News
Ofsted report finds progress Tracking progress using MIS
in ICT use New guidance on management information systems (MIS) and tracking
pupils’ academic progress has been published by the DCSF as part of the
A new report from Ofsted draws on evidence from the inspection of infor- National Strategies Target Setting. It recognises that a risk of MIS in pro-
mation and communication technology (ICT) in more than 177 schools. ducing such a wide range of reports is that it may overwhelm users and that
Carried out between 2005 and 2007, the schools selected represented the good preparation is essential to be able
range of schools nationally and included small, large, rural and urban to interpret reports in the future by, for
schools from across England. example, annotating column headings.
In primary schools the report suggests a picture of improvement with The core processes recommended for
rising achievement and standards, particularly at Key Stage 1; pupils were the efficient use of data to improve the
generally using ICT effectively to communicate their ideas and to present tracking of pupils’ progress are:
their work, but they were less skilled in collecting and handling data and n periodic assessment,
in controlling events using ICT. Most schools ensured pupils received their n analysing progress and
full entitlement to the National Curriculum for ICT, although commonly n target setting.
the curriculum was not well balanced – teachers tended to give more atten- A variety of recommendations on
tion to aspects of ICT where they themselves felt confident. At best, teach- how local authorities can help are also
ers integrated ICT carefully into the curriculum and it was helping to raise made.
standards in other subjects. Good leadership and management made devel-
oping ICT a priority in these schools. Improvements seen were driven by Management Information Systems (MIS) and pupil tracking: users’
effective use of self-evaluation to inform investment. guidance. Visit http://nationalstrategies.standards.dcsf.gov.uk/
The report goes on to say that: ‘Teachers’ subject knowledge was mostly
good and they used ICT effectively to improve their teaching. However,
The power of celebrity role models
weaknesses existed in specific aspects – especially assessment, which was
the weakest aspect in primary and secondary schools, and was inadequate A new study on young people and reading by independent charity the
in one school in five.’ But it also points out that ‘only around half of the National Literacy Trust reveals the power of sports people as reading
schools visited showed that they were systematically evaluating the impact role models.
of ICT resources on improving learning’. The study suggests that the most powerful public figures to inspire
Some of the recommendations were that schools should: young people to read are not film stars, musicians or even authors, but
n evaluate the effectiveness of their provision for teaching pupils and stu- sports people. Footballers Wayne Rooney and Jamie Carragher are
dents how to keep themselves safe when online and record incidents among 20 players pledging to use this influence for good through Pre-
where the safety of individuals may be compromised; mier League Reading Stars (PLRS), an initiative that uses footballers’
n ensure that they achieve value for money by implementing the prin- reading habits to inspire a love of reading.
ciples of best value in evaluating, planning, procuring and using ICT The study, which questioned 2,176 primary and secondary school
provision; children, examined how role models can influence young people’s read-
n improve the assessment of ICT by establishing pupils’ and students’ ing habits. Key findings support the positive influence that footballers
attainment on entry and by tracking the progress of individual pupils, will have through PLRS:
including their achievement when using ICT in other subjects; Sports people are the most likely public figures to inspire reading.
n audit the training needs of teachers and teaching assistants and provide Family and friends are most important from the immediate social envi-
extra support to improve their subject knowledge and expertise, par- ronment. Boys are twice as likely as girls to say sports people can inspire
ticularly in data logging, manipulating data and programming. them to read. Young people from poorer backgrounds are twice as likely
to say that their role model is a sports person.
The Importance of ICT: Information and Communication Technology in
Primary and Secondary Schools, 2005/2008. Visit www.ofsted.gov.uk Download the report at www.literacytrust.org.uk/research/
Readers respond: School entry age
In the last issue of Headteacher Update we asked for your She feels strongly that it is the quality of provision that
views about school entry age. The recommendation of the matters rather than the age that children are admitted. ‘It is
interim primary review is that ‘entry into reception class in not about when children come into school but about what
the September immediately following a child’s fourth birth- is happening to them when they get there. In our school
day should become the norm’. This is what you had to say. we have a foundation-stage unit, which caters for children
from two years six months to the end of their reception
There was concern expressed about the impact that SATs year. In this model the whole curriculum is planned through
have upon the primary curriculum and the top-down pressure play, staff are a mixture of early years teachers, teaching
this places upon Early Years teachers. assistants and childcare staff, and children come into a safe,
secure environment which is wholly appropriate for them.
As David Smith, headteacher of Saint Meryl Primary School in They move into the reception year seamlessly, knowing all
Hertfordshire, points out, ‘When end of Key Stage 2 outcomes adults in the setting. Their language and confidence is such
are the main measure of success used by external agencies that it stands them in good stead to proceed with their
such as Ofsted, then it’s no wonder that schools squeeze the learning and all-round development at their own pace. The
curriculum to ensure that they give themselves every oppor- KS1 curriculum then builds on the six areas of the EYFS and
tunity of doing as well as possible in those areas. We are con- is skills based. This is the ‘bottom up’ approach which is cru-
stantly trying to squeeze an extra sub-level out of children, cial for children.’
especially if it means shifting them from L3 to L4 or L4 to L5,
even when we know very well that a secure L3 (or L4) is actu- And what would they like to see recommended? She suggests
ally the true indicator of that child’s level of attainment.’ perhaps a 0–19 skills-based curriculum, and Jane says, ‘… as
for the three- and just-four-year-olds, let them enjoy their
Jane Hurdiss, headteacher of Grove Infant School, Portland, time in an appropriate setting with appropriate staffing ratios
Dorset, raises similar concerns, ‘Top-down pressure on recep- with an appropriate curriculum’.
tion teachers from SATs inhibits them from implementing a
truly developmental curriculum and does untold damage to Once more, thank you for your views and continue to send
children’s long-term education and development.’ them to editor@rapportlearning.com
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