School Census 2006: Pupil, School and School Workforce levels

1
School Census 2006 Pupil, School and School
Workforce levels

• Spring 2005 LEA Workshops 14,15,17 March
• London, Birmingham,York

2
School Census 2006 Pupil, School and School
Workforce levels

• Malcolm Britton
• Head of Data Services Group, DfES

3
New Relationship with Schools Data rationale
for next steps

• Collect once, use many times
• Rationalising of collections
• Automation of collection and sharing
• Core data items either needed, kept up-to-date,
  by a well-run school or exceptions justified
  with a business case that can be understood by
  the suppliers of data

4
Plans for 2006

• Primary schools
• PLASC business as usual, very minor changes
• Secondary schools
• new School Census
• two levels, pupil and school
• termly, modular approach
• School Census School Workforce level
• 3 pilots
• Planned full roll-out in 2007
• termly, modular approach

5
Surveys to be incorporated into School Census
2006 Pupil and School levels

• Termly exclusions
• Termly absence information
• Annual absence survey
• Contextual and Absence checking
• Gifted and Talented survey
• Some elements of the September Pupil Count
• Survey to identify the cohort for the Youth
  Cohort Survey
• .plus two additional items

6
School Census School Workforce

• Key reasons for the increasing importance of
  school workforce data
• Re-modelling the School Workforce
• NRWS Next Steps
• Compliance with RRAA legislation
• Census-type arrangements for school workforce

7
School Census School Workforce level - Benefits

• Remodelling data on deployment of support staff
• Underpins key features of NRWS
• three-year school budgets
• School Improvement Partners
• Self-Evaluation
• new inspection regime and
• rationalisation of existing surveys

8
Benefits for Schools and LEAs

• Schools and LEAs will have access to improved
  information on the school workforce
• Recruitment, retention, turnover
• Equal opportunities monitoring
• Sickness absence
• Salary information, including use of allowances
• Support staff

9
School Workforce level Modules, to incorporate
these surveys into School Census

• Modules
• Staff details Contract and Pay Absence
  Curriculum Qualifications
• Existing Surveys
• 618G Teachers in Service and Teacher Vacancies
• Annual School Census - Staff Information
• Local Government Associations Resignations and
  Recruitment Survey
• OMEs Teachers Pay Survey
• Secondary School Curriculum and Staffing Survey

10
School Workforce level Piloting

• Pilot 1 March 06 small sample of secondary
  schools, to test systems and processes
• Pilot 2 May 06 all school in 20 LEAs to test
  data quality and volume.
• Pilot 3 October 06 10 or 10 schools
  (whichever larger) in all LEAs, to ensure
  readiness for full roll-out
• 2007 Planned full roll-out

11
LEA preparation for School Census

• 10 months to prepare for School Census
• Up to 18 months to prepare for School Workforce
• DfES support to LEAs
• developing systems, training and processes to
  help with data gathering (School Workforce)
• communications - bulletins
• RIGs and workshops

12
Further Communications

• To Schools
• Publications
• Teachers TV
• Teachernet
• National College for School Leadership website
• To Other Stakeholders
• Suppliers
• Protocol Partners
• Unions

13
A Challenge for all of us

• Some short term pain but all working towards
• Collect once use many times
• Rationalising collections
• Maintaining essential data on an event-driven
  basis
• Automated collecting and sharing data

14
School Census 2006

• Spring 2005 LEA Workshops - 14, 15 and 17 March

15
School Census 2006
16
School Census 2006Pupil Level

• Gill Turner

17
Pupil Level modules
18
Pupil Level New Data Items

• Pupil Characteristics module
• Gifted Talented indicator
• Allows Gifted Talented Survey to be dropped
• Indicates if a child is in the GT cohort for the
  school, which should include
• pupils in EiC GT population
• NAGTY members
• default value of false

19
Pupil Level New Data Items

• Pupil Status module
• Date of Leaving
• Pupils who have left the school may legitimately
  be included in the exclusions and attendance
  modules
• Allows identification of pupils who are no longer
  on the schools roll

