East Kent School Improvement Team

Helena Evans Interim Senior Improvement Adviser

Chris Wilson Improvement Adviser (Canterbury, Swale & Thanet)

Jayne True Improvement Adviser (Canterbury, Swale & Thanet)

Jean Mosley Improvement Adviser (Canterbury)

Richard Epps Improvement Adviser (Canterbury, Swale & Thanet)

Tammy Mitchell Improvement Adviser (Canterbury, Swale & Thanet)

EY FSP 2014 2014 2015 2015 Difference Difference

Kent National Kent National Kent National

% Good Level of Development 68.6 60.4 73.1 66.2 4.5 5.8

KS1 2014 2014 2015 2015 Kent National Kent National%L2B+ Reading 82 80.7 84.1 82.1%L2B+ Writing 69.5 69.8 74.0 72.1%L2B+ Maths 81.5 79.9 84.0 81.6%L3+ Reading 32.4 30.5 35%L3+ Writing 16.0 16.1 18.3%L3+ Maths 25.0 24.2 28.2

KS2 2014 2015 2015

Kent Kent National

%L4+ Reading, Writing & Maths 79 80 80%L4+ Reading 88.9 89 89%L4+ Writing 85.7 87 87%L4+ Spelling, Punctuation & Grammar 74.2 78 80%L4+ Maths 86.0 86 87

%L5+ Reading, Writing & Maths 25.5 25%L5+ Reading 50.6 49%L5+ Writing 36.0 38%L5+ Spelling, Punctuation & Grammar 49.3 52%L5+ Maths 43.2 41

FSM Gaps

• Kent result was 17.6% (L4+ RWM) down by 0.2% (2014).

• East Kent gap is 16.4% (All schools)

Do you know the ‘gap(s)’ for your school? Can you demonstrate that any gaps between

disadvantaged pupils (fsm/CiC) and other pupils are narrowing?

2014-15 floor standardsAttainment: 65% L4+ combined (REA, WRI, MA)

Progress:

91% two levels of progress in reading

95% two levels of progress in writing

92% two levels of progress in mathematics

If a school is below on all 4 measures they are deemed to have not reached the floor standards.

The floor standards for 2016 will stay the same as it is now 65% How did your school perform against the floor

standards?

Assessment updates

Assessment 2016 – Floor Standards & Coasting Schools

• The floor standard for 2016 will stay the same as it is now, at 65%. The suggestion of using 85% for all schools came before the decision to introduce a new coasting measure, and in the light of that it is felt that it is more appropriate to use 85% as part of the coasting definition rather than as part of the floor standard.

• The DfE has proposed that in 2016 a primary school will be coasting if in 2014 and 2015 fewer than 85% of pupils achieve level 4 in reading, writing and mathematics and below the average (national median) percentage of pupils make expected progress in reading, writing and mathematics, and if in 2016 fewer than 85% of children achieve the new higher expected standard at the end of primary and pupils fail to make sufficient progress.  A school will have to be below those levels in all three years to be defined as coasting in 2016

Statutory Assessment 2016

• http://youtu.be/t7dgWlInpok• Link to a useful video from the Standards and

Testing Agency explaining the changes to statutory assessment

• Sample tests and test frameworks available on GOV.UK Website

• Ofsted Update

Section 5 Section 5 Current CIF

Quality of teaching

The behaviour and safety

of pupils

The achievement of pupils

Quality of leadership and management

• Quality of teaching, learning and assessment

Personal development, behaviour and welfare of students

Outcomes for pupils

Effectiveness of leadership and management

Section 5

Key judgements: overall effectiveness effectiveness of leadership and management quality of teaching, learning and assessment personal development, behaviour and welfare outcomes for pupils

1 – 4 point scale as now

Frequency of inspectionFrom September, Ofsted will inspect good schools once every three years under a new short inspection model. - premise that the school or provider is still good- check that leaders have identified key areas of concern

and that they have the capacity to address them.- Focus on leaders’ vision and ambition for all children and

learners, how they set the culture and ensure that all learners – particularly the most disadvantaged – make strong progress from their different starting points.

- New short HMI led inspections for good schools - 7 out of 10 inspectors will be current practitioners leading

good or outstanding institutions

Risk assessment Normally in 3rd school year after the most recent inspection. Ofsted analyses: pupils’ academic achievement over time, taking account of

both attainment and progress pupils’ attendance the outcomes of any inspections, such as survey inspections,

carried out by Ofsted since the last routine inspection the views of parents,10 including those shown by Parent View qualifying complaints12 about the school referred to Ofsted

by parents any other significant concerns that are brought to Ofsted’s

attention.

