Using data to inform the whole school perspective

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Presentation transcript:

Using data to inform the whole school perspective Peter Hendry: CEM Consultant Using data to inform the whole school perspective Course: Using CEM Data in Practice Day 2 Session 4 Thursday 18th October 2012 Peter.Hendry@cem.dur.ac.uk

Using VAD to inform leadership decisions e.g. Management of the need for school improvement Staffing: accountability and support strategies Subject curriculum time New appointments….. Cross-curricular needs Information to Governors Conversations with feeder primary schools etc

Case study A: Alis value-added data Four sets of VAD are available! From average GCSE baseline: all Alis cohort type of Institution Syllabus From the baseline test

SPC Chart with confidence limits: WHOLE SCHOOL Institution All Alis Cohort: Syllabus

Using PARIS software: Baseline Test Whole School From your perspective, which set of VAD would you use for the different user groups? (Governors, HoDs, Media, Parents, SMT/SLT...)

Case study B GCSE VAD 2009

Case study C A final thought.......... Is it possible to keep adding value at each key stage?

USE ONE YEARS DATA WITH CAUTION! Better to use three years data as patterns over time are more significant.

Using data to inform leadership decisions Some key questions: Which data do I need AND which data do I not need? (e.g. MidYIS cohort or Independent Sector) What does the data mean and what does the data not mean? (e.g. staff INSET and support) Who is the data for? Storage, retrieval and use of data (e.g. self-evaluation and preparing for Inspection)