consistent across the school,supported by a strong Professional Development and coaching culture.•A strong school improvement culture•An engaging and relevant curriculum, personalised to pupil needs•Pupil level assessment, (moderation), tracking and reporting system•Purposeful assessment, moderated marking and high quality feedback•Effective celebration, behaviour and attendance policies•An “Achievement for All,” inclusive and positive school culture•Effective, distributed and collegiate leadership throughout the school

Targeted strategies for under-achieving pupils might include…•Pre-assessment, early and targeted learning support (transition and accelerated learning)•One-to-one tutoring and TAs, RAPs and/or intensive recovery plans•Rigorous assessment, tracking and evaluation of targeted support•Extended services and multi-agency support•Focused academic and personal mentoring (GROW)•In-school support and counselling and family outreach•Developing confidence and self-esteem through pupil voice, pupil leadership, empowering pupil mentors and enrichment

Targeted strategies for disadvantaged pupils might include…•Incentives and targeting of extended services, parent and carer support•Subsidising educational visit and essential learning resources•Additional residential and summer camps•Interventions to manage key transitions between stages /schools•Dedicated leadership advocate