“if you do what you’ve always done, you get what you’ve always got!” dominic wilkes...

“If you do what you’ve always done, you get what you’ve always got!”

Dominic WilkesAssistant Head teacher – Data & Raising Achievement

Little Lever School, Bolton

Session objectives

1. To share what I believe is an effective use of data to inform learning and teaching

2. To share our culture and ethos journey3. To outline the basics involved in a lesson that

Ofsted graded as “outstanding” under the new inspection framework (last month)

4. For you to have time to coach each other in an area you feel you would like to improve

State of the art

1. To share what I believe is an effective use of data to inform learning and teaching

• Data should be used to inform teaching and learning.• Collect data when you have enough to collect. Three times a year for

Years 7-10, four times a year for year 11 students. • Forecasts based upon exam results, and currently working at grades. • Seating plans in place for every class to draw attention to certain

issues. • Analysis done by class teacher, subject leader, line managers, and SLT

data lead. • This informs interventions.• Monitoring and tracking of pupils by group – seating plan.

TaskDiscuss with each other what you do with performance data in your

school/departments. How robust is it? How often do you collect it. So what?

1. To share what I believe is an effective use of data to inform learning and teaching

Progress, the magic C is no longer magicRAISEonline Narrowing the gap with Pupil PremiumKnow your groupsTransition matrices EXPECTATIONS – if teachers believe...

I am now confident that or staff understand data, and use if effectively

GCSE Double Science Estimate v KS2 Science

  X U G F E D C B A A* Total 3+ LPA 1 4 5 0 0%B/N 1 1 1 100%W 0    1 0    2 0    3c 1 1 2 0 0%3b 0    3a 1 1 1 1 4 2 50%4c 1 3 6 10 6 60%4b 1 3 16 1 21 17 81%4a 2 3 26 3 34 29 85%5c 3 23 7 1 34 8 24%5b 3 7 7 1 18 8 44%5a 1 2 1 4 3 75%

133 74 56%

GCSE English Estimate v KS2 Englishrf

  X U G F E D C B A A* Total 3+ LP

A 1   1 4 1     7 1 14%B/N 1 2 3   6 3 50%W   0    1   0    2 1 1   2 1 50%3c 1 5 1   7 6 86%3b 1 2 2   5 4 80%3a 1 1 3 6   11 9 82%4c 1 6 31 2   40 33 83%4b 3 5 38   46 38 83%4a 1 16 20   37 36 97%5c 8 28   36 28 78%5b 7 1   8 8 100%5a                     0    

205 167 81%

What made the difference?

• We focused on getting a few things right.

• We focused on chasing the “magic C” (which we no longer do…PROGRESS!)

• We nailed English and maths

• We had a significant staffing restructure

• The Headteacher appointed three new Assistant Headteachers

• The three of us met, and decided that we needed to focus on…

…RESPECT!

We have improved! Massively!

• We treat everybody with RESPECT• We treat our school environment and community

with RESPECT• We are RESPONSIBLE for our learning and the

learning of others • We are RESPONSIBLE for our behaviour and how

it impacts on others • We CELEBRATE our ACHIEVEMENTS and the

achievements of others• We are PROUD, INDEPENDENT life-long learners

Culture and ethos

The impact

1. Our children are happy2. They know where the boundaries are3. Perception of the school in the community is

much better4. Lesson protocols are followed, (nearly

consistently)5. Attitudes to each other, and to learning have

massively improved6. Staff are happier in their jobs7. Results have improved

Halloween (implications)

Ofsted arrive - one lead inspector, and three other inspectors. In a school of 973 pupils, they observed 42 lessons, of which four were joint observations.They listened to pupils read, looked at SEN, attendance, behaviour, CP, pupil premium, T&L... and scrutinised books!They looked at progress data, and met with many staff at all levels. Every conversation was part of the inspection, even the chat at the bus stop!

History

2009:

History

2010:

The dreaded O

Ofsted arrive...

1. Don’t panic2. Books MUST be marked up-to-date – this is

not a “night before” thing3. Progress is the key – in lessons, over time, in

books, specific groups...EVERYWHERE!

Ref: See criteria we use for lesson observations.

Linking forces and motion equations together

Demonstrate a deep understanding of the forces and motion equations, and link them together using diagrams and graphs. You will then cover a range of

topic areas to formulate a question for a peer in the class to stretch them to a

grade above their target (or A*)

Felix Baumgartner “Falling From Space”

http://www.youtube.com/watch?annotation_id=annotation_11587&feature=iv&src_vid=FHtvDA0W34I&v=dOoHArAzdug

The Parachute is Deployed• Felix’s parachute was opened after 4 minutes 20

seconds.• His total descent (including freefall) took 9:09

minutes.

Q: Sketch a velocity-time graph for the whole descent.Q: Draw two diagrams, including force arrows; one for just before, and one for just after the parachute was

opened.

Force, mass and acceleration

Remember this...

Force = mass x acceleration

What does this graph tell you?

Were you correct?

“Sometimes you have to go up really high to see how small you are.”Felix Baumgartner’s last words before jumping (14th October 2012)

Linking forces and motion equations together

Demonstrate a deep understanding of the forces and motion equations, and link them together using diagrams and graphs. You will then cover a range of

topic areas to formulate a question for a peer in the class to stretch them to a

grade above their target (or A*)

Session objectives

1. To share what I believe is an effective use of data to inform learning and teaching

2. To share our culture and ethos journey3. To outline the basics involved in a lesson that

Ofsted graded as “outstanding” under the new inspection framework (last month)

4. For you to have time to coach each other in an area you feel you would like to improve

Now it’s your turn...

1. You were asked to think of something you want to improve in your school, in a particular class, or your own CPD

2. You now, around your tables, each have two minutes to share your area for improvement.

3. The job of the other people in your group is to coach solutions out of them by asking open questions to get them to think of a solution to the problem.