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Great Wakering Primary School
Policy & Guidance for Assessment, recording and
Reporting
September 2016
2
Contents
Page Aims and purposes of assessment 3 Assessment for Learning 4 – 5 Responsibilities of individuals 6 Assessment strategies 8 – 9 Teacher assessment 10 Calculating Progress 11-13 Foundation subjects 13 EYFS Assessment 14 Standardisation and moderations 15 Pupil Progress Meetings 15 Target Setting 15 Writing and Maths 16 Learning Review Meetings 17 Organisation and record keeping 18 Reporting 19
3
Great Wakering Primary School
Assessment, Recording and Reporting of Achievement Policy
Introduction Assessment, and the recording and reporting of such are at the very core of teaching and learning at Great Wakering Primary School. Without assessment, teaching cannot be effectively planned or delivered at the pitch required to meet children’s needs and next steps in their learning. All class teachers are responsible for the assessment of the pupils in their class and the implementation of the assessment policy. Support staff, pupils and parents also have an important part to play in the process. The Aims and Purpose of Assessment
Assessment is only worthwhile if it makes a difference, therefore it must inform planning and
lead to target setting. Effective assessment, and consequently effective planning and target
setting will raise progress and attainment standards. Assessment information can provide
both short and long term targets for the individual and whole school. For assessment to be
valid and reliable, it should measure progress and attainment against set criteria.
At Great Wakering Primary our teachers are involved in assessment and recording procedures that:
Inform planning
Are integrated into daily classroom practice
Use a variety of approaches which are tailored to meet the specific demands of individual subjects/Key Stages
Identifies and tracks pupils’ progress
Identifies and tracks specific groups progress, according to prior attainment.
Actively involves pupils in what they are learning, what they have learnt and how they can improve
Are formative, summative and diagnostic
Are valid and reliable sources of evidence
Are motivational and celebrate success.
4
Great Wakering Primary uses Assessment for Learning as a tool for continual improvement by: Sharing learning objectives with pupils
Share learning objectives and outcomes at the beginning of the lesson and, where appropriate, during the lesson in language that pupils can understand.
Use these objectives as the basis for questioning and feedback during a lesson e.g. ask pupils to explain what they are trying to learn and why.
Evaluate this feedback in relation to the achievement of the learning objectives to inform the next stages of planning.
Helping pupils to know and recognise the standards they are aiming for
Show pupils’ work that has met criteria, with explanations of why
Give pupils clear steps to success related to the learning objectives or create them with the children
Model work to a high expectation
Model success by providing examples of previous work
Ensure that there are clear, shared expectations about the presentation of work
Provide displays of pupils’ work, which show work in progress as well as the finished product.
Discuss areas for improvement and areas of success in pieces of work. Involving pupils in peer and self assessment
Give pupils clear opportunities to talk about what they have learned and their successes and areas for improvement, using the learning objective as a focus.
Provide planned opportunities for pupils to work/discuss together, focusing upon how to improve.
Provide training for pupils on how to assess each other’s work.
Ask pupils to explain the steps in their thinking: ‘How did you get that answer?’
Give time for pupils to reflect upon their learning and provide editing and re-drafting opportunities.
Give children the opportunity to choose appropriate learning partners to work with in the classroom
Allow children to choose their own challenges based on their own understanding of the learning objective.
Providing feedback which leads to pupils recognising their next steps and how to take them
Value oral as well as written feedback.
Ensure feedback is constructive as well as positive, identifying what the pupil has achieved, what needs to improve, and how to do it.
Provide time for pupils to reflect on written feedback and respond to it during a lesson.
Demonstrate how to improve work and provide opportunities for children to apply this strategy when editing and re-drafting.
Promoting confidence that every pupil can improve
Identify small steps to enable pupils to see their progress, thus every pupil can improve building confidence and self-esteem.
5
Encourage pupils to explain their thinking and reasoning within a secure classroom ethos.
Match learning objectives to individual needs by pitching questions at a level appropriate to individual needs.
Give children increased responsibility for recognising their learning potential by providing more choice in the classroom.
