Establishing a Whole School Data Strategy · 2016-10-17 · Establishing a Whole School Data...
Transcript of Establishing a Whole School Data Strategy · 2016-10-17 · Establishing a Whole School Data...
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Establishing a Whole School Data Strategy
Peter Atherton -Data Manager
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• What role does data play in your school?
• What personality does your data possess?
• Ownership
• Minimising confusion and maximising quality
Data Culture and Personality
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Data Confusion
DATABASICS
Prior
AttainmentCoasting
Schools
Life after
Levels
Catch up
premium
Pupil
Premium
Absence
Targets
PRPFloor
Standards
New GCSE
Specifications
(1-9)
Ebacc
Gaps
Level 3
value-added
Progress 8
Attainment 8
Expected
Progress
Fine-levels
Value-addedPoints
Conversions
Predicted v
Current Grades
Planning
Seating plans
Data
CollectionsHow to use
the MIS
School
Policies
Bespoke
ProceduresEffort
Rewards
Post-16
changesTimescales
Using
Analysis
Systems
Passwords
Curriculum
TrackersRaw v
UMS
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• Keep it simple
• Presentation is important
• Ability to both glance and contain depth
• Stop doing things!
Transforming Data at Minsthorpe
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Maximising Quality
• Time
• Clear purpose
• Provide heads up, not catch up
• Promote discussions about individual students
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• The rise and changing nature of Data Managers
• Diversity within the role
– Large variation between schools, huge array of job titles:
(Data Manager, MIS Manager, Data and Exams Manager, ICT
and Data Manager, Data and Cover Manager, Standards
Manager etc.)
… and a even wider range of duties…
Defining the role of ‘Data Manager’
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• Specialist Knowledge of:
– Systems and Software
– National Education Sources and Policy Changes
• Skilled in:
– Identifying Problems
– Engineering and Introducing Solutions
– Thinking Strategically
– Communicating effectively to a wide range of audiences
Features of a Data Manager
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• Encourage Networking
• Define Priorities
• Promote Strategic Discussions
• Involve in Planning and Review Cycle
Harnessing the Data Manager
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Data Toolkit• Every school has a unique toolkit
• Different MIS
• Different analysis systems
• Different staff
• Different ethos
• Make YOUR setup, work for YOU
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Filling in the gaps
• Know your coverage
• Stay flexible
• Experiment
• Invest in your staff (time and resources)
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The Data Process at Minsthorpe• Provide the tools for teachers to move students forward
• Build a system ‘designed by teachers for teachers’
• A system that teachers must use in lessons – link to quality of teaching
• Clear and understandable ‘Target Setting Policy’
• Accuracy of predictions
• ‘Getting to know your students’
• Seating Plans
• ‘Intelligent Accountability’
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Key Messages
• Give staff one clear message
• Progress compared to National
• Consistency across ALL subjects and key stages
• Teachers are not there to find data – just use it
• Once the message is embedded – introduce the next steps
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Planning and Strategy Review and Accountability
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Planning and
Strategy• ‘Getting to know your students’
• Context of The Class
• Class Targets based on National
• Seating Plan Creation
• Attainment Profile
• Historical Assessments
• Differentiation of students
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Review and
Accountability• National Adjusted Cohort
Comparisons
• Easy Identification of students
• Intelligent Accountability
• Clear areas of success or areas
for development
• Group Data
• User friendly layout
• Ability to customise
• Tracking interventions
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Free Tools available at:
https://dataeducator.wordpress.com/tools-for-schools/
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Accuracy of
Predictions
• THE MAIN THING
• They are used for:
– Appraisal
– Curriculum Area
Intervention
– Whole College
Intervention
– Mentoring
– Governors
– OFSTED
• No carrot or stick!!
• Professional Predictions
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Accuracy of
Predictions• The question I’m asked
most when I speak to other
schools is:
‘How do you get teachers to
accurately predict consistently
across year groups and across
subjects’
• Answer:
‘Keep revisiting the issue’
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The Future
• Keep Evolving
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Questions?
Peter Atherton: @dataeducator
E-mail: [email protected]
https://dataeducator.wordpress.com/tools-for-schools/