Drilling down beneath the data
Stage 2
Monitoring
Looking closely at the teaching and
learning in the focus area
Stage 1/Stage 8
Core Data Analysis
Stage 3
Reflection
•Impact of previous action
Define areas for development
Stage 7
Periodic Review Meetings
•Reflecting on the evidence
Clarifying the types of issues
presenting
DRILLING DOWN
BENEATH THE DATA
•Sharing developments
Supporting one another
Checking progress of action
Stage 4
Create Action Plan
•Define the objectives/targets
Feed into SDP
Stage 6
Training and Preparation
Stage 5
Dissemination
•Issue staff with all necessary
documents
Address any training needs
•Share action plan with all staff
Conduct needs analysis
Stage 1
Analysis of Core Data set
• Involvement of all teaching staff.
• Collaboration - shared understanding of standards
within school, county, family and national contexts.
• Reach conclusions – interpreting trends, curves, dips
etc.
1. Acknowledgement and evaluation of impact of
previous school action.
2. Identification of areas for improvement e.g Oracy,
Reading or Writing
Stage 2
Drilling down – Monitoring literacy with
attention on focus area e.g. Writing.
• Monitoring to include analysis of teaching
and learning provision relating to focus
area at each stage within Foundation
Phase. (Also see “Effective Monitoring
Model”)
Stage 3
Reflection on Monitoring exercise.
• Drawing conclusions and defining the
types of writing issues presenting in school
e.g. Evidence shows little or no
punctuation used in any class or story
writing is an issue across the whole phase.
Stage 4
Development of Action Plan to set targets for
improvement.
• Defining the aims, action steps, success
criteria, costs, resource/training
implications and timescale.
• In collaboration with SMT, action plan for
Literacy to feature in school development
plan.
Stage 5
Dissemination of Action Plan
• Share plan with all teachers and support
staff
• Ensure all personnel are aware of their
role in working towards achieving
objectives
• Needs analysis?
Stage 6
Tackling needs to overcome barriers to
success
• Ensure even distribution of all relevant materials
and documentation (no gaps for new
teachers/NQTs/teachers returning from longterm absences etc)
• Staff training
• Peer mentoring to share good practice
• Audit/Purchase resources to support action
Stage 7
Periodic Review meetings
• Staff to share work from their classes
• Review progress
• Colleagues to engage in professional
dialogue to support and guide one another
Stage 8
Analysis of Core Data set
• Involvement of all teaching staff.
• Collaboration - shared understanding of standards
within school, county, family and national contexts.
• Reach conclusions – interpreting trends, curves, dips
etc.
1. Acknowledgement and evaluation of impact of
previous school action.
2. Identification of areas for improvement e.g Oracy,
Reading or Writing
Points to consider
• Data should inform target setting
• Literacy should feature annually on school
development plan
• All staff should know and understand the
targets
• Monitoring and evaluation – gradual but
constant process (cycle)