Involving both teacher and pupil in reviewing and reflecting on assessment information
Choose independent tasks to provide quality assessment information (emphasis on process, not just the correct answer)
Use formative and summative assessment data with pupils to identify the progress children have made, where they are at and what they need to do to next.
Help pupils to set their own targets and assess their progress towards them.
Provide time for pupils to reflect upon what they have learned and identify where they still have difficulties
Allow time for the children to find evidence of good practise and areas for improvement in their work to share in their Learning Review Meeting alongside their teacher and parents/carers.
6
Responsibilities of individuals within assessment: Teachers
ensure that all lessons have clear skill based objectives
ensure formative assessment informs the planning process
focus on the progress of individual children based on their prior attainment (low, middle, high)
keep records/evidence of attainment and progress
undertake termly assessments against the National Curriculum for their class in reading, writing, spelling and grammar, maths, science and computing
undertake assessment in all foundation subjects in the Spring and Summer term
complete school tracking grids showing whether each child has made accelerated, expected or slow progress against their prior attainment and their current attainment; below (B), working towards (W), at national (N), working above (A) or displaying mastery (M) against their age group expectations for reading, writing, spelling and grammar and maths (see appendix 4)
identify Pupil Premium and SEND children and track their progress and attainment (see appendix 4 and 5)
analyse individual class information termly, including groups-prior attainment, boys, girls, pupil premium, more-able and SEND (see appendix 5 and 6)
identify interventions for targeted children and review their effectiveness and impact
take part in termly pupil progress meetings to identify individual pupil needs and target children to maximise progress (see appendix 9)
take part in moderation meetings as a whole school, with a member of SLT or partner teacher
attend staff meetings on standardisation throughout the academic year
write clear, accurate reports to parents
moderate work from different year groups alongside colleagues.
analyse information from termly summative tests- PUMA, PIRA and Spelling to identify gaps in children’s learning to inform planning.
hold Learning Review Meetings twice a year with parents and their children
discuss expectations, targets, strengths and weaknesses with children and parents
track the children’s progress in their Zero Tolerance Spellings and reading colour bands each term.
Senior Leaders
collate cohort data for progress and attainment for all core and foundation subjects
identify target children to set targets for and meet to discuss their work to maximise progress based on their prior attainment
monitor and track children’s progress
conduct and lead Performance Management meetings
plan and lead staff meetings addressing issues arisen from assessment data
moderate work and standards across year groups
lead moderation meetings to ensure consistency across year groups
monitor pupil books to identify appropriate AFL/ attainment and progress
observe lessons to ensure AFL/attainment and progress are taking place
challenge colleagues at pupil progress meetings
analyse groups of children across the school- boys, girls, pupil premium and SEND
conduct pupil perceptions
7
Subject Co-ordinators
Collect class data for progress and attainment in their foundation subject
Compare the standards in the subject to Reading, Writing and Maths
give advice on key objectives and progression
analyse standards in their subject and report to SLT/Governors
provide support and information on assessment in their subject
monitor assessment within their subject
compile a subject portfolio to ensure standards are maintained across the school
complete an action plan, informed by the school development plan, to raise progress and attainment in each foundation subject.
The Assessment Co-ordinator
ensure that assessment procedures are clear to all staff and completed
maintain and update the assessment policy
provide support and information on training in assessment
ensure consistency in judgement, planning and procedures
organise the annual assessment calendar (see appendix 2)
monitor record keeping and report writing
ensure the statutory requirements are met
update the governing body on any developments or changes in assessment policy and practice
collate school data for progress and attainment
monitor and track children’s progress, including groups
track target children’s progress
report to governors on a termly basis with regards to attainment and progress
To analyse school data against RAISE online and FFT.
The Head Teacher
has overall responsibility for ensuring that statutory requirements are met
makes effective use of assessment information in setting targets at class, year group, key stage and whole school levels
includes, in the school development plan, appropriate resources for assessment and for staff training.
Governors
request information about the effectiveness of assessment practice
track individual progress; monitor the attainment of year group cohorts
report on end of key stage assessment results
agree targets at a whole school level and at the end of key stages
track anonymous children on a termly basis
meet with the assessment co-ordinator on a termly basis to analyse data and explore any issues raised.
