ANALYSIS OF DATA: OVERVIEW (PRIMARY)

DATA SOURCE / ACTIONS / TOOLS / SLT / Subject Leaders / Class Teachers / Governors / EXPECTED OUTCOMES
NATIONAL COMPARATORS:
PANDA
LSIP
FFT
/
  • Compare performance with national data, similar schools, CVA comparisons
  • Analyse trends over time
  • Analyse value added performance for cohorts by gender, ethnic group, ability group, key stage/year group, subject area
  • Establish meaningful whole-school and group targets
/ PAT or
AM6
LCC target spread-sheet /  /  /  /
  • Identified strengths
  • Priorities for improvement
  • Updated School Improvement Plan and SEF
  • Whole-school and group targets (including statutory targets for return to LA)

KEY ASSESSMENT DATA
(e.g. optional and end of key stage tests,FSP,teacher assessments) /
  • Value-added performance: drilling down to identify strengths & weaknesses in performance of individuals and cohorts (e.g. by gender)
  • Analyse relative performance in different aspects of the test
  • Question-level analysis
  • Track pupil progress
  • Set numerical targets for all pupils for the year ahead at sub-level (linked to whole-school targets)
/ PAT or AM6
PAT or LCC grids
Tracking grid e.g. brick wall
FSP; e-Profile /  /  /
  • Identified strengths and priorities for improvement for subjects and groups
  • Inform School Improvement Plan and SEF
  • Curricular, group and pupil targets
  • Target appropriate intervention strategies

OTHER ASSESSMENTS
(e.g. PIPS, PIVATS) /
  • Analyse to establish a profile of the cohort, identifying potential barriers to achievement
  • Establish baseline expectations
  • Track value-added progress
/ Ideas+
PIVATS website /  /  /  /
  • Recognition of progress/ success
  • Intervention to address barriers and underachievement
  • Appropriate targets for individuals and groups

ATTITUDINAL QUESTIONNAIRES
(pupil & parental) /
  • Analyse questionnaire responses to identify successes, key issues, trends over time and differences between:
    - school and project
    -gender, year & ability groups (for pupils)
  • Discussion with pupils/parents to identify underlying causes
  • Feedback to pupils & parents
/ LCC feedback /  /
  • Awareness of pupil perceptions and potential issues
  • Actions to address issues
  • Recognition of progress/ success
  • Updated SEF

Timeline for analysis of data:

End June/July/Sept / Oct/Nov/Dec / Dec/Jan / Feb/March / May/June
  • Record/track performance (PAT or AM6 or Brick Wall)
  • Value added analyses for end of KS and optionals (PAT or AM6) and FSP (E profile). Drill for v/a of groups etc.
  • Question level analyses for English/maths for end of KS and optionals (PAT or LCC grids)
  • Value added analyses other assessments e.g. PIP and PIVATS (paper comparison/or PIPS IDEAS/ PIVATS website)
  • PAQ analysis (LCC feedback)

Set targets for groups at sub level, plan learning and teaching including intervention groups
Subject leaders use analyses for subject development /
  • National comparators using CVA, identifying trends including areas of underachievement (PANDA, LSIP, FFT)
  • Statutory target setting (LCC spreadsheet)
/
  • Review meetings to monitor progress of cohorts/groups- use analysis and targets already completed with work of (some) pupils to compare progress made
  • Review intervention groups
/
  • PQ analysis (LCC feedback)
/
  • Begin process of analysing optionals and FSP results (v/a, question level etc using PAT, LCC grids or Eprofile as appropriate)
  • Share results with next teacher to commence planning process
  • Report progress to parents

Establish baseline for reception (e.g.on entry PIPS, FSP assessments - Eprofile option) / Send statutory targets to authority / Send results FSP and end of KS1 to authority
UNDERPINNING PROCESSES:Make links with AFL through curricular targets, involving pupils in own assessment/target setting etc. Cycle to include reporting to governors, performance management etc. Use analysis and evaluation throughout the year in completing subject action plans/ school development plans and SEF.

In a nutshell:

Tracking mechanism; options / Analysis tools; options / Regular analysis and review process in school:
School’s own excel spreadsheet with targets and attainment results
or
“brick wall” type grid (see tracking proformas on assessment section on lancsngfl website)
or
Assessment Manager 6 /
  • PAT - can do v/a for optionals and end of KS, can drill and filter for subgroup analysis e.g. gender intervention group, can do question level analysis. To be linked to PANDA in 2006 (more information on PAT see assessment section on lancsngfl website or DfES standards website. Training enquiries tel 01257516401)
  • LCC grids for literacy and numeracy- can do question level analysis (grids can be downloaded from the literacy/numeracy sections of lancsngfl website.)
  • Eprofile- for the FSP (Foundation Stage Profile) recording/analysis/reporting(more information on Eprofile see assessment section lancsngfl website).
  • AM6 - Assessment Manager 6- can do v/a analyses.
  • PANDA–annual report from DfES containing CVA(contextual value added)
  • FFT- Fischer Family Trust Self Evaluation Reportincluding CVA analyses- available from the authority
  • LSIP- Lancashire School Information Profilefrom authority
  • PAQ - Lancashire Pupil Attitude Questionnaire Project and PQ- Lancashire Parental Questionnaire Pilot Project (email i/i group for enquires re participation)
  • PIVATS- target setting for all pupils working below national expectation.
/
  • Analysis and review process that is regular and takes place during the year to track and monitor progress
  • Led by HT and SLT for whole school analysis
  • Subject leaders (SL) use information for subject development
  • Classteachers use information to plan, to set intervention groups and to monitor progress of pupils during the year
  • SENCO included in process
  • Cycle to include reporting to GB
  • Analysis and evaluation used to inform School Improvement Plan and SEF

Assessment Support Team,. LancashireSchool Effectiveness Service,
Room A 38 PO Box 61, County Hall, Preston,PR1 8RJ


Version 1.0 published 08/2005