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
Promote equality of opportunity
Anticipate and remove/minimise barriers for learning
Implement the best provision
Do not import low expectations
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
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’)