Narrowing gaps – setting the scene Workshop 1 Narrowing gaps – setting the scene

Objectives To review the school’s current use of data in relation to underperforming pupils or groups entitled to free school meals (FSM) To reach a shared understanding of what good progress means To agree next steps in development

Activity 1: The place of data analysis How can retrospective analysis of historic data help in raising the attainment of FSM pupils and other underachieving groups? Make a list of examples in your school of where analysis of FSM data has made a difference to what senior leaders, teachers and departments have done.

Activity 1: Responses Analysis of historic data helps to identify patterns of underachievement that are likely to repeat themselves if nothing is done. Analysis guides identification of other FSM pupils who are likely to underachieve, raises their profile and sets a challenge to accelerate their progress. Analysis asks questions but does not replace detailed knowledge of children, their interests and barriers to their learning.

…and consequences The school focuses on accelerating the progress of underperforming FSM pupils (including those who are gifted and talented, Black and minority ethnic, SEN and looked-after children) through personalised provision, intervention and robust tracking against challenging targets. Teachers are supported and held accountable for the progress of these children.

Activity 2: Good progress How much progress do we expect pupils to make from Early Years (EY) to the end of KS2? from KS2 to KS4?

Measuring progression from KS1 to KS2 KS1 level Required KS2 level to meet progress Level 3 Level 5 Level 2A Level 4+ Level 1 Level 3+ Working towards level 1 (W) Level 2+ Absent (A), Disapplied (D) –

Measuring progression from KS2 to KS4 National Curriculum level Equivalent grade at GCSE 5 B 4 C 3 D 2 E 1 F Below level 1 G

KS2 2003 to KS4 2008 – all pupils English Mathematics 4+ levels 27.9% 24.9% 3+ levels 64.0% 56.5% 2 or fewer levels 36.0% 216,000 pupils 43.5% 261,000 pupils

Activity 3: Review questions (1) In our school: What analysis have we done of pupils’ progress across a key stage and beyond? What are the characteristics of pupils who make slow or accelerated progress across a given key stage in the core subjects? Are we clear which FSM pupils are making good progress and which are not?

Activity 3: Review questions (2) Are we using this analysis to: inform early identification of FSM pupils who are likely to make slow progress? set out the expected progress each year, supported by robust tracking? provide high-quality teaching, challenge, support and intervention where needed? Is every teacher in every class aware of FSM pupils whose progress is at risk, and accountable for effective action to understand the needs of these pupils and accelerate their progress?

Plenary: Next steps What do we need to do now, in order to make effective use of data to focus improvement work?

Plenary: Further workshops Workshop 2 explores the use of data, including use of interactive RAISEonline, to analyse attainment Workshop 3 explores the use of data, including use of interactive RAISEonline and FFT live, to analyse progress Workshop 4 rounds off the process by applying the analyses to pupils in school now Additional resources are available in the Narrowing the Gaps area of the National Strategies website: www.nationalstrategies.standards.dcsf.gov.uk select ‘Leadership’ and then ‘Narrowing the Gaps’

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