Year 7 Settling – in Evening

Assessment Process and Ability Grouping

Assessments, Reports & Parents’ Evenings

• Assessment 1 issued 18 December 2015

• Parents’ Evening 3rd February 2016

• Assessment 2 issued 24th March 2016

• Report issued 8th July 2016

Rationale• Meet the needs of all pupils.• Achieve their full potential.

• 2015 85.3% 5A*- C including English & Maths

• 2015 A*- C English 90.6% (National for boys 57.7%)

• 2015 A* - C Maths 94.5% (National for boys 63.9%)

Life after levels?• The government’s policy of removing level

descriptions from the National Curriculum is set out in terms of freeing schools from an imposed measure of pupil progress.

• The DFE has said that levels are not very good at helping parents to understand how far their child is improving.

• In their place, from September 2015 “It will be for schools to decide how they assess pupil progress”.

New National Curriculum

• Greater focus on knowledge development.

• Opportunity to study a subject in greater depth.

• Removal of National Curriculum Levels. At Hutton we have adopted a new assessment

framework, initially for English & Maths. The framework is part of a Lancashire model that Hutton have been piloting. By Year 8 all subjects will be using the new framework.

Progress Paths

• Pupils arriving in KS3 working above the expected Year 6 standard will be aiming for the higher grades 7,8 and 9.

• A pupil arriving in KS3 having met the expected standard for Year 6 would be expected to go on to achieve at least a secure grade 5 in the new GCSE.

• A pupil arriving in KS3 working below the expected standard for Year 6 would be expected to be at least bordering the new GCSE grade 4 by the end of Year 11.

Band Standard Met

          New GCSE

Higher Band D

             987 

Middle Band D

           

Lower Band D

           

Higher Band C

             65+5-4+

Middle Band C

         

Lower Band C

           

Higher Band B

             44-3+33-

Middle Band B

         

Lower Band B

           

Higher Band A

             2+22-1+

Middle Band A

           

Lower Band A 

           

Working towards Band A

             1

  End of Y6

End of Yr7

End of Yr8

End of Yr9

End of Yr10

End of Yr11

 

Approximate Approximate English & English & Maths Maths Progress PathProgress Path

Assessments

• Current attainment for English & Maths will be recorded as B Higher, B Middle etc. Descriptors of what this means your son can / can’t do can be found on the school website.

• For all other subjects National Curriculum Levels will still be used.

• Eg, 4a Science, 5c History

• As students make progress their sub level would change from c to b to a, where c indicates just starting to work at this level and a indicates almost fully achieved.

Target Setting• The End of Year Targets will be generated for

every subject that your son studies• These are based on his prior attainment and the

progress made by pupils with similar characteristics in previous years.

• The data used to establish the grades comes from a variety of sources which use probability tables, historical data and progression rates informed by a number of key factors including Cognitive Ability Tests, Key Stage 2 results and teacher assessments.

Target Setting• End of Year Targets are designed to inform

students and parents what the likely outcome will be if average progress is made.

• All our students will be encouraged to aim higher and aspire to improve upon their End of Year Targets whenever possible.

Progress Indicator

1 Exceeding expected progress

2 Making expected progress.

3 Working towards expected progress.

Attitude to Learning

1 A highly motivated and co-operative student, who is able to recognise areas for improvement and work to remedy them, consistently amending and correcting his work. He is a highly organised and independent learner. His excellent behaviour consistently aids his learning and he makes positive contributions which support the learning of others in the class.2 A mostly committed and positive student who usually shows interest in the set tasks and some determination to achieve. He is developing the skills to advance his own learning. He mostly completes work appropriate to his ability. His good behaviour mostly aids his learning and supports the learning of others in the class.3 A student who sometimes shows interest and determination and sometimes completes the work to a standard in line with his ability, but does not show consistent commitment. A considerable number of set tasks are not completed, are not corrected or he can lack the initiative or motivation to develop his own learning further. He has to be challenged at times regarding low level disruption in class, which may affect the learning of others.4 An underachieving student who demonstrates little motivation to learn and often leaves work incomplete or uncorrected. He shows minimal commitment to class work and homework. There are significant issues regarding his provision of correct equipment. His behaviour is inconsistent and attentiveness is erratic. He requires frequent reminders in order to correct behaviour and focus on learning. This behaviour significantly impacts on the learning of others.

Ability Grouping

• Need to split year group in some way to cater for increased intake of 149.

• Pupils are placed either in Band X or Band Y.

• Curriculum Band X can cater for up to 96 pupils and Curriculum Band Y for 53 pupils.

• Initial placing is based on KS2 results, KS2 teacher assessments and baseline tests in English, Maths & Science.

Ability Grouping• You are in the same band for all subjects.

• Maths are banded and have also set within bands. The test that the Maths department conducted indicated that actually set 3 in Band X and set 1 in Band Y were ability wise very similar.

• All other subjects have mixed ability within the bands.,

Band A Band B

7X1 7Y1

7X2 7Y2

7X3 7Y3

Banding Reviews

• Initial Banding Meeting 11th September 2015

• Banding Review 1 5th January 2016

• Banding Review 2 26th April 2016

• Banding Review 3 11th July 2016

Intervention

Esafety advice for parents

Parental advice

• Thinkuknow website

• https://www.thinkuknow.co.uk/parents/

• Advice and resources.

In school

• Pupils are taught Esafety in Computing lessons:– How to use technology responsibly

– Cyberbullying

– Online stranger danger

– What to share online (safe profile pages)

– Digital footprint (think before you post!)

– Digital literacy (effective searching of the internet)

– Viruses, hacking and security