Using RAISEonline data to
improve governor
effectiveness
Simon Hughes
Data Solutions Associate, RM Education
National Governor’s Association
Saturday 19th May 2012
Empowering Informed Decisions
Aims for today’s session
• Understand main sources of data for governors
• RAISEonline analyses - five key questions that
school governors should ask
• Familiar with key analyses in RAISEonline
• www.yeahweb.org (Families of Providers)
Empowering Informed Decisions
• Briefing note –
governors’ guide to
using RAISEonline
• Primary and
secondary versions
available from NGA
website
• Further briefing notes
planned for 2012
Empowering Informed Decisions
Four data sources for
governors in Y&H
RAISEonline (DFE/Ofsted)
• Attainment, progress, attendance and school context
• Understand strengths and areas for improvement
• Compare school performance to national averages
Fischer Family Trust (FFT)
• Estimates of future school and pupil attainment based on pupils’ prior
attainment
• Used to inform target setting
Internal school analyses
• Tracking pupil progress, term by term
• Teacher assessment – latest estimate of likely pupil performance
YEAHWEB
Empowering Informed Decisions
Using school performance data
• No single source of data or analysis can
provide a comprehensive overview of school
performance
• It’s not the source that matters (as long as it’s
accurate), it’s the question you ask of the data
When several sources say the same thing,
it’s a basis for action
When several sources give conflicting messages,
Empowering Informed
it’s aDecisions
cause for investigation
Five key questions for governors
1. How does attainment and progress at my school
compare to national averages and the
Government’s floor target?
2. How are we performing in the core subjects (English,
Maths and Science) and in other subjects?
3. Do we have any under-performing groups of pupils,
or are there wide gaps in attainment between some
groups of pupils?
4. How might the context of our school affect our
performance?
5. How does pupil attendance compare to national
averages?
Empowering Informed Decisions
Measuring attainment
Threshold measures
Stage
Threshold
Primary
Level 2 at Key Stage 1
Level 4 at Key Stage 2
Secondary
5 GCSEs A*-C including English and Maths
English Baccalaureate
Points scores
Convert a level or grade to a point score for each
pupil:
test mark  level or grade  point score
Empowering Informed Decisions
Calculating a points score
Secondary
Primary
Level
Points
GCSE
Grade
Points
1
9
A*
58
2
15
A
52
3
21
B
46
4
27
C
40
5
22
D
34
6
29
E
28
7
45
F
22
G
16
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Attainment (secondary)
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Attainment (primary)
Year
All Subjects
English
Mathematics
2007
67
28.6
2008
83
26.6 ↓
2009
82
27.8 ↑
National
Difference
Significance
28.0
0.6
27.9
-1.3
Sig-
Cohort
School
67
28.2
83
25.6
National
Difference
Significance
27.6
0.6
27.5
-1.9
Sig-
Cohort
School
National
Difference
Significance
67
28.2
27.3
0.9
83
27.0
27.4
-0.4
Cohort
School
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↓
2010*
60
27.8
2011
58
27.4
27.8
0.0
27.4
0.4
27.5
-0.1
82
27.1
60
27.7
58
28.6
27.2
-0.1
27.3
0.4
27.3
1.3
Sig+
82
28.0
27.5
0.5
60
27.9
27.4
0.5
58
26.2
27.6
-1.4
Sig-
↑
↓
Pupil progress
English
All Pupils
Gender
Male
Female
Free School Meals
FSM
Non FSM
Children Looked After
CLA
Not CLA
Free School Meals Or Children Looked
After
CLA or FSM
Not CLA or FSM
Attainment at KS1
Low
Middle
High
Mathematics
Cohort
56
School
100
National
83
Sig
Sig+
Cohort
56
School
71
National
82
Sig
Sig-
29
27
100
100
81
86
Sig+
-
29
27
69
74
83
82
-
11
45
100
100
79
84
Sig+
11
45
55
76
75
84
-
56
100
74
83
Sig+
56
71
67
82
Sig-
11
45
100
100
79
84
Sig+
11
45
55
76
75
84
-
16
32
8
100
100
100
78
88
77
-
16
32
8
63
69
100
65
85
89
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-
Pupil progress
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Progress – value added
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Five key questions for governors
1. How does attainment and progress at my school compare
to national averages and the Government’s floor target?