Exemption Maintained primary and secondary schools and academies

judged outstanding at their most recent section 5 inspection can only be inspected under section 8 of the Education Act 2005

Outstanding special schools (including maintained special schools, special free schools, alternative provision academies and non-maintained special schools with residential provision), pupil referral units and maintained nursery schools are not exempt

HMCI has the power to inspect any exempt school at any time under section 8 if HMCI or the Secretary of State has concerns about performance

Exempt schools Exempt schools may be inspected between risk assessments where: safeguarding, including a decline in the standards of pupils’

behaviour a subject or thematic survey inspection raises more general

concerns Ofsted has received a qualifying complaint about a school

that, taken alongside other available evidence (specific powers under sections 11A-C of Education Act

concerns are raised about standards of leadership or governance

concerns are identified about the breadth and balance of the curriculum

Exempt schools (cont’d) Risk assessment identifies concerns about decline in performance

Section 8 inspection – if may no longer be outstanding can be converted to section 5

Exempt schools (cont’d) Risk assessment identifies concerns about decline in performance

Section 8 inspection – if may no longer be outstanding can be converted to section 5

Reporting on the short inspection

report in a letter format

judgement that the school is still providing a good

standard of education

Judgement that safeguarding arrangements are effective

any next steps the school should take

Monitoring of RI schools

will be re-inspected under section 5 no later than the end of the term of 24th month after last inspection report

HMI monitoring inspection 3 – 6 months after report published

May be judged RI at second inspection – inadequate if not good after that

Reference: S8 monitoring handbook (to be read alongside the S5 guidance)

New inspection documents The new common inspection framework and handbooks for each of Ofsted’s remits come into effect from September 2015 for the inspection of schools, further education and skills and early years provision:

• The common inspection framework: education, skills and early years from September 2015

• School inspection handbook from September 2015 • School inspection handbook for inspections under Section 8 of the Educatio

n Act 2005 from September 2015• Further education and skills inspection handbook from September 2015 • Early years inspection handbook from September 2015 • Non-association independent school inspection handbook from September

2015

• Inspecting safeguarding in early years, education and skills from September 2015

East KentSchool Improvement Planning Workshop

Aims:

To deepen your understanding of what Ofsted/HMI consider to be an effective plan

To have an opportunity to review a proposed planning template and to reflect further on the process of effective School Improvement Planning

To develop action points that you need to take as Headteacher, leadership team (including governance), and as a school in formulating your plan

Forthcoming East Kent Workshops‘Preparing a School Self-Evaluation Summary’

SEF: To deepen your understanding of Ofsted’s view of self - evaluation

To have an opportunity to review a proposed planning template and to reflect further on the process of school self – evaluation

To develop action points that you need to take as Headteacher, leadership team (including governance) and as a school in formulating your SEF

Dates:Thursday, 12th November 2015: Thanet District (venue tbc)

Monday, 16th November 2015: Canterbury District (venue tbc)

Tuesday, 17th November 2015: Swale District (venue tbc)

Registration and coffee 9.15

Start 9.30

Close 12.15

 

Assessment without Levels

for Governors

Term 1 2015

Demands of subject knowledge

• New curriculum makes demands on teachers’ subject knowledge:

• More challenge in mathematics

• Greater emphasis in science

• A new subject – computing

• Emphasis on British history

• Changes to years or Key Stages where some topics have been taught

• Languages

• Schools’ needs will differ – up to schools to identify and address areas for development.

Main changes

• An approach to assessment which moves toward ‘describing’ (rather than ‘labelling’) what the child knows/ understands / can do

• A move towards ‘mastery’ of a set of age-related standards, as far as is reasonably possible

• More flexibility for schools – in what to teach, how to assess (less prescription)

Why do away with levels?

• Levels often viewed as thresholds• Open to interpretation• Dominated lesson planning• Mind-set of fixed ability• Difficult to assess knowledge of a concept

Implications for teachers

• Tracking progress• Age-related standards, as far as is reasonably

possible• New terminology/language• New content – need to address gaps in

children’s knowledge• More flexibility – in what to teach, how to

assess, track progress• Good assessment for learning practice

Implications for schools

• 85% “secondary ready.”• Pupil progress rather than attainment in reading, writing

and mathematics will be the focus for most schools.• Pupil progress tracking will need to take account of the

new performance descriptors.• Progress data derived from statutory assessment will go

through several different forms until 2023.• Sufficient progress will not be defined in advance so

schools will need to justify how they have used assessment to improve learning.

• KS1 assessments will carry very high stakes, at least until 2019.

Implications for governors• 85% “secondary ready.”• Pupil progress.• Pupil attainment.• Understanding and using and the new

language/terminology.• KS1 assessments will carry very high

stakes, at least until 2019.• Good assessment for learning practice.

EY/Primary Assessment Timeline

Assessment Academic year 14-15 Academic year 15-16 Academic year 16-17

Baseline Not in place Used for the first time by schools in the first half-term of a child starting Reception. Not statutory.

Remains not statutory but becomes the only way progress is measured for children starting Reception.

