STEER’s AS Tracking programme helps Governors and Boards discharge their four executive requirements:
- Fulfilling their charitable aims
- Meeting statutory requirements
- Setting strategic goals
- Exercising financial prudence
The charitable aims of schools will vary but many refer to these core aims:
- Forming pupil character. At its core, AS Tracking is about enabling the school to fulfil this goal in a more measurable, evidenced and effective way
- Developing personal responsibility. AS Tracking is unique in being designed for the school to HAND OVER the journey the pupil has made, to the pupil themselves. They take responsibility for their OWN behaviours and development.
- Preparing for future workplace and society. USTEER was designed to help your students transition to healthy, responsible life at university and the workplace beyond school- it’s a way of your school reaching beyond Y13 to achieve that charitable objective.
MOREOVER, in a world of AI, where machines will replace many jobs based on pure intelligence, the human social, emotional skills developed through AS Tracking will be unique, human quality which parents will want to hear you are explicitly developing.
AS Tracking fundamentally fulfils a school’s statutory requirements of:
- Safeguarding- ‘hearing the pupil voice’ such that you can safeguard their welfare
- AS Tracking also ensures the school is responsibly tracking and securing a data record for each and every child
This data is available to the school executive at any time, to report and evidence your educational provision whether to governors or inspectors.
CPD is vital strategic goal for every school executive. AS Tracking provides robust ongoing training for ALL staff, to a consistent and high level, via its online training programme. Additionally, the AS Tracking data analytics tools provide an executive with insight into the impact of their school strategy. Governors can use the data to evaluate the success of the school's strategic pastoral goals.
Governors need to benchmark their school against the sector. AS Tracking provides comparisons against sector-wide school AS Tracking numbers of ‘priority pupils, polar biases, composite risks, national means’ for social-emotional development. This enables governors a Head to report to governors ‘This is where we are currently compared to the sector and this is what we are doing about it’
AS Tracking is a small incremental cost per student- less than £20, the cost of a pizza.
However, AS Tracking is also about preventing costly problems arising… for example, the loss of one pupil, a expensive behavioural or parental concern. Schools have told us that using AS Tracking data has enabled them to resolve such concerns much earlier and reduce escalating potential costs.
AS Tracking is about a long term approach, where your data becomes more and more valuable as you build it up year by year.
STEER provides unique and otherwise unavailable insight for Governors
Tracking 50,000 pupils biannually, STEER is in the privileged position of harvesting and curating one of the largest chronological databases of adolescent cognitive, social & emotional development in the country. From this we can publish emerging finds, trends and insights.
Our goal is to provide intelligence to the sector which might otherwise be unavailable. We write about less well known problems linked to widely used practices. For example, the impact of Google on memory; differences in mental health risks for boys and girls; the unconscious effects of social priming on school effectiveness. We publish these in our series of Heads' Thought Pieces, and at the STEER Educational Leaders FT Weekend Oxford Literary Festival conference.
STEER adheres to a strict code of conduct to ensure the ethical use of AS Tracking
Our code, signed by user schools, ensures that AS Tracking is used for its intended scope. The code prevents, for example, AS Tracking data being used to prevent selection to a school or university, and ensures teachers are fully trained and supervised to use the AS Tracking data appropriately. Read the full code of conduct below.
We are committed to providing high quality training, building high quality in school expertise. 1.1 Schools designate appropriate numbers of practitioners who attend the AS Tracking Practitioner Training Day. 1.2 Each school is appointed a designated AS Tracking Consultant who delivers a series of bespoke AS Tracking tutorials to colleagues. 1.3 All training is delivered by highly trained, well supervised AS Tracking Consultants.
We ensure AS Tracking is embedded within high quality pastoral practice. 2.1 All schools follow an accreditation scheme, which validates four areas of practice. 2.2 Accreditation is only given to schools who evidence the highest quality of AS Tracking pastoral practice. 2.3 Schools have access to high quality resources to support high quality AS Tracking pastoral practice
We are committed to transparency and a high quality of information governance. 3.1 We resource schools with a wide range of resources to explain AS Tracking to their parent and pupil body, and wider school community e.g. school nurses and counsellors 3.2 We guide schools in responding to questions and concerns from parents, pupils and the wider school community
We respect the rights of parents and pupils to withdraw from AS Tracking assessments. 4.1 Where parents or pupils raise concerns, schools are resourced with a wide range of resources to allay concerns or resolve confusion. 4.2 Should parents or pupils choose to opt out, their decision is respected. 4.3 Where requested, parents or pupils should be allowed to opt in again.
We are committed to collecting pupil data in accordance with the highest ethical standards. 5.1 The methodology of the AS Tracking assessment has been rigorously designed to be accessible to all pupils irrespective of age, additional educational needs or culture. 5.2 Where barriers may remain, schools are provided with resources to improve accessibility. 5.3 The assessment uses neutral language to lessen any possibility of external priming or emotional triggering. 5.4 Pupils are well prepared and well supervised through the assessment process. 5.5 AS Tracking should not be used as a selection tool. Data is collected to support the pastoral provision given to pupils already on roll at a school.
We are committed to storing data in accordance with the highest standards of data protection. 6.1 Data is processed in accordance with the six data protection principles of best practice and specified in our Data Protection Policy. 6.2 We are UK government Cyber Essentials accredited.
All AS Tracking Consultants abide by the Code of Conduct for Consultants. 7.1 All AS Tracking consultants sign the Code of Conduct for Consultants; they are held accountable should this be reneged upon.
We are explicit about the claims of AS Tracking. 8.1 AS Tracking data provides an additional advisory measure to inform and guide proactive, targeted and evidenced based pastoral care. AS Tracking should not be used as a sole, isolated or absolute indicator of any single pupil mental health risk, pastoral risk or concern. As such, AS Tracking data provides an increased degree of accuracy in pastoral decision making, not an infallible one, as confirmed in our literature.
We follow and give explicit guidelines to inform data sharing. 9.1 Schools are given explicit guidelines to inform their practice in sharing AS T data with pupils and parents. AS tracking is a professional pastoral assessment and reporting tool, used by trained educational professionals. Data is not presented in a format suitable for parents or pupils. Where parents or pupils request to see their data, it must be in the context of dialogue, and not released without context. 9.2 Schools are given explicit guidelines to inform their practice when sharing AS T data with the wider school community. All school professionals with access to pupil data must receive a level of training appropriate to their role. Schools are advised to restrict IT permission levels as appropriate. 9.3 Schools will be given guidance in how to share AS T data with Health Professionals but schools will follow their own data sharing guidelines when sharing with external health professionals. 9.4 STEER may refer to pupil or school data to explain or evidence AS Tracking to a wider educational community. At such times, names and context will be changed to eliminate identification. 9.5 As pupils’ transition from one school to another, schools may use AS T Forward to transfer pupils’ AS Tracking data to another AS Tracking user school. Data must not be sent to schools who are not AS Tracking user schools. Data may only be transferred once the pupil has confirmed their destination school and accepted their place. Data transfer will assist the receiving school in putting place pastoral provision, and ensuring an ongoing data narrative for each pupil. It must play no part in the selection process.
- We are committed to giving all pupils ownership of their data at Y13 transition and through USTEER. 10.1 AS Tracking is a means by which pupils’ social and emotional development can be tracked from the ages of 8- 18. On leaving school at 18, ownership of this data will be retained by STEER and the school leaver alone. 10.2 We retain the data on our system in compliance with our data protection policy.