20
Pupil Level New Data Items

• Special Educational Needs module
• Member of SEN Unit, special class or resourced
  provision indicator
• receives additional funding from the local
  authority
• caters for particular area(s) of SEN (eg hearing
  impaired children)
• pupils taught partly in provision partly in
  mainstream class (balance may vary)
• data item only available on MIS to pupils with
  SEN Provision Statemented or School Action Plus
• default value of false

21
Pupil Level New Data Items

• Exclusions module
• Exclusion Start Date
• Exclusion Type
• Actual number of sessions excluded from
• Exclusion Reason
• Exclusion Start Date change in definition from
  1/9/2005 to reflect the date an exclusion starts
  rather than, in the event of an appeal, the date
  an appeals panel upholds the exclusion

22
Pupil Level New Data Items

• Exclusion Type
• Permanent
• Fixed Period
• Lunchtime
• Actual number of sessions excluded from
• fixed period and lunchtime only
• fixed period half a day is one session
• lunchtime each lunchtime one session

23
Pupil Level New Data Items

• Exclusion reason

24
Pupil Level New Data Items

• Exclusions module why collect?
• heightened interest in exclusions within and
  outside the Department
• highlights patterns of exclusions among certain
  groups
• highlights reasons for exclusions
• helps inform future policies
• enables current termly exclusions survey to be
  dropped

25
Pupil Level New Data Items

• Home Information
• Sub-dwelling or address line 1
• Dwelling or address line 2
• In Summer Census for all pupils in NC Year Group
  11 with post code
• Allows survey that identifies the sample for the
  Youth Cohort Study to be dropped

26
Pupil Level New Data Items

• Home Information why collect?
• Current sample scheme
• Head teachers invited to supply names and
  addresses of approx 10 of 15 year olds in year
  11
• New sample scheme
• stratify sample by attainment
• target under-represented sub-groups

27
Pupil Level - New Data Items

• Attendance module
• Possible Sessions
• Sessions missed due to Authorised Absence
• Sessions missed due to Unauthorised Absence
• Spring Census collect data for Autumn Term
• Summer Census collect data for Spring Term
• Autumn Census collect data for Summer Term (up to
  Spring Bank Holiday) and for academic year
  2005/06

28
Pupil Level - New Data Items

• Attendance module why collect?
• truancy and school attendance high profile issues
• 2008 PSA target on school absence
• need to be able to identify trends and problem
  areas
• inform local strategies on meeting absence
  targets
• termly information enables more timely advice and
  support
• enables separate annual and termly surveys to be
  dropped

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School Census 2006School Level

• Gwen Baulch

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School Level modules
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School Level - New Data Items

• School Characteristics module
• Gender of Entry
• Gender of Sixth Form Entry
• School Telephone number
• School Address

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School Level New Data Items

• Specialist School Type

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School Level - New Data Items

• School Characteristics module
• Why collect these new data items?
• Performance Tables (PT) team publishes contextual
  information after the data is checked with
  schools
• enables this checking exercise to be dropped

34
School Level New Data Items

• Miscellaneous module
• Provision of Extended Services
• Please indicate if your school has extended
  services on its site and/or provides these
  services on its own or as part of a network of
  schools, and if so, which categories of extended
  service apply from the following list
• Pick list of 16 items .... multiple entries
  allowed

35
School Level New Data Items

• Childcare breakfast clubs
• Childcare after school clubs
• Childcare wrap around childcare to a nursery
  education place
• Childcare during school holidays
• Other forms of childcare
• Childcare is provided in partnership with other
  nearby schools
• Study support
• Community use of sports facilities
• Community use of arts facilities

• Community use of other school facilities
• Parenting support activities
• Lifelong learning/adult learning
• Family learning (ie parents/carers/other
  adult/family members and children learning
  together
• Health services to children, young people,
  families school staff and the community
• Social services to children etc
• Other category of extended service

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School Census 2006Schedule of Collection

• Gill Turner

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Schedule of collection Pupil Level
38
Schedule of collection School Level
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Schedule of collection