EYFS Profile Administered at the end of Reception. Statutory, but not used for accountability.

This is the last year the profile will be statutory at the end of Reception.

Profiles becomes non-statutory from September. EYFS remains statutory.

Phonics Screening Check

Administered in Year 1. Retaken in Year 2 if expected standard not met. Statutory.

Introduction of a new non-statutory pilot to extend the phonics check to Year 3 pupils who have not met the standard.

Primary Assessment Timeline

Assessment Academic year 14-15 Academic year 15-16 Academic year 16-17

Key Stage 1 assessment

Statutory Teacher Assessment as in previous years , reported using levels and informed by National Curriculum tasks and tests.

Statutory Teacher Assessment reported using performance descriptors, informed by new National Curriculum tests.

Statutory Teacher Assessment reported using performance descriptors, informed by National Curriculum tests

Key Stage 2 tests

Statutory National Curriculum tests as in previous years, reported using levels.

New statutory National Curriculum tests reported using scaled scores. Statutory bi-annual science sampling test.

Statutory National Curriculum tests reported using scaled scores. No science sampling tests this year.

Key Stage 2 teacher assessment

Statutory Teacher Assessment using levels

Statutory Teacher Assessment using performance descriptors.

Statutory Teacher Assessment using performance descriptors.

TimetableWhen What

Feb- April 2015 School decides if it wants to use Reception Baseline in Autumn 2015 and, if so, signs up with approved supplier

April- June 2015 Final set of National Assessments in Y2 and Y6 under ‘old’ National Curriculum and existing accountability measures

Sept/Oct 2015 First use of Early Reception Baseline assessments

Autumn 2015 • New sample tests for KS1 and KS2 made available to schools• Publication of final version of Performance Descriptors for

statutory teacher assessment along with national exemplification material

• STA carries out comparability study on approved Baseline Assessments

Summer 2016 • First use of statutory tests and teacher assessment in relation to new National Curriculum

• Final statutory use of EYFS Profile

Sept/Oct 2016 Reception Baseline Assessment used unless school chooses to be held accountable on attainment data alone in 2023

Managing the Transition: national• Understanding what is meant by: “Below”,

“Emerging”, “Expected” and “Exceeding”• New DfE materials:

• Framework for the 2016 KS1 and KS2 tests• Sample test questions• Sample tests (summer term 2015)• Interim framework / end of KS PDs

(September 2015)• Standards files (autumn term 2015)

Expected and Exceeding

Expected

• For the purpose of Kent’s tracking system, ‘expected’ will mean the age-related attainment standard expected by the END of each year group, as defined where possible by the Standards and Testing Agency.

Exceeding

• Pupils working within the programme of study, but attaining a standard which exceeds the ‘expected’ age-related standard.

• Pupils should be engaging with, and exploring, higher levels of understanding and skills, but within the age-related content domains. All indications are that these are more exacting that previously.

What is mastery?

A mastery approach:

1. Exposes almost all children to the same curriculum content at the same pace, allowing them all full access to the curriculum by focusing on developing deep understanding, and fluency with procedures.

2. Differentiation is then provided by offering rapid support and depth of learning to address individual pupils’ needs.

Exceptional pupils

• A very small minority of pupils may be judged to be working outside the relevant PoS for their age group.

• Follow a specific, personalised programme of learning which is adapted to suit their individual needs.

• SIMS system will allow for these pupils to be recorded as working outside the usual range for their age.

Managing the Transition: Kent

• Inter- and cross school moderation: agreement of judgements• Kent materials:

• “Six steps to success”• Introduction to “Approaches” – Parts 1 and 2• “Approaches to the English/mathematics primary NC”• “Emerging, expected and exceeding” draft performance descriptors

for writing, reading, mathematics and computing. • Tracking statements for English and mathematics• Writing standards files• Reading standards files (being developed)

• CPD for schools and governors.• to schools

Ofsted Guidance: evaluating accuracy of assessment

Consider:• How well teachers use any assessment for establishing

children’s starting points• How assessments are used to modify teaching• A range of evidence of what pupils know, understand and can

do across the school’s curriculum• Teachers make consistent judgements and share them with

each other• Leaders ensure the accuracy of assessment through internal

and external standardisation and moderation• Schools adopt the best practice of working together to

moderate assessment for year groups and the end of key stages, and to develop common understanding of attainment.

Ofsted Guidance: evaluating progress

Evidence gathered through:• Lesson observations• Discussions with pupils about their understanding

of what they have been learning• Scrutiny of pupils’ acquisition of knowledge,

understanding and skills over time – in their work, books, etc.

• School’s own information, taking account of the quality and rigour of the assessment on which it is based.

How do we know children have made progress?

• Looking at evidence, eg: books, data• Asking questions• Talking to children and staff• Identifying when children have made progress• Focusing on progress of a group of children during

monitoring visits.