8
Assessment Strategies At Great Wakering Primary School we use a variety of assessment strategies. It is important that the assessment strategy chosen is fit for the purpose, valid and reliable. The methods used will fall into one of three categories; formative, summative and diagnostic. We aim to place formative assessment at the heart of our assessment.
1. Formative Assessment informs the choices and plans made to help children’s learning. Evaluation provides information regarding the effectiveness of the lessons delivered. This is carried out on a day to day basis and informs planning (see appendix 1) It can include oral questioning, evaluating achievements against the learning outcome and marking and feedback.
2. Summative Assessment provides a summary of progress and achievement up to a particular moment in time and is carried out at intervals throughout the year. Analysis of summative data informs planning, staff training, deployment of staff and intervention programs.
3. Diagnostic Assessment is used to pinpoint what children do or do not know and
what areas need to be taught in further depth.
Category Method Year
Formative Developmental feedback through marking, observation and listening. All Years
Individual and group evaluation of lessons. All Years
Year group and whole school moderation of children’s work. All Years
Involvement of children in the learning process, primarily through discussion
and setting targets
All Years
Producing and monitoring QFTs All Years
Assessment for Learning strategies in the classroom- individual whiteboard,
target setting, questioning
All Years
Summative EYFS Baseline Assessments FS
Year 1
KS1 SATS. Year 2
KS2 SATS. Year 6
Termly teacher assessments All years
Annual Parents’ Report. All years
Learning Review Meetings All years
Specific assessment activities/tasks- hot task, review task All years
Termly PIRA, PUMA and spelling tests All years
Zero Tolerance Spelling tests Years 1 to 6
9
Diagnostic Spar Reading and Salford Spelling Tests. KS2 SEN
Phonic Progress Tracking Sheet FS, KS1 and SEN
Reading Miscue Analysis Year 1/2
Analysis of tests - KS1/KS2 SATS tests/whole school tasks Years 2 and 6
Analysis of PIRA and PUMA whole school tests All Years
Our assessments also help teachers evaluate the curriculum provision and learning experiences for individuals, groups and classes. All teachers are expected to complete a daily evaluation for English and maths. (see appendix 1). This information helps each teacher to plan the next stage forward as it identifies children who fail to meet the learning objective, or achieve more than expected, so that their different needs may be planned for in the next lesson.
10
Making a Teacher Assessment After incorporating assessment opportunities into their timetable, teachers will be asked to make a periodic teacher assessment for Reading, Writing and Maths for individual pupils during every term. Teachers assess children against the National Curriculum using a range of evidence including; work in books, professional judgement, the level of support needed (see appendix 3) and breadth and application across the curriculum to make a judgement as to whether the children are below (B), working towards (W), at national (N), working above (A) or displaying levels of mastery (M) against their year group expectations. At the end of EYFS, children who are not working at ELG 1 should be assessed against P-Scales so progress can be closely monitored. At the end of Key Stage One, children should not be assessed at being ‘below’ unless they are allocated a P-Scale. Evidence
A variety of evidence can be used to support the teacher when making this judgement. Evidence is information that supports a judgement. Evidence which can be used to support a judgement is:
EYFS Profile Records
School Tracking Grids
Foundation Profile
Observations and post it notes
Focus group records
AFL focused activities
Children’s books – Reception to Y6
Photo records
Floor books
Test results
Self-assessment
Independent Talk for Writing- Hot and Cold Tasks
Review tasks completed away from the point of teaching
Evidence of independent work across the curriculum
Application of skills across the curriculum
11
Calculating Progress The teacher assessments are used to calculate the children’s progress. Progress is then calculated based on each individual’s prior attainment. Children will fall into one of three bands; a lower, middle or higher prior attainer. In Key Stage One this is based on the children’s prior attainment in EYFS. The ELGs for reading and writing are added together and then divided by two. The number and shape and measure ELG are also added together and divided by two. The results of both of these are then added together and divided by two- which will generate a number between 1 and 3. This number then determines whether a child is a low, middle or higher attainer using the conversion table below: Prior attainment- based on EYFS ELG
1.4 and under Lower Attainer
1.5 - 2.4 Middle Attainer
2.5 + Higher Attainer
In Key Stage Two, the children’s prior attainment is calculated in one of two ways. If the children were given a National Curriculum level in KS1 for Reading, Writing and Maths, this is converted into an average point score: National Curriculum Level Average Point Score
W 3
1c 7
1b 9
1a 11
2c 13
2b 15
2a 17
3c 19
3b 21
Prior Attainment- based on average point score KS1 Below 12 Lower prior attainer
12-17.99 Middle prior attainer
18 and above High prior attainer
The score for reading and writing is added
together and divided by two. The score for
maths is then added to this and this result is
divided by two. This will give each child an
overall average point score.
