Course Options: 1 Day, Half Day, Twilight
Recommended Max People: 25
Full day from: £830.00 + VAT to £1330.00 + VAT
Half day from: £730.00 + VAT to £930.00 + VAT
Add additional participant for as little as £33.00 + VAT per person per day
Please Note: Course costs are based on 15 participants
This course can be tailored to your individual requirements
How To Use RAISE Online Effectively In The Primary School
This one-day course helps participants to develop basic data literacy skills and improve their knowledge of RAISE online. The training is practical and skill based. The training includes the use of the RAISE, tracking data, Foundation Stage assessments, National Curriculum assessments, teacher assessments, point scores, benchmarked data, value added measures, and predictive data.
The course is designed to help senior managers, subject managers and governors in Primary, Infant, First and Junior Schools to develop basic data literacy skills and improve their knowledge of RAISE online. The course helps participants to understand the principles of using data; make judgements about attainment, progress, and achievement using RAISE online; improve the accuracy and efficiency of teacher assessment, and collate and analyse data to identify strengths and weaknesses and aspects for improvement.
Participants are helped to:
- understand the principles of using data;
- make judgements about attainment, progress, and achievement using RAISE online;
- make judgements about attainment using current data;
- improve the accuracy and efficiency of teacher assessment;
- collate and analyse data to identify strengths and weaknesses and aspects for improvement;
- use levels and sub-levels to monitor standards;
- calculate and use average point scores;
- using data to make predictions and projections;
- measure and evaluate individual and group attainment.
Detailed course outline and session time table
Session 1The content and use of RAISEonline
- Using RAISE systematically
- The contents of RAISEonline
- Data literacy
- Assessment terminology
- Secure level and best-fit
- Secure assessment
- Basic levelling skills
- The link with learning and teaching
- National expectations
- expected progress
- good progress
- national expectations and prior attainment
- tests and teacher assessment
Session 2Finding differences
- Statistics, damned statistics and lies
- Averages and thresholds
- Percentile ranking
- From raw scores to levels
- Levels to sub-levels
- Aids and barriers to raising achievement
- The distribution of basic characteristics between cohorts
- Points to consider
- Attainment on entry to KS2
- Attainment at Year 1
- The percentage attaining or surpassing levels KS1
- Statistical significance
- Comparing KS1 levels to prior attainment EYFSP
- Trends over time KS1
- Trends over time KS2
Session 3Drilling deeper
- Looking for potentially significant gaps
- Is it school improvement or school intervention?
- Pupil groups and APS at KS1
- Groups at KS2 achieving Level 4+
- The percentage attaining or surpassing each level at KS2
- Profiling current attainment
- Making judgements about current attainment using thresholds
- Projecting attainment trends using APS
- Calculating value-added at KS1 and KS2
- Making judgements using value-added
- The value-added summary report
- Expected progress
- Expected progress at KS2
- Closing the gap with pupil premium
Tutor information and feedback
Tutor:Bruce McAlpine has managed the Company for 18 years. He writes and develops training materials and tutors many of the courses. He is an experienced lead inspector and was an additional inspector. Before becoming an inspector, he taught in infant, primary and middle schools and was a headteacher for seventeen years. His specialist areas include English, mathematics, art, the Foundation Stage, educational management, special educational needs, and English as an additional language. He has an excellent track record as a consultant and trainer. We reserve the right to replace the advertised tutor with another appropriately experienced tutor.
“Tutor was clearly well experienced and dealt very well with questions and making some difficult content user-friendly. The tasks linked well to the programme and allowed learning to be consolidated.”
“Very clear, structured explanation guiding through principles. It made logical sense and built up well to the bigger picture...I feel I have a good handle now on collecting data and will be able to collate/ interpret it confidently”.
“The training helped explain some of the complexities of the data clearly; the trainer was supportive in clearing up misconception”, Headteacher.
“A very interesting and worthwhile course- I feel I have learnt a lot and have clear next-steps to do back at school”.
“The course was very useful in developing my data analysis skills…it helped me to analyse data in a systematic way and to make judgements about what the data is telling me”, Headteacher.
“Delivered well, and understandable to some one who is new to handling whole school data”.
"Just - Thankyou, Paul made data interesting"
"Very well delivered by tutor"
"Looking at examples practically with excellent explanations."
"Fantastic training - will investigate other 'PBM' opportunities"
“Paul gave a different perspective of using RAISE. He informed us from an OFSTED perspective"
“Resource and manner of training"
“The tutor. Very informative. Using headteacher and Ofsted knowledge to inform us"
“Very clear explanation"