“If you do what you’ve always done,
you get what you’ve always got!”
Dominic Wilkes
Assistant Head teacher – Data & Raising Achievement
Little Lever School, Bolton
Session objectives
1. To share what I believe is an effective use of
data to inform learning and teaching
2. To share our culture and ethos journey
3. To outline the basics involved in a lesson that
Ofsted graded as “outstanding” under the
new inspection framework (last month)
4. For you to have time to coach each other in
an area you feel you would like to improve
State of the art
1. To share what I believe is an effective use of
data to inform learning and teaching
Task
Discuss with each other what you do with performance data in your
school/departments. How robust is it? How often do you collect it. So what?
• Data should be used to inform teaching and learning.
• Collect data when you have enough to collect. Three times a
year for Years 7-10, four times a year for year 11 students.
• Forecasts based upon exam results, and currently working at
grades.
• Seating plans in place for every class to draw attention to
certain issues.
• Analysis done by class teacher, subject leader, line managers,
and SLT data lead.
• This informs interventions.
• Monitoring and tracking of pupils by group – seating plan.
1. To share what I believe is an effective use of
data to inform learning and teaching
Progress, the magic C is no longer magic
RAISEonline
Narrowing the gap with Pupil Premium
Know your groups
Transition matrices
EXPECTATIONS – if teachers believe...
I am now confident that or staff understand
data, and use if effectively
A
B/N
W
1
2
3c
3b
3a
4c
4b
4a
5c
5b
5a
1
1
1
1
1
A*
A
B
C
D
E
F
G
U
X
GCSE Double Science Estimate v KS2
Science
4
1
1
1
2
1
3
3
3
3
3
1
6
16
26
23
7
1
1
3
7
7
2
1
1
1
Total
3+ LP
0
0%
1 100%
5
1
0
0
0
2 0
0
4 2
10 6
21 17
34 29
34 8
18 8
4 3
74
133
0%
50%
60%
81%
85%
24%
44%
75%
56%
A
B/N
W
1
2
3c
3b
3a
4c
4b
4a
5c
5b
5a
1
2
1
1
1
A*
A
B
4
1
3
1
1
C
D
E
F
G
U
X
GCSE English Estimate v KS2 Englishrf
1
1
1
1
3
1
5
2
3
6
5
1
2
6
31
38
16
8
2
20
28
7
1
Total
7
6
0
0
2
7
5
11
40
46
37
36
8
0
205
3+ LP
1 14%
3 50%
1 50%
6 86%
4 80%
9 82%
33 83%
38 83%
36 97%
28 78%
8 100%
167 81%
We have improved! Massively!
What made the difference?
• We focused on getting a few things right.
• We focused on chasing the “magic C” (which we no longer
do…PROGRESS!)
• We nailed English and maths
• We had a significant staffing restructure
• The Headteacher appointed three new Assistant Headteachers
• The three of us met, and decided that we needed to focus on…
…RESPECT!
Culture and ethos
• We treat everybody with RESPECT
• We treat our school environment and community
with RESPECT
• We are RESPONSIBLE for our learning and the
learning of others
• We are RESPONSIBLE for our behaviour and how
it impacts on others
• We CELEBRATE our ACHIEVEMENTS and the
achievements of others
• We are PROUD, INDEPENDENT life-long learners
The impact
1. Our children are happy
2. They know where the boundaries are
3. Perception of the school in the community is
much better
4. Lesson protocols are followed, (nearly
consistently)
5. Attitudes to each other, and to learning have
massively improved
6. Staff are happier in their jobs
7. Results have improved
Halloween (implications)
Ofsted arrive - one lead inspector, and three other
inspectors.
In a school of 973 pupils, they observed 42 lessons,
of which four were joint observations.
They listened to pupils read, looked at SEN,
attendance, behaviour, CP, pupil premium, T&L...
and scrutinised books!
They looked at progress data, and met with many
staff at all levels.
Every conversation was part of the inspection, even
the chat at the bus stop!
History
2009:
History
2010:
The dreaded O
Ofsted arrive...
1. Don’t panic
2. Books MUST be marked up-to-date – this is
not a “night before” thing
3. Progress is the key – in lessons, over time, in
books, specific groups...EVERYWHERE!
Ref: See criteria we use for lesson observations.
Linking forces and motion
equations together
Demonstrate a deep understanding of
the forces and motion equations, and
link them together using diagrams and
graphs. You will then cover a range of
topic areas to formulate a question for
a peer in the class to stretch them to a
grade above their target (or A*)
Felix Baumgartner
“Falling From Space”
http://www.youtube.com/watch?annotati
on_id=annotation_11587&feature=iv&src_
vid=FHtvDA0W34I&v=dOoHArAzdug
The Parachute is Deployed
• Felix’s parachute was opened after 4 minutes 20
seconds.
• His total descent (including freefall) took 9:09
minutes.
Q: Sketch a velocity-time graph for the whole
descent.
Q: Draw two diagrams, including force arrows; one
for just before, and one for just after the
parachute was opened.
Force, mass and acceleration
Remember this...
Force = mass x acceleration
What does this graph tell you?
Were you correct?
“Sometimes you have to go up really
high to see how small you are.”
Felix Baumgartner’s last words before jumping (14th October 2012)
Linking forces and motion
equations together
Demonstrate a deep understanding of
the forces and motion equations, and
link them together using diagrams and
graphs. You will then cover a range of
topic areas to formulate a question for
a peer in the class to stretch them to a
grade above their target (or A*)
Session objectives
1. To share what I believe is an effective use of
data to inform learning and teaching
2. To share our culture and ethos journey
3. To outline the basics involved in a lesson that
Ofsted graded as “outstanding” under the
new inspection framework (last month)
4. For you to have time to coach each other in
an area you feel you would like to improve
Now it’s your turn...
1. You were asked to think of something you
want to improve in your school, in a
particular class, or your own CPD
2. You now, around your tables, each have two
minutes to share your area for improvement.
3. The job of the other people in your group is
to coach solutions out of them by asking
open questions to get them to think of a
solution to the problem.