This score then determines whether each child
is a lower, middle or higher attainer, using the
conversion table below.
12
If children did not receive a National Curriculum Level at Key Stage One, due to assessment changes, their prior attainment shall be calculated on their KS1 teacher assessments, using the conversions below: Teacher Assessment Points
BLW/WTS 1
EXS 2
GDS 3
This score then determines whether each child is a lower, middle or higher attainer, using
the conversion table below.
Prior attainment- based on KS1 teacher assessment
1.4 and under Lower Attainer
1.5 - 2.4 Middle Attainer
2.5 + Higher Attainer
When each child is recognised as a Lower, Middle or Higher attainer, this and the children’s
current attainment, is used to measure progress using the grid below.
Children will have either made slow progress, expected progress or more than expected progress. Working out progress based on the children’s prior attainment, ensures high expectations of progress across both English and Mathematics (see appendix 4 and 5) Class teachers complete the data collection (see appendix four, five, six) and then this is used to identify progress and attainment in groups, including boys, girls, PPG, non PPG, SEN, most-able and prior attainment groups so any gaps between them can be identified and addressed. Increased focus on comparing prior attainment within groups, by the SLT, will track important areas, such as comparing the more-able disadvantaged group with the non-disadvantaged more-able group. The assessment lead will then collate a whole school document with comparative progress and assessment data between year groups and individual groups (see appendix 10)
Progress calculator
Prior Attainment Expected progress More than expected
Low P scales B- P scales W+
Low W N+
Middle N A+
High A M
The score for reading and writing is added
together and divided by two. The score for
maths is then added to this and this result is
divided by two. This will give each child an
overall point score.
13
Target children Across an academic year, the SLT will track the progress of targeted children. These may be children from a particular group, children who are making slow progress or children who could make more than expected progress. The SLT will drop in to lessons, talk to the children, monitor books, set targets, hold pupil progress meetings and develop performance management targets around the progress of these children.
Computing and Science As Computing and Science are core subjects, class teachers will collect attainment data for each of these once a term. Class teachers will assess the children to be working at B (p-scale), W, N, A, M in each subject and from this, determine their progress (slow, expected or more than expected) from the previous Key Stage (see appendix seven) The numbers and percentages of low, middle and high prior attainers’ progress and attainment will then be recorded for further analysis and comparison to standards in English and Maths (see appendix eight) Foundation Subjects Twice a year, once in the Spring Term and once in the Summer Term, class data will be collected by subject leaders for each foundation subject. Class teachers will assess the children to be working at B (p-scale), W, N, A, M in each subject and from this determine their progress (slow, expected or more than expected) from the previous Key Stage (see appendix seven). Each subject leader will then analyse this, including pupil premium, to determine actions for their subject across the school and the assessment leader will compare standards in each subject (see appendix eight)
14
Foundation Stage Assessment Policy
Summative Assessment
Summative Assessment provides a summary of achievement up to a particular moment in time and is carried out at intervals throughout the year. Analysis of summative data informs planning, staff training, deployment of staff and intervention programs. In Foundation Stage summative assessment will be completed against the end of year Early Learning Goals. It will provide a baseline assessment and clear measure of each child’s attainment and progress throughout their Foundation year. Assessing against the ELG throughout the year ensures one progressive assessment measure from the beginning to the end of the year. Summative assessment will take place at 4 intervals throughout the year:
September- Baseline assessment against ELGs.
December- Attainment/Progress towards ELGs.
April- Attainment/Progress towards ELGs.
June- End of year assessment against ELGs.
The summative assessment assesses children against the 17 Early Learning Goal expectations for the
end of the academic year. Formative assessment (outlined below) will help inform this decision.
