Schools and governors have been receptive to the Education Research and Statistics work on the use of data for self-evaluation, target setting and development planning. The team is a critical friend, helping schools to use performance data to secure improvements.
This session looks into what the data tells us about attainment in your school including good practice in driving school improvement. It looks to answer, in detail, a number of questions that are useful for school leaders and governors including:
1. What does the attainment data tell us about your school?
2. What does the contextual data tell us about the achievement gap for disadvantaged, EAL and BAME pupils?
3. What are the overall strengths and areas of development?
4. What does research tell us about effective interventions and strategies to drive improvement?
5. What can be done to improve and closing the gap in your school?
For further information and booking: Using Data and Research to Drive School Improvement | Lambeth School Services
The session looks at tackling educational inequality of BAME and disadvantaged pupils in English schools. This session discuss and answer several questions that are essential for policy and practice including:
1. Why does education inequality and diversity matter?
2. What are the barriers to learning and the reasons for underachievement?
3. What is the empirical evidence for educational inequality?
4. What does research tell us about what works in closing the achievement gap?
5. What are the implications for policy and practice?
For further information and booking: Tackling educational inequality: Lessons from schools | Lambeth School Services
This session aims to explore what research and data tell us about the achievement and teaching and learning for pupils with EAL? In addition, drawing on the latest schools and national research, it will answer a number of questions that are essential for governors including:
1. What does English proficiency data tell us about the achievement of EAL pupils?
2. What are the barriers to teaching and learning of pupils with EAL in schools today?
3. What are the most effective targeted intervention strategies used by schools to support pupils with EAL in schools?
For further information and booking: Raising the Achievement of English as Additional Languages Pupils: Barriers to learning and good practice | Lambeth School Services
This session aims to explore the experiences of teachers, schools staff, governors, and SENCOs with school exclusions. It will look at causes, consequences, and good practice to tackle school exclusions to answer a number of questions that are essential for governors:
1. What does data and research tell us about the scale of the exclusion problem locally and in England?
2. What are the reasons for ethnic minority and SEN disproportionality in school exclusions?
3. What are the positive influences within school that could prevent or reduce exclusions?
4. What are the implications for governors in tackling school exclusions?
For further information and booking: Tackling School Exclusions – What the latest evidence tells us | Lambeth School Services