• core modules each Census
• Pupil ID
• Pupil Characteristics
• Pupil Status
• School Characteristics
• other modules and data items supported by
  business case
• for termly exclusions some associated historic
  data
• SEN Provision at time of exclusion
• In Care indicator at time of exclusion

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Which pupils are included?
41
Schedule of Collection

• Possible Census Dates
• Third Thursday in January (19 January 2006)
• Fourth Thursday after Easter / Fourth Thursday in
  April / Third Thursday in May
• Third Thursday in September / Fourth Thursday in
  September / Second Thursday in October
• To be confirmed end of March 2005

42
School Census 2006Preparation for the Census

• Terry Keane

43
Preparation for the Census

• Preparation and Guidance Notes
• draft versions in delegate packs
• handbook for data entry not just guidance for
  Census Day
• Fair Processing Notices
• updated template will be issued to LEAs during
  the summer
• use of home information for YCS needs to be
  highlighted

44
Preparation for the Census

• More validation on entry
• to ensure compliance with the Common Basic Data
  Set
• reduce errors that need to be checked when the
  extract is generated
• Ensure new data items understood and populated
• Pupil Date of Leaving
• Exclusions (including associated In Care and SEN
  data)
• Attendance
• School Characteristics

45
Preparation for the Census

• School Summary
• census return will automatically generate a
  report summarising the data in the School Census
  return
• different one each census
• more comprehensive should be more useful to
  schools themselves

46
Preparation for the Census

• Suggestions
• School User Groups
• Data checks
• Consider need / plan for training
• Consider dry runs

47
Communication with LEAs

• PLASC / School Census Roadshows in Nov
• go through detail again
• good practice
• so can be ready for first Census on 19 January
  2006

48
How do items get into the Census?

• The Commissioning process for the 2006 Census
• Simon Grigor

49
Background

• Conflict and balance
• Ongoing need to evaluate policy
• BUT
• Also a commitment to Data rationalisation

50
Protocol features

• Importance of Common Basic Data Set items
• Core and standard items to be the source of all
  data needed from schools
• Agreement process for core items
• Rationalisation of other data collections

51
Commissioning Process (i)

• Spring 2004 - Schools and LEAs involved in study
  of CBDS specifications
• Did they use the items?
• If so, did they fit the core concept
• Policy users in DfES and partners also asked
  about the specifications

52
Commissioning Process (ii)

• Request made to policy teams and partners for any
  potential additional needs
• Variety of responses
• Filtered
• Seemingly unjustifiable or burdensome requests
  rejected through the Census Board

53
Commissioning Process (iii)

• Those appearing to have some level of
  justification asked to prepare business cases
• Rationale Likely Burdens Why the Census?
• These business cases put to further focus group
  meetings of LEA and school representatives
• Then put to Census Board with summaries of the
  group discussions

54
Commissioning Process (iv)

• Census Board recommendations put forward to Star
  Chamber the Departments panel that reviews
  existing and proposed data collections
• After their endorsement, on to New Relationship
  with Schools Data Board
• And, for 2006, a further step DfES Schools
  Directorate Management Group

55
Outstanding Issues

• Health and Welfare
• Inclusion

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On to 2007

• Lessons from 2006
• Start earlier
• Value of school and LEA involvement
• School/LEA policy meetings were valuable
• Keep Departmental colleagues on board
• Engage senior policy colleagues

57
What do you think?

• What are your concerns?
• potential burdens of three collections on schools
• potential burdens of three collection on LEAs
• Census Dates
• any issues for LEAs not operating 3 terms
• Are there things you need from the centre to help
  you?
• Contact ims.mailbox_at_dfes.gsi.gov.uk

58
Lunch
59
School Census School Workforce

• Spring 2005 LEA Workshops - 14, 15 and 17 March

60
School Census School Workforce Level
61
Plans for 2006

• Primary schools
• PLASC business as usual, very minor changes
• Secondary schools
• new School Census
• two levels, pupil and school
• termly, modular approach
• School Census School Workforce level
• 3 pilots
• Planned full roll-out in 2007
• termly, modular approach