Each child will be given a number from 0-3 to indicate their attainment towards each goal. The
child’s progress towards each Early Learning Goal can then be assessed throughout the year from
their baseline assessment.
Attainment definitions
0 -1 1 1+ -2 2 2+ 3 3+
The child
is not
displaying
any areas
of the
ELG.
The child
needs
significant
support/
differentia
tion to
access the
ELG.
The child
needs
extra
support to
access the
ELG.
The child
usually needs
some
additional
support to
use skills
effectively.
The child is
not yet
consistently
independen
tly using the
skills of the
ELG.
The child
can
independen
tly meet the
ELG.
Children can
independent
ly use and
apply skills
of the ELG
across all
areas.
The child
can
consistently
apply the
range of
skills and
knowledge
from the
ELG in a
wide range
of contexts.
The child is
significantly
working
above the
ELG and can
demonstrate
a depth of
application.
Formative Assessment Formative Assessment informs the choices and plans made to help children’s learning. Evaluation provides information regarding the effectiveness of the lessons delivered. This is carried out on a day to day basis and informs planning and summative assessment. Teachers will keep records of this in the following ways:
- Development Matters - Observation sheets- indoor and outdoors, photographic evidence, post it notes - Foundation stage profile
15
- Phonic Progress Tracking sheet - Learning journeys
Standardisation and Moderation Before final teacher assessments are recorded, Key Stage teams meet to moderate and standardise judgements. Whole staff meetings are put aside each term to standardise judgements about samples of work. Teachers also work with other schools to moderate each other’s samples of work. The Senior Leadership Team also moderates children’s books on a frequent basis and individual teacher’s judgements across cohorts. The Overview of Assessment across the school year and Assessment calendar (see Appendix 2) shows clearly which specific aspects of assessment will be formally recorded and moderated during each term. Pupil Progress Meetings During each term every teacher will participate in a Pupil Progress Meeting with a senior member of staff. The purpose of these meetings is:
to challenge teachers on any gaps or underperforming data compared to National
for teachers to have an open discussion about the progress their children are making
to identify progress of individual children
to focus specifically on target groups but also identify children whom are at risk due to additional circumstances
to identify action points, including specific interventions
to look at the impact of intervention groups Teachers should take a variety of materials to support the progress meeting, including recent tracking data- including target groups, intervention support provided, some examples of pupils’ work and any other data/tracking available. (see Appendix nine for key questions that will be asked at pupil progress meetings).
Target Setting End of year predictions for writing, reading, spelling and grammar, maths and science are recorded for each child. These predictions are set by the class teacher/assessment leader and are finalised at the end of October. These are based on previous end of year assessments and formative assessments made during the first half term. These predictions are designed to be challenging and motivational. Group and individual short-term learning targets provide the children with the ‘next steps’ towards their yearly target. Children and their teachers, set targets for English, maths and a personal target during the first term in their Learning review meetings. These are shared with the parents reviewed again in the spring term Learning Review Meeting. Sharing Learning Targets with Pupils
16
Our planning consists of having a precise outcome for each lesson and/or unit of work. These outcomes are shared with the class/group at the beginning of each session and are reviewed during the lesson and plenary. Writing Each child has an individual writing target card. The teacher writes the targets specific to the children’s needs after they have written the ‘cold task’ in writing. The card is easily accessible for reference during all sessions which involve writing. These targets are integral to the writing process and run alongside the specific lesson/unit objectives and are reviewed at the end of each unit, once the children have completed their ‘hot task’. Teachers remind children to check their target before each piece of writing. Regular review of the targets takes place at the point of writing, during the plenary session or when marking. Examples of modelled writing are on display in the classroom alongside ‘Writing Toolkits’, language lists, and ‘Boxing Up’. These examples illustrate writing at a high expectation and provide a reference point for children, the teacher, other adults and parents. Maths Children have targets and questions to be addressed in their maths books after every piece of recorded work. They also have targets to learn their common number facts which are facilitated during the maths teaching.
17
Learning Review Meetings Learning Review Meetings take place once every Autumn Term and Spring Term. They are led by the child and it provides them with an opportunity to discuss their own learning. They are also attended by the parent(s) and the class teacher. In Years 2, 5 and 6 the Headteacher is also present.
