Planning next steps and learning

Case study/example

Let's drill-down into the data for Crossmouth School using the information provided to set targets, and then allowing those targets to inform our priorities at other levels. We will look specifically at mathematical development.

Select each button to the left in turn, to see example targets of Crossmouth School's performance in that area, and what targets could follow from this analysis.

Also see Improving outcomes.

Whole-school

Crossmouth's radar graph of assessment scales tell us the cohort are attaining an overall average of 7.3 points in numbers and labels for counting, 6.5 points in calculating and an average of 7.0 points in shape, space and measures. Further analysis shows the children can count, recognise numerals, add and take away, recognise and describe shapes, measure and use positional language. They have difficulties with using what they know to solve practical problems in each strand of problem solving, reasoning and numeracy. Some children do not use their mathematical language to describe and sort out their practical problems. Consulting our profile, and using the data, we can consider the following targets:

Classes

Let's now look at all four-year-old children according to their scores across the assessment scales. In terms of their attainment compared to that of the whole cohort, the data shows us that Red class has very high attainment in creative development compared to the other classes. In planning an appropriate curriculum, teachers will need to take account of their high attainment. Our targets could be the following:

Our previously identified school-wide targets can influence our targets for this specific group of children as well, or we could choose to target other areas of learning.

Groups

Now let's look at all four-year-old girls and compare their profile results to boys at Crossmouth. Based upon the data for calculating only 9% of girls gain a total point score of 8-9 points compared to 28% of boys. This is well below the national average whilst the attainment of boys is in line with the national average. Therefore our priorities could be:

It is useful to remember when formulating these targets, those we have already established at the different layers.

Individuals

Finally, let us choose one girl and develop some individualised goals for her based on the data. We will use the performance of Denisa Polensa. She has high attainment in knowledge and understanding and personal, social and emotional development, but her attainment and progress in linking sounds and letters are below that of most of her class and the whole cohort. It is useful to remember that at this level, parental input and personal observation can also be taken into account when developing targets. For our purposes, let's focus on the data which shows our priorities should be: