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Data analysis, pupil tracking and intervention: Quality Standards

Find the Quality Standards for Data analysis, pupil tracking and intervention, and a self-assessment tool to help your school review and improve current practice.

How to use the Quality Standards

To take a closer look at a particular Quality Standard, select the Quality Standard in the left-hand menu. Each Quality Standard has exemplification and links to support materials.

You can use the Self-assessment tool for data analysis, pupil tracking and intervention (DOC-86 KB) Attachments to identify your particular development needs. See the Self-assessment tool user guide for advice on completing and using this.

The Quality Standards (a–i)

These Quality Standards define best practice in data analysis, pupil tracking and intervention. They provide a benchmark against which you can compare the current practice in your school.

  1. Through the line management chain of accountability, information from RAISEonline and other national and local data is used to hold senior leaders, middle leaders and teachers to account for the progress of pupils towards their targets.
  2. Pupil attainment and rates of progress of individuals and groups of pupils are standing items for discussion on line management, department and year group meeting agendas.
  3. Teaching, intervention and revision programmes are informed by regular tracking of progress and adjusted in the light of pupils’ needs.
  4. All staff work collaboratively to gather, share and use information about pupils’ progress, comparing rates of progress in all subjects to enable early, rapid and accurate identification of pupils’ underperformance and reduce in-school variation.
  5. Senior leadership teams monitor pupils’ progress in relation to their ambitious targets across time. They compare progress across subjects using a range of performance measures, including accurate and moderated teacher assessments and test results.
  6. Subject leaders and class teachers monitor the accuracy of teacher assessments and predictions of pupil attainment in their subjects through regular moderation and standardised judgements.
  7. Pupils’ progress in relation to their ambitious targets, including English and mathematics, is monitored and tracked over a period of time. Progress is compared between specific pupil groups related to ethnicity, gender and free school meals (FSM).
  8. Pupils’ attainment is benchmarked against local and national data and there is particular regard for ethnicity, gender and FSM.
  9. Pupils, parents and carers have regular opportunities to discuss pupils’ progress. Teachers actively involve pupils in setting their own targets.