The purposes of the Learning Review Meetings are to:
allow the child to discuss their own learning with their parents and teacher
allow the child to discuss specific pieces of work, identifying what is being completed
well and what needs to be developed.
create targets alongside the child
determine activities which will contribute to the achievement of those targets;
establish an effective relationship between parent, child and teacher;
allow the parent an opportunity to share their praises and concerns
identify the responsibilities of the parent, the pupil and the school;
Assessment tool for how well children can discuss their own learning
18
Organisation and Record Keeping Record keeping needs to be ongoing, manageable and useful with a clear purpose aimed at tracking children’s progress and informing future planning. Along with this, record keeping forms a basis for reporting to parents, children, school, other schools, Local Authority, Ofsted and other agencies. All summative assessment is kept on the school server and a paper copy is given to the assessment lead. Foundation Stage Record Keeping
- Development Matters - Observation sheets- indoor and outdoors, photographic evidence, post it notes - Yearly tracking sheets/Foundation stage profile - Phonic Progress Tracking sheet - Foundation Stage Profile - Learning journeys - Baseline assessment
Whole School Records Along with the class based records, whole school records of these areas will be kept electronically:
- English and Maths tracking - Foundation subjects tracking - SATs results - Free School Meals - More-able, gifted and talented - SEN - Vulnerable families - Planning - Attendance data
Each child has a pupil record which contains evidence of their previous attainment, school reports and any other relevant information. The school office is involved in updating these. Any records including outside agency letters and reports for children on the Special Needs register are kept in the pupil’s SEND file. Each subject leader has a portfolio of work which contains national exemplification alongside examples which demonstrate the levels attained by children in school. These are used primarily as a resource which enable us to achieve consistency and evidence standards in each subject in our school. The portfolios are updated as the subject is developed across the school.
19
Reporting In line with statutory requirements all parents/carers receive a written report on their child’s progress towards the end of the summer term (in July). The annual report to parents includes:
their child’s progress in all areas and indicates whether children are working below, towards, at or above national standards
targets for improvement.
a summary of the child’s attendance and punctuality
any highlights of the year
a list of any extra-curricular activities their child has participated in
child’s reflection on their own work Parents are given the opportunity to discuss these reports with the class teacher if they wish to do so by making an appointment. SATs results at Year 6 and teacher assessments at Years 2 are reported at the same time. Parental Involvement Parents are entitled to request to see any records on their child at any time. Effective assessment will ensure that accurate information is given to parents about their child’s achievements. Learning Review Meetings should be used to inform parents of their child’s targets, which have been chosen to enable children to progress towards achieving the next curriculum level. Two Learning Review Meetings are held during the school year, one in the Autumn and Spring term. In the Summer Term an open evening is held. Parents have the opportunity to visit their child’s classroom and look at their work across the year. They also have the opportunity to visit their next year group’s classrooms. During this time, teachers will also demonstrate some of the work taking place during that year. Policy Review This policy will be reviewed as part of the school ongoing self review This policy was reviewed by staff: This policy was agreed by Governors: Date of next review:
20
Appendix 1: Evaluation How ongoing assessment will inform next steps and future planning.
