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Improving Data to Raise Attainment

Improving data to raise attainment and maximise the progress of children with special needs
‘The purpose of data collection is to support the improvement pupil progress’
‘The best schools were acutely aware of their responsibility to ensure that all pupils  make good or better progress academically as well as in their personal and social development. They challenged themselves and recognised the importance of scrutinising data in order to drive improvement.’

Key principles and actions best schools take
High expectations
 Promote equality of opportunity
 Anticipate and remove/minimise barriers for learning
 Implement the best provision
 Do not import low expectations
 Celebrate success
 Know what good progress looks like
 Do not compromise expectations
 Ask challenging questions about the progress and attainment of every child
 Provide rigorous challenge and discussion of pupil progress
 Clarity of staff expectations of children is critical Accurate assessment
 Assessment is at the heart of an effective curriculum and a fundamental part of good teaching and learning
 Assessment informs teaching and learning
 Assessment supports learning
 Reliable judgements are based on a shared understanding of a ‘best fit’ judgement
 Effective moderation develops shared understanding
 Moderation improves the consistency of teachers’ judgements
 Assessments need to be compared with those from other settings
 Prior attainment at the beginning of each key stage is the starting point for developing expectations and for setting challenging targets
 Prior attainment reflects both the difficulties learners have and how well they have been taught
 Knowledge of progress = informed expectations = accurate target setting
 Analysis of progress to date and how barriers to progress minimised/removed shapes challenging targets
 Analysis of the nature of the child’s SEN and how effective provision has been in the past is critical
 Professional discussions inform understanding
Key points
 High expectations drive the achievement agenda
 A strategic, whole school approach to the use of data, tracking and target setting which informs provision is a critical part of school improvement
 Making judgements about progress based on the data alone is NOT the most effective means of self evaluation
 Raising ambition through target setting a summary
 Age and prior attainment are used as a starting point for developing high expectations of children’s performance
 Progression data is ONE of the ‘basket of indicators’
 Baseline assessments based on ‘best fit’
 Nature of children’s needs must be taken into account
 Children whose progress is the lowest may be making good progress
 Children who are making the most progress might be under achieving
 Good schools have a strong evidence base and set aspirational and appropriate targets
 Target setting is a central activity in school improvement cycle
 Past performance is the best predictor of future attainment
 Effective schools use data based on age and prior attainment to ESTIMATE likely outcomes and consider past performance and ADD a degree of challenge
 Comparison of children’s attainment to higher achievers encourages greater ambition and challenge
ESTIMATE AND CHALLENGE = TARGET
So WHAT are the questions a self-improving school should ask?
 How do we know the children are doing as well as they can?
 How can we evidence that we have ambition for our children?
 How well are we preparing our children for their next steps in education/society?
 Are we developing a community of independent motivated confident learners?
 Do our children know what to do to improve?
 Are they continually improving their learning?
 Do we make well founded judgements about children’s attainment?
 Do we understand the concepts and principles of progression?
 Do we use a range of information and evidence and know how to use assessment judgements to forward plan?
 Do we work collaboratively?
 Do we share practice and insights?
 Are there high expectations about learning across the school?
 Are our governors critical friends?
 Do the children play a key role in the assessment process and individual planning?
 Are parent carers provided with key information about their child’s progress?
 Do parent/carers know what their children need to do to improve?
 Are parent/carers supporting their child in their learning outside school?
 Does parent/carer feedback inform target setting and planning?
 Can we evidence that parent/carer feedback improves provision?
 How does all the above improve professional development?
Ofsted (2004) SEN and disability; towards inclusive schools - Notes taken from
the DFE Progression document ref: 00557-201 (not since updated and continues to
be an Ofsted ‘bible’)

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