by Callum Watt
Why Use Data?
Qualitative data in primary schools are far more valuable than the quantitative data, which is pulled regularly from summative assessments.
The gap analyses we run and feedback from teachers inform our investments and development priorities as a school.
The classroom data is often held inside the minds of our class teachers and TAs – what is really happening with our children? Home circumstances? Exam anxiety? Grade culture?
Every child (and adult) has a bad day at school (at work), how we can respond to this within a safe environment where risks are supported in exploring how we best progress. I ask all leaders to challenge how we make the most of the hive of data which we already have in our hands.
Data is used in the classroom to measure the progress of each student, as well as the cohort, objectively.
Before I digress towards the battle of value, any leader collecting data must keep in mind the goal of reducing the workload by streamlining data.
Only a small percentage of teachers would likely support using their limited non-contact time for collating further information without a clear purpose or benefit.
Quantitative vs Qualitative
Qualitative data is far harder to analyse than quantitative data. The numbers and figures of quantitative allows leaders and teachers to quickly have an overview of the progress as well as attainment within the school. The
primary format for analysing qualitative data is to use thematic analysis – to create an overview of patterns in words or phrases across the pulled raw data. This creates too much subjectivity at first view, raising the question of how reliable the data is. Do we have self-report bias? Are the teachers who enter the data creating a bias in favour? We will always approach with the assumption that data maintains high integrity. One method forward is the collection of Reasonable Adjustments – recording the minor changes which we make for each of the children in our classroom, working in partnership with Teacher Assistants and subject specialists.
Responsibility vs Bureaucracy
This is a huge source of data; it sounds like an approach that is incredibly bureaucratic. I’ve seen this led, and I have led under my own directive. In all circumstances, the response from staff is overwhelmingly positive. This information is not just a value that measures progress beyond assessment data; it is a value in our staff. Their knowledge and understanding of the children they teach are what make amazing learning happen in ou classrooms.
We remove the need for teachers to be bureaucrats so that they get to be teachers.
Moving Forward
This information has to be stored somewhere for leaders and teachers to recognise or measure the progress over time.
This qualitative data can be utilised in a number of formats:
– Attached to MIS,
– Integrated into Pupil Profiles,
– Form central aspects of Pupil Progress Meetings,
– Reduce challenges met in transition from one academic year to the next
– Identify related data (SEND, Student satisfaction or PASS data).
This kind of qualitative information could be likened to written end-of-term reports; however, this data could include minor details that would not often be written in academic reports.
As we progress from the end of Primary education to prepare our pupils to transition to Secondary school, we can then hand on this incredibly valuable data so that the process of getting to know students does not start all over again.
Callum Watt, Assistant Headteacher, Tenby Schools Penang
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