Monday
Tuesday
Wednesday
Thursday
Friday
21
Appendix 2: Annual Assessment Schedule
September October November December
Review data Performance Management targets for all CTs
Register NCA tools passwords and check what the arrangements are for statutory assessment for the year
Year 1 NC baseline by 20th
EYFS baseline activities start
Detailed analysis of school’s end of year data and identification of priorities as a result
Report information to Governors
Reception baseline data to be entered by 16th
Meet all year groups to set targets/predictions for year-end
Update FFT with individual pupil targets
Update website with PPG and SEND outcomes
Analysis of School Summary report from LA
Analysis and presentation of FFT Governor dashboards
Staff meeting to moderate teacher assessments jointly
SPAR and Salford tests
PPG tracking
Submit end of year targets/predictions to LA
Learning Review meetings held HT with YRs 2, 5 & 6 target sheet sent home following meeting
PIRA/PUMA tests done at end of month
Analysis of Raise and training for relevant staff and governors
PPG meetings with CTs to hold them to account for PPG achievement
End of term data collection by 1st
(includes EYFS tracker)
Data entry to SIMs
Phonics progress check
SLT end of term book scrutiny for evidence of progress and to moderate teacher assessment
PPG tracking
January February March April
Detailed analysis of school’s end of term data and identification of impact and next steps as a result
Pupil Progress Meetings – holding staff to account for achievement so far
PPG meetings with CTs to hold them to account for PPG achievement
PM reviews
Data reported to Governors
PPG tracking
SPAR and Salford tests
Phonics progress check
Learning Review meetings held HT with YRs 2, 5 & 6 target sheet sent home following meeting
Year 2 and year 6
End of term data collection 2 weeks before Easter holiday (includes EYFS tracker)
Data entry to SIMs
SLT end of term book scrutiny for evidence of progress and to moderate teacher assessment
PPG tracking
May June July August
PPG meetings with CTs to hold them to account for PPG achievement
Year 2 and 6 SATs completed
1st
of month Pupil Progress Meetings – holding staff to account for achievement so far
Year 6, year 2 and EYFS data to be handed in to LA
Teacher assessment data to be collected for years 1, 3, 4 & 5 by 3
rd Thursday in June
Data entry to SIMs
SLT to moderate teacher assessments for accuracy
LA moderation
Year 1 and 2 phonics check
PPG tracking
Open evening for parents to view work and displays and meet new teacher 1
st
Thursday in July
End of year written report to parents out on 15
th
Paperwork for new class teachers to be prepared
22
Appendix three Attainment Definitions
Below National Standard (B)
A child is judged as below if they require provision that is additional to or different from that made
generally for other children of their age. They will be unable to access their year group curriculum without
significant differentiation and support in the form of, one to one support by an adult, use of visual aids,
physical resources, scaffolding etc. These children will be receiving additional support through the SEN
programme as they fall in the lowest 10% nationally.
Working Towards National Standard (W)
A child is judged as working towards if they can access the skills for their year group but usually need some
additional support to apply these skills effectively. This support will include, additional teacher explanation,
small guided group work, peer support. They are not yet consistently using the skills taught independently
and will not always apply these when working independently away from the point of teaching.
At the National Standard (N)
A child is judged as attaining the national standard if they can, usually, independently use and apply their
year group skills and knowledge in a range of contexts across the curriculum.
Above the National Standard (A)
A child is working above the national standard if they can consistently apply the range of skills and
knowledge from their year group in a wide range of contexts across the curriculum and independently
away from the point of teaching. They are also able to apply their skills, knowledge and understanding
when this is presented in different and unfamiliar forms.
Mastery (M)
A child is judged as attaining a mastery level if they are significantly above the expected standard and
demonstrate a depth of application. They can apply their subject knowledge into alternative and unique
contexts; can solve complex and unfamiliar problems and apply their understanding creatively in more
intricate situations. These children will be in line with the top 10% of children .