62
School Census School Workforce

• Key reasons for the increasing importance of
  school workforce data
• Re-modelling the School Workforce
• NRWS Next Steps
• Compliance with RRAA legislation
• Schools and LEAs will have access to improved
  information on the school workforce
• Census-type arrangements for school workforce

63
School Workforce level Piloting

• Pilot 1 March 06 small sample of secondary
  schools, to test systems and processes
• Pilot 2 May 06 all schools in 20 LEAs to test
  data quality and volume.
• Pilot 3 October 06 10 or 10 of all schools
  (whichever larger) in all LEAs, to ensure
  readiness for full roll-out
• 2007 Planned full roll-out

64
Preparation for School Workforce

• Up to 18 months for LEAs to prepare
• DfES will support LEAs by developing systems,
  processes and providing training
• DfES will make every effort to reduce burdens on
  schools/LEAs by gathering data from other sources
  (eg. other protocol partners)
• To help us to help you, please fill in the
  questionnaire

65
A Challenge for all of us

• Some short term pain but all working towards
• Collect once use many times
• Rationalising collections
• Maintaining essential data on an event-driven
  basis
• Automated collecting and sharing data

66
School Census School WorkforceBenefits to all
users

• Andy Clarke
• Data Services Group

67
Introduction

• This presentation expands on the benefits that
  the new collections can bring to all users.
• Show the current inefficient mix of collections
  and the knowledge gaps these still leave
• Show the power and efficiency that collecting
  individual level data will bring

68
Existing sources

• DTR teachers by age, pay details, teacher
  movement
• 618G teacher numbers, grade, ethnicity,
  sickness absence
• Census teacher numbers and support staff
  numbers
• Staffing surveys subjects taught and subject of
  qualification

69
Support staff numbers 1992 2004
70
Natural wastage
71
Summary of issues

• Substantial gaps in knowledge
• Overlap between sources eg census and 618G on the
  same day
• Inflexible dont meet range of users needs so
  multitude of other collections eg large scale OME
  and LGA surveys

72
The future..

• Standardised collections but designed to meet
  variety of needs
• Flexible analysis possible because data are at
  individual level, not aggregate
• Some illustrative examples

73
Illustrative staff profile

• Medium sized London secondary school

East London Secondary School

• Number of pupils 950 800
• Number of teachers 45 53
• Number of TAs 15 10
• Number of HLTAs 5 0
• TA average salary 15,200 13,500

74
Workforce movement and pay(potential to replace
OME and LGA but better data)

• Teacher movement by pay scale and spine point
• Teacher movement by subject
• Support staff movement by role eg admin, TAs,
  HLTAs
• Better planning data - locally and nationally

75
RRA monitoring potential

• Retention by ethnicity - for teachers and support
  staff
• Pay levels and progression by ethnicity -
  teachers and support staff
• Staff role by ethnicity

76
Other equality issues

• Support staff pay and gender
• Use of fixed term contracts
• Provision of CPD, by sex, by full-time/part-time

77
Maths Inquiry Making Maths count
At all levels the inquiry has serious concerns
about the current evidence base regarding the
numbers and profile of those teaching post-14
mathematics DfES response The inquiry felt
that we needed a more complete understanding of
exactly who is teaching maths in our schools and
colleges as a basis for policy making. We
agree.

• In time, more regular and more comprehensive eg
  LEA analysis

78
School Census School Workforce Level business
requirements

• Steve Ward
• Data Services Group

79
Introduction

• This presentation will cover
• Data Requirements
• Coverage and Scope
• Termly Collection Requirements

80
Data requirements Overview of Census
81
How will the census cover

• Teachers and support staff ?
• Centrally employed staff ?
• Supply teachers (occasionals) ?
• Multiple service ?

