Thursday 22nd September, 2016 - Amazon Web …smartfuse.s3.amazonaws.com/.../09/Year-7-Target-Setting-Evening-201… · Thursday 22nd September, 2016 ... Year 7 Starting Points

St Thomas More Catholic School St Thomas More Partnership of Schools

Year 7 Target Setting Evening

Thursday 22nd September, 2016

St Thomas More Catholic School


Overview

Main Hall ● The Importance of Key Stage 3● Key Stage 3 Assessment ● Growth Mindset


‘If we get Key Stage 3 right, if we get them attending, loving learning ……[if we] stretch

them whatever their levels are , and [if we get] the right interventions in school, if we get it

right, when they come through to Key Stage 4 they’re going to fly ...’

(Making a difference at Key Stage 3: Learning from successful schools)


In order to make progress pupils need to be provided with work that is challenging. Work therefore needs to be pitched at a stage that is greater than you currently understand.

The Importance Of Challenge


There are 2 distinguishing features to our Key Stage 3 Assessment Policy:

● Progress Ladders (STM Stages)● Pitch and Challenge Grids

Key Stage 3 Assessment


Progress Ladders


Pitch and Challenge Grid

Module 1 Module 2 Module 3

Set 1 3 3 4

Set 2 3 3 3

Set 3 2 2 3

Set 4 2 2 2

Set 5 1 1 2


Developing Growth Mindset Pupils


● Praise effort; encourage persistence.

● Support the notion that pupils will be

challenged regardless of the set they

are in.

The Language of Learning


Overview

Small Groups ● The STM10 ● Target Setting ● Monitoring Progress ● Reporting to Parents● Review Week ● Keeping in Touch


Year 7 Target Setting Evening

Thursday 22nd September, 2016

St Thomas More Catholic School


Overview

Small Groups ● The STM10 ● Target Setting ● Monitoring Progress ● Reporting to Parents● Review Week ● Keeping in Touch


The STM10


Key Stage 2 - 3 Transition

● As part of the transition process we collect the following from all primary schools

○ Key Stage 2 External Assessment Data (SATs)■ 100 = pupil working at the expected standard

○ Teacher Assessment for reading / writing / maths ■ 6.1 = pupils working above the expected standard ■ 6.2 = pupils working at the expected standard■ 6.3 = pupils working below the expected standard


● Starting points are generated by converting all Key Stage 2 data to a points score

● We use these point scores to set an average starting point for each pupil

● We refer to this as ‘contextualised data’● Using this data we rank order pupil as a year group and by

gender ● Using all this data we assign pupils to a set

Year 7 Starting Points


The table below shows you the correlation between teaching group, start of year and start of year stage.

Teaching Group Start of Year End of Year

1 3c 4c

2 2a 3a

3 2c 3c

4 1a 2a

5 1c 2c

Start of Year Stage


Progress ● Progress is measured by the level of scaffolding your son / daughter

requires to access the highly pitched work ● The definitions below are used by staff when monitoring progress

towards targets

A Working with autonomy within the level

B Some scaffolding require to access the material

C Significant scaffolding required to access the material


Year 7 Progress, an example

SoY Stage EoY Stage Progress Made

Pupil A 3c 3a 2 sub-stages

Pupil B 3c 4c 3 sub-stages


Key Stage 3 Curriculum & Assessment • Our curriculum is structured into 3 modules across the academic

year. These are typically 10 week blocks.

• Pupils are continually assessed by their teachers during lessons and more formally at set points during the academic year.

• Staff enter data on the following:• Academic Progress• Work Ethic• Behaviour


Work Ethic & Behaviour Data Entry

• Work ethic reflects how hard a pupil is trying

• Pupils with the best work ethic make the best progress

• We use the codes below to grade work ethic and behaviour

A Outstanding

B Good

C Needs Improvement

D Unacceptable


Year 7 Assessment Schedule Year 7

September / October CAT4 Test

Reading Age Test

Spelling Age Test

November Module 1 Assessment

Reading Age Test (*)

March Module 2 Assessment


June End of Year Examinations

Module 3 Assessment


(*) Pupils with a low reading age will be monitored more regularly to track the impact of intervention


Reporting to Parents

After each module all data is shared with parents on a template like this.

We ask parents to sign this and return it to school with your child for use during target setting week.


This pupil is currently on a STM Stage 3c for Maths.

This means he / she is making expected progress.

Example 1


This pupil is currently on a STM Stage 2a for English Writing.

This means he / she is not making expected progress.

Example 2


● Following each data entry staff complete a review of all teaching groups across Key Stage 3

● Pupils will be moved if we feel their work needs to be pitched at an alternative level in order to make more rapid progress

● The movement of sets is not a negative; it is a strategy to support pupils

● If your child is to be moved sets you will receive a letter through the post

● We ask for your support when talking to your child about this

Set Changes


● After Progress Sheets have been sent home pupils will have a review week in school.

● Within each subject, pupils will review their current progress with their class teacher and set specific targets which are aimed at maximising their progress.

● They will also have the opportunity to meet with their Pastoral Tutor/ HOH or Learning Mentor to discuss their achievements and identify any further support which they require.

Review Week


End of Year Examinations • All pupils complete formal examinations at the end of each year

• We see this as a strategy to develop effective revision and exam techniques that they will need as they move up the school

• Examinations are published on the school website for parents to look at following examination week. We encourage you to look at these with your child and work with them to reflect on their exam performance


● Mentoring is a supportive process which aims to assist students to help them through their school journey.

● The purpose of mentoring is to assist students in overcoming any barriers that may prevent them from achieving their best.

● The pastoral mentor will help students become more organised, provide valuable advice and support and assist students in achieving their academic potential.

● The mentor will meet with a student for regular one-to-one meetings where any problems can be shared and support provided. Small manageable targets are set and reviewed to help the student keep on track.

Key Stage 3 Academic Mentors


● The ‘School Diary’ is used to record homework.

● Please encourage your child to write in their subjects for the week ahead.

● Your child must bring their diary to school every day as used correctly it will help with organisation.

● For those parents with pupils already in the school, we no longer record ‘red comments’ in the diary. These can be

found on the website ‘My Child at School’.

Keeping In Touch


● ‘My Child at School’ is a system we use to keep you informed of your child’s progress in school.

● You have been sent a letter with your User Name and Password which you will need to Login.

● While the diary is used to communicate homework and messages from school to home ‘My Child at School’ will keep you informed of much more ...

● If you don’t have this please sign the sheet at the end of the session and leave your email address

Keeping In Touch

www.mychildatschool.com

http://www.mychildatschool.com

http://www.mychildatschool.com


Tuesday 27th September, 2016 - 8.50am

Invitation to Year 7 Welcome Mass

More Prayer Time

We would like to invite you to join our parents and staff prayer group. We typically meet the first Monday of

each half term. Further information is available on the school web-site.

Documents

Thursday 22nd September, 2016 - Amazon Web …smartfuse.s3.amazonaws.com/.../09/Year-7-Target-Setting-Evening-201… · Thursday 22nd September, 2016 ... Year 7 Starting Points