23
Teacher Assessments Autumn 2016
Class: Oak
Prior Attainment
Reading
Writing
Maths
On track to achieve in all 3 areas
Spelling & grammar
Name SEN PPG EAL V LAC
Average Point Score
H M L Prior
Attainment
On track to achieve…
Progress from previous KS (- +)
On track to achieve…
Progress from previous KS (- +)
On track to achieve…
Progress from previous KS (- +)
N + RWM
A+ RWM
Prev KS results
On track to be N +
PPG
PP, Vul, EAL
1.5 M
PP 3 H
PP 1 L
PP 1.5 M
PPG 2 M
PPG V
2 M
PPG V
2 M
PPG 3 H
Not PPG
1 L
2 M
3 H
Prior attainment- based on KS1 teacher assessment
1.4 and under Lower Attainer
1.5 - 2.4 Middle Attainer
2.5 + Higher Attainer
(BLW/WTS = 1, EXS = 2, GDS = 3)
APPENDIX FOUR
24
Progress
Prior Attainment
Low Middle High
Slow
Progress
Expected
progress
Accelerated
progress
Attainment
Prior Attainment
Low Middle High
Below
Working
Towards
National
Above
Mastery
Class: Subject: Date:
Key
Underline Pupil premium
Blue Boys
Pink Girls
SEND- (EHC) or (ASI)
APPENDIX FIVE
25
Appendix Six:
Summary Sheet Class __________________________ Number in Class
________________________
Previous Attainment Groups
READING Lower Middle High Boys Girls PPG Non PPG SEN
(ASI, EHC)
No. % making expected progress +
No. % making more than expected
progress
No. % at mastery
No. at National and above
No. above National
WRITING Lower Middle High Boys Girls PPG Non PPG SEN
No. % making expected progress +
No. % making more than expected
progress
No. % at mastery
No. at National and above
No. above National
MATHS Lower Middle High Boys Girls PPG Non PPG SEN
No.% making expected progress +
No. % making more than expected
progress
No. % at mastery
No. at National and above
No. above National
COMBINED Lower Middle High Boys Girls PPG Non PPG SEN
Expected progress in all 3 areas
More than expected progress in all
3 areas
At and above National in all 3 areas
Above National in all 3 areas
SPAG Lower Middle High Boys Girls PPG Non PPG SEN
At and above National in all 3 areas
Above National in all 3 areas
26
Great Wakering Primary School
Class Tracking Progress Grid 16/17 Class: Lime Subject: Name G&T, V
SEN, LAC, EAL,
FSM,
End of Key
Stage One/
EYFS
Prior
Attainment
L M H
Current Attainment
B, W, N , A, M
Progress
- At +
PPG
1
2
3
4
5
6
7
8
NON PPG
9
10
11
12
13
14
15
16
17
18
19
20
21
22
23
24
25
26
27
28
29
30
Total number of children - 30 %
Please shade boys’ rows
APPENDIX SEVEN
27
Foundation subject leader Analysis
Summary Sheet Class __________________________ Number in Class ________________________
Previous Attainment Groups
Year 1 Lower Middle High Boys Girls PPG Non PPG SEN
(ASI, EHC)
No. % making expected progress +
No. % making more than expected
progress
No. % at mastery
No. at National and above
No. above National
Year 2 Lower Middle High Boys Girls PPG Non PPG SEN
No. % making expected progress +
No. % making more than expected
progress
No. % at mastery
No. at National and above
No. above National
Year 3 Lower Middle High Boys Girls PPG Non PPG SEN
No.% making expected progress +
No. % making more than expected
progress
No. % at mastery
No. at National and above
No. above National
Year 4 Lower Middle High Boys Girls PPG Non PPG SEN
No.% making expected progress +
No. % making more than expected
progress
No. % at mastery
No. at National and above
No. above National
Year 5 Lower Middle High Boys Girls PPG Non PPG SEN
No.% making expected progress +
No. % making more than expected
progress
No. % at mastery
No. at National and above
No. above National
Year 6 Lower Middle High Boys Girls PPG Non PPG SEN
No.% making expected progress +
No. % making more than expected
progress
No. % at mastery
No. at National and above
No. above National
APPENDIX EIGHT
28
Appendix nine: Key questions for Pupil Progress Meetings
1 What is the progress of the class since your last assessment data?
2 What is the percentage of pupils now working at age related expectations?
3 How do you think your class is doing in contributing on reaching your year group targets in reading, writing and maths?
4 How have you built on the progress of pupils from the beginning of the year?
5 How have you focused on your target group?
6 What contributed to the success of pupils making the most progress this term?
7 What are the intervention strategies being used to support achievement?
8 Which pupils have taken part in booster or intervention programmes? Have they made accelerated progress?
9 Which pupils received Wave 2 intervention and what progress did they make?
10 Which pupils received Wave 3 intervention and what progress did they make?
11 What is the impact of these strategies?
12 Do the results show value-added from the baseline/KS1 results to KS2?
13 Are the performances of boys and girls consistent across the different subjects?
14 What about SEN progress?
15 Can you demonstrate examples of progress in pupil’s work?
16 What are the factors that have prevented individuals from making expected progress?
17 What are the barriers to achievement?
18 Is planning consistent? Are the ability ranges being planned for effectively?
19 Which pupils do you feel need a boost next term and how?
20 Have action points been identified?