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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
5A5B5C4A4B4C3A3B3C2A2B2C1A1B1C Progressio
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.
5A5B5C4A4B4C3A3B3C2A2B2C1A1B1C
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.