2. How are we performing in the core subjects (English,
Maths and Science) and in other subjects?
3. Do we have any under-performing groups of pupils, or are
there wide gaps in attainment between some groups of
pupils?
4. How might the context of our school affect our
performance?
5. How does pupil attendance compare to national averages?
Empowering Informed Decisions
Subject performance
Empowering Informed Decisions
Five key questions for governors
1. How does attainment and progress at my school
compare to national averages and the Government’s
floor target?
2. How are we performing in the core subjects (English,
Maths and Science) and in other subjects?
3. Do we have any under-performing groups of
pupils, or are there wide gaps in attainment
between some groups of pupils?
4. How might the context of our school affect our
performance?
5. How does pupil attendance compare to national
averages?
Empowering Informed Decisions
Pupil groups
Empowering Informed Decisions
Five key questions for governors
1. How does attainment and progress at my school
compare to national averages and the Government’s
floor target?
2. How are we performing in the core subjects (English,
Maths and Science) and in other subjects?
3. Do we have any under-performing groups of pupils,
or are there wide gaps in attainment between some
groups of pupils?
4. How might the context of our school affect our
performance?
5. How does pupil attendance compare to national
averages?
Empowering Informed Decisions
School context
Empowering Informed Decisions
Five key questions for governors
1. How does attainment and progress at my school
compare to national averages and the Government’s
floor target?
2. How are we performing in the core subjects (English,
Maths and Science) and in other subjects?
3. Do we have any under-performing groups of pupils,
or are there wide gaps in attainment between some
groups of pupils?
4. How might the context of our school affect our
performance?
5. How does pupil attendance compare to national
averages?
Empowering Informed Decisions
Pupil absence
Empowering Informed Decisions
Five key questions for governors
1. How does attainment and progress at my school
compare to national averages and the Government’s
floor target?
2. How are we performing in the core subjects (English,
Maths and Science) and in other subjects?
3. Do we have any under-performing groups of pupils,
or are there wide gaps in attainment between some
groups of pupils?
4. How might the context of our school affect our
performance?
5. How does pupil attendance compare to national
averages?
Empowering Informed Decisions
Changes to RAISEonline in 2011
Primary and Secondary
• New look and feel – easier to search & find reports
• Full Report now renamed Summary Report
• Replacement of Contextual Value Added (CVA) with a
revised Value Added analyses
• New reports about absence and exclusions
Secondary only
• English Baccalaureate – attainment and value added in
each subject area
• Attainment in the ‘basics’ – English and Mathematics
• Wolf Review - attainment excluding equivalent vocational
qualifications
Empowering Informed Decisions
Governors’ use of data
• Governors should have access to the data –
RAISEonline, FFT and school analyses
• Either use the RAISEonline Summary Report
(PDF) or ask for a login to the website
• School leadership team should present data to
governing body on regular basis
• A couple of governors should have access to
data, be able to interpret the key analyses and
answer the five key questions
• How will governors analyse and consider the
data in more detail - curriculum committee or full
governors?
Empowering Informed Decisions
Why should governors use data?
• Self evaluation – understand strengths and
weaknesses (attainment, progress, pupil groups)
• Ensure school is setting challenging and
aspirational targets for pupils and school
• Preparation for inspection
• Headteacher performance management
When several sources say the same thing,
it’s a basis for action
When several sources give conflicting messages,
Empowering Informed
it’s aDecisions
cause for investigation
www.yeahweb.org
[email protected]
Empowering Informed Decisions
Data Sets
Performance
Inspection
Family
Contextual
School
FFT
IDACI
FSM
EAL
(See Manual)
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Data Set 1
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Data Set 2: Expected Progress
Primary
FE – Post 16
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Secondary
Export formats
Data Set 3
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The Evidence Bank
• Good quality case
studies
• Issues of enduring
and emerging
concern
• Interesting practice
ideas
• Growing body of data
• Simple .pdf format
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Questions?
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