82
Data Requirements Staff Details
83
Data Requirements Contract / Service Agreement
(1)
84
Data Requirements Contract / Service Agreement
(2)
85
Data Requirements Absence
Categories of Absence required -- Sickness
Maternity /Paternity Secondment Training
Unpaid, authorised absenceUnauthorised absence
Absence for public dutiesOther paid authorised
absence, e.g. compassionate leave
86
Collection of Curriculum Quals data

• Secondary schools only
• Working to generate curriculum from timetable
  systems
• Qualifications data only required from schools
  where not available from the GTC
• Teachers without Qualified Teacher Status
• ITT prior to 1986
• Relevant qualifications obtained post-ITT
• Other situations, e.g. Academies
• Support staff

87
Data Requirements Curriculum and Qualifications
88
School Level Vacancies

• Piloted in 2006 alongside School Workforce
• In 2007, vacancies module added to school level
• Tables in 618G replaced by 5 questions
• Vacant post role (e.g. Headteacher)
• Vacancy subject (e.g. English)
• Vacancy tenure (full / part-time)
• Is vacancy temporarily-filled (yes/no)?
• Has vacancy been advertised (yes/no)?

89
Termly Collections 2007 onwards

• Staff details collected in the Spring, and with
  other modules as necessary
• Absence collected once per year Spring Census
• Curriculum / Quals once per year Autumn Census
• Pay Details twice per year Spring and Autumn
• Contract details termly
• Vacancies once per year Spring Census

90
Census Questionnaire

• We would be grateful for early feedback on
• Q1 Q2 - Contacts within your LEA
• Q3 - Contacts within the wider Local Authority
• Overall feedback - Questions 4 and 5

91
School Census School Workforce Level Collection
mechanism

• Ian Watson
• Data Services Group

92
School Workforce Collection

• Can be an infinite number of data items per
  person
• System has to be flexible
• Data will be supplied from a combination of
  School MIS, LEA, Payroll, HR, Third parties,
  others?
• System has to be able to collate files and
  provide feedback.

93
School Workforce Collection
The DfES will develop a central system
called DISC Derived from the Latin. disco
to receive information, find out to become
acquainted with, learn to recognise
94
School Workforce Collection

• DISC is accessed over the web
• DISC will accept data from various sources in a
  structured manner.
• DISC will hold data on individual staff and allow
  multi user access for updating, ie School inputs
  basic staff details and LEA inputs contract
  details
• DISC will map code sets to match SWF, ie
• Date file from external source DD-MM-YYYY
• Mapped to SWF as CCYY-MM-DD
• Some user interface required.
• Notification will be given to Schools when
  records are complete. Heads can then authorise
  the data as being complete and accurate before
  LEAs send to the DfES.

95
School Workforce Collection

• Enhanced MIS screens to monitor and track
  progress of returns
• Returns received real time i.e. at point of
  file upload / form submission
• Full audit trail of changes to data
• Multi User Access via browser
• Discuss incidents relating to return with data
  sources based on same set of data
• No deployment issues with users local desktop

96
School A
.Schools will access DISC and upload full or
partial files from MIS
School B
DISC
School C
97
Partial records from HR, Payroll etc will be
added by the LEA to the data Schools have input
to form a complete record per member of staff.
LA Payroll
LEA HR
DISC
Bank
(Some work may need to be done by LEAs To ensure
data is in correct format for DISC)
98
Schools will be informed when records are
complete to allow them to run off summary reports
and approve data before LEA submits files to
DfES.
School A
School B
DISC
School C
99

• Less burden on Schools
• More data available now
• Does not rely on school MIS alone.
• Allows submission of data from local LEA systems
  directly

100
Census Questionnaire

• We would be grateful for early feedback on
• Where will your data come from
• Q6 Q7 Secondary Schools
• Q8 Q9 Primary Schools
• Q10 further views on your software suppliers
• Q11. How can we help?
• Q12 Your main concerns
• Q13. Willing volunteers for the pilots.

101
A Challenge for all of us

• Some short term pain but all working towards
• Collect once use many times
• Rationalising collections
• Maintaining essential data on an event-driven
  basis
• Automated collecting and sharing data

102
School Census LEA Workshops

• Spring 2005 LEA Workshops - 14, 15 and 17 March
• THANK YOU!