1. Dani Sive Judith Evans Frank Barnes School Sign Bilingual Consortium 17 th June 2013

2. When we started work on our data we had vast stores. We had :  Whole school grids for English and Maths (all ATs)  Class grids for English Maths Science  Individual pupil trackers for everything  BSL assessments  Records in Annual Reviews

3. Our data was subdivided into mainstream deaf and SEN deaf, it was then broken down by cohorts. We ended up with lots of detail about the twigs on the branches on the trees but no clear picture about what the wood looked like....a bit like this

4. Analysis of need across the whole school 2013 updated June 2013 Number of pupils on roll: 31 Girls: 20 (66%) Boys: 11 (33%) Eligible for Free School Meals: 11 ( 37 %) 8FSM pupils with additional needs: (73%) Time on roll: Total number of pupils currently in KS1 and 2: 22 14pupils ( 45 % total roll) (64% of KS1 and KS2 pupils) joined since the end of the Foundation Stage Of the new joiners: 9(64%) have additional needs 10 (73%) have a language other than English at home 9 (64%) have no access to BSL at home

5. We went through a systematic process of asking What did we want our data to do? What about our existing systems did this? What could we do differently? Then we designed a solution.

6.  We needed data to tell a story so that we could identify what was working and what needed to improve  We needed data that governors, visitors, Ofsted could understand and evaluate  We needed data to be a driver for school improvement  We needed data that told the story of our pupils as a group  We needed to benchmark our pupils against similar pupils

7.  It was essential to have the full amount of pupil level data. It enabled us to provide detailed reports on individual pupils whenever we needed to.  Dani, Karen and Sandra needed to be able to look at a class and see what was going on.  Teachers needed to keep track of their classes.

8.  It became clear that what we needed was a change in how our data was presented for evaluation  We needed the whole school on 1 or 2 sheets  We needed to refer to expected progress  We needed P levels and NC level integrated

9. Summer 2011 NC4NC4 H S L NC3NC3 H S L NC2NC2 H S L NC1NC1 H S L P8P8 H S L P7P7 H S L P6P6 H S L P5P5 H S L P4P4 H S L LSHLSHLSHLSHLSHLSHLSHLSHLSH P4P5P6P7P8NC1NC2NC3NC4 Summer 2010 Reading

10. The bottom of the chart is the level achieved at the end of the previous year Points within P levels were grouped using H S L P5 H S L P4 H S L LSH The children’s names go into the boxes The side of the chart is the level achieved this year

11. 1 year’s progress 1 P level or 2/3 NC level We wanted to measure in year data as well which the green boxes support 2/3 P level or 1/3 NC level We also added in a lower level of progress which does tally with overall expectations (I NC level or 2 P levels in 2 years)

12. Girl FSM White British White Other Turkish Black African Black Caribbean and Mixed Bangladeshi Pakistani When we write a name in red italics underlined it means a Black African girl entitled to FSM For governors we do it with initials For you we have done it with g and b (which negates the italics)

13. Summer 2011 NC4NC4 H S L NC3NC3 HG S LG NC2NC2 HB SB L NC1NC1 Hg SGg LG P8P8 HG S LG P7P7 HBBB S LBB P6P6 H SGBG L P5P5 H S L P4P4 HB S L LSHLSHLSHLSHLSHLSHLSHLSHLSH P4P5P6P7P8NC1NC2NC3NC4 Summer 2010 Reading

14. Summer 2012 NC4H SLH L NC3HLM S L NC2HEM SSSAS LAMSAMG SK NC1HASCO JT SJHMF AK PF IS LSDCB HS CALSW P8HMK S L P7H S L P6H S L P5H S L P4H S L LSHLSHLSHLSHLSHLSHLSHLSHLSH P5P6P7P8NC1NC2NC3NC4 Summer 2011 Numeracy Our maths data for last year told us we needed a maths focus.

15. This is where other data is valuable. CRIDE shows us that maths is an area where deaf children nationally make less progress, so although we know that we need to improve maths, we also know that there are some specific issues which mean that our data is not as bad as it looks.

16. Using the data to identify issues  We know that White British pupils make good progress and are more likely than other pupils to reach or exceed age expectations. “The trend for higher attainment amongst White British children who have access to signing before starting school continues, and is evident at both Key stage 1 and Key stage 2. The work of the school to build partnerships with local Early Years centres continues, and we hope that the benefits of this will begin to be evident in earlier admission of Deaf children from ethnic minority groups. As we admit from many boroughs, we are dependent on the supportive infra- structure that exists within the pupils’ home boroughs. Many children from minority ethnic backgrounds are also entitled to FSM. Pupil Premium funding has been spent on enhancing communication work with parents to improve language access at home. There is, at present, no comparative data for Deaf children from different ethnic minority groups.”

17. SO WHAT?