Just for Governors: The Data Game
Welcome to the data game!
So this is the data quiz show which aims to break the school performance data down into what you need to understand as governors: what’s the relevant information, what questions does this bring up and, as a critical friend, what should you be asking?
Round one: Jargon Busters
We’ll start with the ‘jargon round’. There’s a whole load of terms the performance data assumes you understand. So how many of the main terms and acronyms are you familiar with?
You have 4 possible answers to choose from. Which is the best answer – A,B, C or D.
1. What is the expected national curriculum level at the end of KS2? Is it
a) four
b) N
c) three
d) five
2.A school’s overall KS2 or KS3 average point score or APS is calculated by which of the following formulae? Is it
a) the sum of points for Maths + the sum of points for English + the sum of points for science for all relevant pupils divided by the sum of the number of relevant pupils for each subject
b) the sum of points for Maths and the points for English and the points for science divided by the number of children in the cohort.
c) the sum of points for Maths and the points for English and the points for science divided by three times the number of children in the cohort.
d) the sum of the points for maths +the sum of points for English for all relevant pupils divided by the sum of the number of relevant pupils in each subject.
3. The prior attainment baseline for a value-added calculation is
a) marks at the current key stage
b) marks at the previous KS
c) APS in a given subject at the previous key stages
d) the overall APS at the previous KS
4. Does value-added measure
a) the progress made by all the children in the school.
b) the progress made by the children who’ve got results from the prior key stage and present key stage
c) the progress of those children who did prior KS and the current KS in school.
d) the value for money the school gives in terms of its results compared to its running costs
5. The CVA or contextual value added measure does not include
a) ethnicity
b) gender
c) IDACI
d) home language spoken by children.
6. A CVA measure has statistical significance if
a) its 2 points are greater or less than 100.
b) it includes 80% or more of the children
c) it falls outside the confidence interval.
d) it falls inside the confidence interval.
Round Two: The Picture Round
[Please see the accompanying graphs on the ppt slide]
The school’s performance data is usually presented in a variety graphs. How many of these graphs can you decipher?
1Q. First graph then on your screens. Is the schools KS2-3 attainment above or below national average?
2aQ What’s the big picture here?
2bQ Are there any groups who the school need to focus on in the future?
3aQ Should this school feel happier than the school in the last example?
3bQ Looking at Boys at Level 4 – how well are they doing?
3cQ Looking at First Language other – how well are they doing?
4aQ. How should the school feel about their performance?
4bQ Rank the quadrants best to worst.
Round Three: The Headteacher’s Report Round
The Head’s report often throws up many questions – but can you spot them all?
Here are individual headlines. What questions should you be asking?
Q1. Theschool’s VA is significantly above the national average but the % level 4+ declined in all subjects on the previous year – this is also a trend.
Q2. 80% of group get level 4+ science, but only 70% get level 4+ in maths and English.
Q3. The results from boys’ writing (62% level 4+) is worse than the girls (71% level 4+).
Q4. One significant ethnic group is underperforming relative to the other pupils in the school in terms of level 4+ and in terms of VA and in line in terms of CVA.
Q5. targets not met – missed by 3% – and trend in results over time is down.
Q6. There have been lots of questions brought up in this round, but which are the 2/3 key questions?
That’s it for the data game. You’ll find the answers, a glossary and further tips also in the resources section of this website.