Assessment and tracking evening Year 3 and 4. Aims and purpose of the evening Provide an overview of...

Assessment and tracking evening

Year 3 and 4

Aims and purpose of the evening

Provide an overview of how children are assessed and what these assessments mean in terms of levels, sub levels, attainment and progress for each individual

To put the school’s performance in terms of achievement and progress into the national context

Provide information to support discussions about your individual child at parent/teacher liaison evenings

Structure and Questions

So what is assessment all about ?

The data confusion Tracking individual children against their own

expected progress Identifying those who are off track early and

planning intervention to respond to this Identifying those who are making accelerated

progress and ensuring the teaching and learning responds to this.

Understanding the levels

What does each level mean The range of levels are 1 – 5 Splitting the level down – C,B,A For example – 3C ( Lower), 3B

( Middle), 3A ( Higher) Teacher assessment and

allocating a sub level

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n

Progress and attainment in the context of Key stage two

The start of the journey – FS2 and the Early years curriculum

Moving to Year 1 and expected progress Year 2 benchmarking – level 2B Progression based on year 2 exit scores – by

end of year 6 = 2 levels progress

Understanding the levels

Expected Yearly progress – aim for 3 sub levels over two years

Example child enters year 3 at 2B, by end of year four working at 3B, by the end of year 6 working at level 4B

Setting ambitious targets for improved progress means that we are looking to deliver two sub levels progress a year.

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KS1 Level

Year 4

1 whole level from KS1 level

Year 6

2 whole levels from KS1 level

Year 31 or 2 sub-levels from KS1 level

Year 51 sub-level away

from 2 levels progress

Attainment against national expectations

Attainment only makes sense when linked to individual progress.

National expectations for the ‘average child’ FS2 point 6, Year 2 Level 2B, Year 4 level 3B, year 6 Level 4B.

National expectations for the ‘above average child’ FS2 point 6+, Year 2 Level 3, Year 4 Level 4, Year 6 Level 5

Seeking Excellence for all in all

Each individual has their own targets based on expected progress from their starting points

Focusing on individuals to maximise their progress, which in turn maximises their attainment.

How does the school use its data

Individual tracking based on expected progress. Use of APP grids.

Individual targets based on the individuals journey with ambitious target setting to raise attainment

Pupil Progress reviews every term Data analysis based on progress and target

setting

Target setting

Based on individual need Includes the learner and the parents and

carers – targets in books, discussions with groups and individuals, parent and carers evenings

Drives our allocation of resources

How can you help your child?

Knowing what their targets are in terms of overall progress and next steps

Supporting them with their learning logs and homework

Supporting their reading and development of essential maths skills

Celebrating their individual achievements Keeping the balance

Any questions?

So how do we perform as a school?

OFSTED judge us on various specific areas

KS2

Percentage of children achieving in English and Maths

Level 4 plus Level 5 Number of children making two levels progress Number of children achieving level 4 in both

subjects and making two levels progress in both subjects

KS2 performance

Level 4+

English 96% National 2008 88% Maths 93% National 2008 80%

KS2 performance

Level 5

English 67% National 2008 30% Maths 54% National 2008 31%

KS2 performance

2 levels progress English 98% National 88% – 95% Maths 96% National 78% - 91%

3 levels progress English 44% Maths 26%

KS2 performance

Number of children achieving level 4 in both subjects

Both subjects 91% National 77% - 89%

Key areas we are working on to improve achievement and progress

Securing and extending two levels progress across the key stage

Developing confidence in using and applying techniques in maths

Extending level 5 performance in writing for both genders

Overall context of the school

Improved performance in terms of attainment and progress

Secure pupil tracking and target setting Rigorous monitoring and assessment

systems A total commitment to Excellence for all in all

Any questions?

Information to take away and future curriculum meetings

Year 6 support material Maths curriculum evening on Tuesday 27th

October 2009 Year SATS preparation briefing Presentation on the school website Review sheets

A practical example

Child exiting FS2 with a profile score of point 6

Expected progress to end of KS1 – level 2B Expected progress to end of KS2 – level 4 In order to achieve this : 1 level progress a

year in KS1, 3 sublevels ( 1 level) progress by end of year 4, 2 levels progress by end of year 6.