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bobsmith

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  1. bobsmith
    key to success should have the average points score, just divide by 6 for fine level. FFT use a slightly different starting point methodology to the DfE, both are correct within the context of the outcomes generated.
  2. bobsmith
    The approach I'm taking is to continue to use FFT using the built in challenge from targeting like schools in the next boundary - (50th, 25th, 5th percentile of schools) compared to where we are. I use the attainment 8 and Progress 8 calculations to tell us where we are in relation to those measures, but not for targeting. The biggest issue for many schools will be filling the buckets, so the P8 scores that come out of SIMS are used by our heads of year and SLT to inform changes to curriculum etc.
  3. bobsmith
    I've been taking these numbers with a mountain of salt. By the time your year 9's actually take their GCSEs I believe those numbers would have increased dramatically.
  4. bobsmith
    If only the expected progress as defined by the DfE had any grounding in reality! It's not that I want to see the level 3s achieving less than 3 LoP (they mostly don't achieve 3LoP), but the level 5s and 6s need to make 4 or 5 to make progress in line with national figures! @cct72, I agree, however if you use FFT Aspire you get a series of estimates, you can ask the software to offer a target, which can be moderated by a human. If the human agrees with the suggestion and makes no change to it then it still becomes a target. I've been blocked at this point in time from getting teachers to moderate the targets - but it is the final step that will allow the teaching staff to "buy in" to aspirational targeting.
  5. bobsmith
    which you could then track in an aspect or group analysis grid presumably to give you a total of missing marks across a subject perhaps?
  6. bobsmith
    If you have an FFT subscription then you'll be able to set appropriate subject targets from within the software - guided by the information FFT provides. You can then import them into SIMS (via csv but it's not that painful). FFT will be adding a button to switch the targets between A-G and 9-1 at some point in the near future (once they have a better idea of the correlation) Residuals in year 9 sounds a little bit like jumping the gun, i don't calculate them - just let the exam analysis reports handle it in the summer for year 11. RAGing is great fun - you want a calculation which works out if the current grade is higher, lower or the same as the target, then another column using a "nested if then else" to apply the colours in each case.
  7. bobsmith
    Natashac15 - does your school have an FFT Aspire subscription?
  8. bobsmith
    @Banjo missing results columns? sounds interesting and I haven't heard of it before - can you elaborate?
  9. bobsmith
    Good morning Targets are not set by anyone other than your school - even the minimum expected progress of 3 levels from ks2 to ks4 isn't actually achieved nationally at anything like 100%. The DfE haven't published anything that I'm aware of that links ks2 to the new 1-9 scale. What you have got is a rough idea of how 1-9 matches to the A-G system. So if you had an existing school method of setting targets you could probably do some kind of conversion from the old grades to the new ones.
  10. bobsmith
    I've been trying to educate my staff that targets for students (I use FFT Aspire and set targets per subject based on the next boundary up from their current position) are aspirational. I don't expect 100% of students to hit their targets, I do expect the significant % to do so. When FFT says that 50% of level 5a's get an A* in English they obviously don't tell us which 50% of students that is, mostly because it's statistics and not a crystal ball. The important bit is that staff realise that an A* target is reasonable for this group of students and that is what they should be striving for. Student targets used as a stick to beat teachers over the head with is counter productive as staff will end up rejecting their validity.
  11. bobsmith
    https://ico.org.uk/ "Information Commissioner's Office" And as MattMitchell said, don't use the UPN! It's akin to using someones NI number - it is uniquely identifiable. Out of interest - would you be using your website for more than 1 school?
  12. bobsmith
    if you are responsible for SIMS in your school then you're gonna want a myaccount login!
  13. bobsmith
    just tested it here and no complaints.
  14. bobsmith
    https://myaccount.capita-cs.co.uk/Notifications/sims-data-centre-issue/
  15. bobsmith

    CONNECT Ed

    bobsmith posted a topic in MIS Systems

    Is anyone using CONNECT Ed and can comment on whether it can do the job of TASC Insight / SLG ?
  16. bobsmith

    World of Warships

    bobsmith replied to LiamH's topic in Gaming

    Played through the closed beta, lost interest in carriers after their major nerf (reduction/removal of torp bombers). Anyone remember the "aimbot" and how much fun it was getting smashed from 20km away from an unspotted BB? I've since gone back to World of Tanks - it's still got playability and is much faster paced that Ships is - working on getting the last tier 10 unlocked captainbob (KIA2) if you're playing on either EU server!
  17. bobsmith
    RM's Integris G2 would tick those boxes too, and no, I don't work for RM Presumably the school is going to expand? more info (Primary/Secondary - planned roll numbers) would help focus our suggestions for you.
  18. bobsmith
    I'm presuming that you've not had lesson registration in any form before then? The register doesn't have to be taken straight away - they can take it while the students are engaged in a task. If it's not a culture you've had before then it's something that your SLT need to cultivate. As for two computers?? unless they can operate both simultaneously I can't see it helping - i've never seen this implemented When I've had teachers who were frequently missing registers a quick allusion to good safeguarding practice normally got them jumping to do it.
  19. bobsmith
    vikpaw adds useful comments as ever Even if your grading system is using numbers (1-9) I'd still do as he says and make them grade type - it allows you to change the numbers behind the scenes should it help with any calculations that come along (ks2 to ks4 progress perhaps?) Only thing of note in your (iceman's) response - "Aspects - around 140, one for each Subject/AssessmentPoint combination" Did you mean Assessment Objective? - assessment points would be covered by your resultsets.
  20. bobsmith
    Just to confirm, the original school is keeping it's DfE number, and the other site is getting a new one? In which case students will be "moving" to the other school FROM the original - using the method CAM has mentioned above. I feel this isn't something you can mess around with too much, it's important legal stuff.
  21. bobsmith
    first issue - SIMS doesn't record results against subjects - it records results against aspects. so as Banjo said above, you need those 7 assessments created for each subject. Assuming something like 20 subjects (you may have more or less) that's 7 x 20 = 140 aspects. You can clone them though, it'll be ever so slightly faster. You've got your result sets ok, though an easier to read naming convention might have been Y07_AP01 but that's largely a matter of taste. If you record your AP_0 without a result set it won't matter when it's given to a student. Oh, and yes - you need a new template for each year/subject combination - though you can clone (this actually does save time!) Hope that helps.
  22. bobsmith
    You are in effect now going to be two seperate schools, but with a shared ICT infrastructure? I think you'll run into the license issue - 1 school = 1 sims licence.
  23. bobsmith
    Silly question - and it doesn't answer your question but.... Wouldn't it be more important to keep the record of who did the old reviews? Is anything gained by changing history?
  24. bobsmith
    If you can get this changed then you would make many many people happy
  25. bobsmith
    Student conduct information - total conduct points This is the total achivements are positive, behaviours are negative. At least as far as I've figure it out so far
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