Blog
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Percentage gaps and pupil equivalence
If you are trying to make sense of your IDSR or any other source of data where percentages of pupils are compared to national figures, it is well worth converting gaps into the equivalent number of pupils. Read Article…
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The Data Wave returns?
Between the 2000s and the early 2020s a data wave washed over education, peaking in the mid-2010s. The data wave has been receding. Are there signs that it may be about to return? Read Article…
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Tracking the progress of pupils with SEND
Here at Insight, we get asked a lot of questions about SEND, especially methods for tracking the progress of pupils working below expectations. This blog addresses some of the key issues. Read Article…
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What’s behind the data? The importance of writing moderation
A guest blog from Laura Bailey, Head of Moderation and Assessment at Pobble, looking at moderation as professional development, and considering the curriculum impact of effective moderation. Read Article…
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Outcomes in KS2 Maths SATs by MTC score
Does improving MTC scores improve KS2 SATs outcomes? In this blog, we look at answering this question using a sample of data recorded in Insight. Read Article…
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What is a disadvantaged pupil?
‘Disadvantaged’ is a commonly term in education but what does it mean? This post explores the various ways in which disadvantaged pupils are defined and the confusion this causes. Read Article…
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Data ju-jitsu: contextual attainment vs progress measures. Fight!
Progress measures break assessment, and the reception baseline is time-consuming and unpopular. Could the new contextualised approach to analysis of attainment at EYFS replace progress and provide a solution to issues in the accountability system? Read Article…
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Defending Against Digital Threats: A Quick Guide
October is Cyber Security Awareness Month, and the latest UK data highlights why schools need to stay alert. We look at a few simple practices schools can embed to significantly reduce their exposure. Read Article…
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The Ethos of EdTech
Providers of EdTech have a social responsibility to make intuitive, well-supported products that save schools money, reduce teacher workload, and ultimately improve outcomes for children, whether directly or indirectly. Teachers go above and beyond every day, and so should we. Read Article…
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Key Stage 2 results: who’s included and who isn’t
Accountability measures are complicated and this year we don’t even have progress measures to get our heads round. So let’s have a look at which pupils take the tests, who’s included in the measures, and how schools can get pupils discounted from results. Who should participate in tests? The Assessment and Reporting Arrangements (ARA) states that pupils Read Article…
