Self-Evaluation and School Improvement Using FFT Live

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Self-Evaluation and School ImprovementUsing FFT
Live

• Mike Treadaway
• Director of Research
• Fischer Family Trust

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Contents
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Using Data Science or Art?
Painting by Numbers
Impressionism
That raises some interesting questions how can
we find out more?
Its significantly low so it must be bad
Your target is ..
What range of possibilities should we consider
when setting targets?
Mikes target grade is E so he has no chance of
getting a C
Mike, last year 10 of students like you got a C
grade can you?
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Keeping a Balance

• A school might wish to emphasise CVA
• As the closest approach to eliminating factors
  outside of the schools control, the fairest way
  to evaluate school effectiveness
• A pupil will be more concerned with What did I
  achieve? than with Did I make good progress?
• Which will matter most to a potential employer?

Raw Scores
Progress (VA)
Effectiveness (CVA)
AND not OR
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FFT Live Key Analyses

• FFT Live - Current Reports

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FFT Live Key Reports - Primary
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Example KS1 to KS2 Value Added (3 Year
Significant Areas Grid)
Step 3 Drilling down - KS5 Subject Estimates
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Example KS1 to KS2 Value Added (Significant
Areas Detail)
Step 3 Drilling down - KS5 Subject Estimates
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Example KS1-2 Pupil Value Added Summary
Step 3 Drilling down - KS5 Subject Estimates
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Example KS2 Pupil Estimates (Subject) Report
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Example KS2 School Estimates
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Deciphering the Vocabulary
By how much do I want to try to improve on the
prediction?
Estimate
What is likely given average progress
Prediction
Taking the estimate and other things into
account, what I think will happen
Target
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Ethos, Ownership and Impact
Your target is .......
Heres a range of possibilities ... Where do you
aim to be?
Applies to schools, staff and students!
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FFT Live Developments in 2010
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Pupil Characteristics and Progress
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Student Details School History - A

• School census was first collected in 2001/02.
• In the example shown, it is likely that the
  student arrived from outside the UK
• because there are no census records for Y2, Y3,
  Y4 or Y5.
• Collection of school census data on a termly
  basis started
• for secondary schools in summer 2005/06
• for primary schools in spring 2006/07

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Student Details School History - B
First language was not collected using detailed
codes until Spring 2006/07. Some schools (a
small proportion and decreasing each year) still
record first language using only broad categories
(English or Other than English).
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Current Investigations
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Investigation 1

• EAL, Mobility and Time in Key Stage

Group G EAL students Likely to have arrived from
outside UK during latter part of previous key
stage
E H are EAL Students
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Frequently Asked Questions
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Final Thoughts
Data, data, everywhere, but not a stop to think

Choosing what to do and, therefore, what NOT to
do is an important component of success