Pupil Achievement and Progress Lead
Pupil Achievement and Progress Lead
The purpose of this role is to ensure the Academy Committee is well informed about the attainment and progress of its pupils. This lead role will always be undertaken by the Chair of the Academy Committee.
The chair should also make sure all ACM’s are aware of the other sources of evidence available. These include:
Exam results
The school self-evaluation form, which is no longer compulsory but still used in schools for compiling performance information
Results of lesson observations, work scrutiny and pupil interviews
Ofsted School Data Dashboard
Data on Analyse School Performance (ASP) and school-level data
Principal reports to the academy committee
Parent, student and staff surveys
To meet termly with the CEO or Director of Education and Principal in order to:
Contribute to the monitoring of School Development priorities and other plans
Review information from assessment statistics in order to contribute to the monitoring and evaluation of standards (pupil progress)
Compare the school’s performance data with national/local data and data for similar schools
Challenge, when necessary, the data analysis of the Principal and senior leaders at termly meetings and academy committee meetings
Work with the Principal and CEO at termly meetings to analyse the school’s projected improvement in the next year’s data
Explain all data matters, including both past and future projections, to fellow Academy Committee members
Help fellow Academy Committee members make links between data from the Principal’s assessment of the quality of teaching and its impact on school performance
Use knowledge and understanding to robustly defend the school’s data record during Ofsted inspections
To provide reports to the Academy Committee about how well the school is performing using the four main questions about pupil outcomes:
How well is the school performing compared to national standards? How good is this? Where are the general areas of strength / weakness?
How did the school perform against its targets and forecasts? What actions taken by the school contributed to the successes, what needs to change?
What is the trend over time? Is it steep enough to get to good / outstanding in the timescale agreed by the school and the governors? What are the big decisions changes that need to be made to bring about the step change needed?
Are there any key groups of pupils including Free School Meals, white British or children with special educational needs that are doing particularly well or badly?
You don't need to, and shouldn't, ask all these questions in one meeting. Ask these questions in meetings and visits throughout the year.
Questions
What sources of data do we use?
What you might expect in a response
Sources could include:
School’s own data
Analyse School Performance (ASP)
Department for Education (DfE) performance tables
Third-party data analysis providers e.g. Fischer Family Trust
How is progress amongst pupil groups? What does good progress look like in the school?
Are some individuals or groups making better progress than others?
What you might expect in a response
Responses should refer to evidence from data. This could be broken down for different subjects and key groups such as:
Pupils with special educational needs
Pupils with English as an additional language
Pupil premium/disadvantaged pupils
More able/gifted and talented pupils
What is the progress made by pupils compared to all pupils nationally and pupils with similar prior attainment?
What you might expect in a response
Responses should refer to evidence from historic data taken from ASP, DfE performance tables or third-party providers.
Are there any barriers to pupil progress? If so, what are we doing about these?
What you might expect in a response
Responses may refer to:
Relevant targets highlighted in the school improvement plan
Interventions that are in place
CPD opportunities planned to address any areas for improvement
Can we explain patterns/trends in pupil progress? For example, can we explain why progress is better in maths than in reading?
What you might expect in a response
Responses will be specific to your school’s context. Senior leaders should analyse trends and may draw upon historic data to help explain the reasons for trends/patterns. Responses should provide reassurance that any negative trends/patterns are being addressed.
How do staff use pupil progress data to target improvements?
What you might expect in a response
Responses may highlight how data is used:
In planning to target additional support in the classroom
To organise interventions
How do staff record pupil progress?
What you might expect in a response
You should be taken through how staff do this, from recording progress made during lessons to reporting this at the end of each term/half term. The level of detail should be enough to help you feel confident that data is accurate.
How often do staff report to parents on pupil progress and in what format?
What you might expect in a response
The school should be meeting statutory requirements by sending an annual written report to parents on their child’s attainment and progress.
You may be shown an example of a report.
Do we need to ensure professional development and training is in place so teachers have the necessary skills to help pupils meet the target?
What you might expect in a response
If the response is yes, you should seek assurance that CPD and training is being planned and its impact will be monitored.
If the response is no, you should seek assurance that staff have the support and resources to help pupils to meet their targets