(3 minute read)
Every school uses data to track pupil progress. Aside from external measures of accountability, such as league tables and Ofsted, schools need robust data to track pupil progress. What does that look like? If data is effective, it also needs to be consistent. Leaders need to make decisions about what they are tracking and why. They need a system that supports this with minimal input from staff. Consistent and robust data enables schools to see which students are making progress, which need interventions, and why.
What is Good Data?
Good data gives schools information about pupil attainment and pupil progress. If schools allocate starting points to students consistently and expect students to make a consistent level of progress, across the curriculum, then ‘on track’ data is more reliable. And using a tracking system that makes it easy to input and triangulate a range of data, enables school to interrogate closely how and why some pupils perform better than others. And why they do so in different areas of the curriculum. Teachers need an overview of their classes and their subject. Leaders also need an overview of all the data, across the whole school. And if this is easily accessible in one place, it is easy to ask the questions that help drive improvement.
OFSTED and Data
The Ofsted inspection handbook was updated in September 2024, in the lead up to proposed changes to inspections. Ofsted does not look at specific pupil-tracking and performance information; that is for internal use but schools need it to support pupil progress and inform the SEF. Ofsted will though look at the published performance tables. And it will ask questions about, “the headteacher’s assessment of the school’s current strengths and areas for further improvement, particularly in relation to the curriculum, the way teaching supports pupils to learn the curriculum, the standards that pupils achieve, pupils behaviour and attitudes, and pupils personal development.” Ofsted will also want to look at safeguarding records, as well as evidence, in the form of records and analysis, in a number of areas, such as:
- behaviour;
- attendance;
- exclusions and suspensions;
- bullying;
- discriminatory and prejudiced behaviour;
- sexual harassment and/or sexual violence;
- any restrictive physical intervention.
They will also want to see evidence that the school is ambitious for its SEND pupils.
Tracking with Educater Envision
Envision is a comprehensive tracking system that allows schools to track multiple factors with ease. It offers seamless integration with the schools current MIS. It is totally customisable to any curriculum and any educational setting, across all phases. Schools can choose to track any aspect of a curriculum outcome and more than one aspect, if they want to. Quick click input means minimal teacher time. It supports learners with a diverse range of academic needs, including those with SEND. Assessment data can easily be uploaded, and historic results can be viewed and compared to current data on one screen. It allows schools to track any group of learners, including those with an EHCP, all in one place. Educater believes in the power of flexibility and simplicity to meet the unique needs every pupil population.
Conclusion
If schools have good data, they are well equipped to ask the right questions about which pupils are making progress and why. It also allows them to quickly see how disadvantaged pupils and those with SEND are progressing, compared to other pupils. This is also useful evidence for self-evaluation. Educater Envision is a totally flexible tracking system that offers schools a simple and comprehensive way of collecting and analysing bespoke data.
Book your free demo here: Educater Envision
