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Great Wakering Primary School

Policy & Guidance for Assessment, recording and

Reporting

September 2016

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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

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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.

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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.

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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.

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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

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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.

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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

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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.

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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

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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.

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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




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.

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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)

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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

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- 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

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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.

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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

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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.

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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:

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Appendix 1: Evaluation How ongoing assessment will inform next steps and future planning.

Monday

Tuesday

Wednesday

Thursday

Friday

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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


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


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

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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 .

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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 (- +)





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




(BLW/WTS = 1, EXS = 2, GDS = 3)

APPENDIX FOUR

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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

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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



progress

No. % at mastery


No. above National

MATHS Lower Middle High Boys Girls PPG Non PPG SEN

No.% making expected progress +


progress

No. % at mastery


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


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)



progress

No. % at mastery


No. above National




progress

No. % at mastery


No. above National




progress

No. % at mastery


No. above National




progress

No. % at mastery


No. above National




progress

No. % at mastery


No. above National




progress

No. % at mastery


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?

Documents

Policy & Guidance for Assessment, recording and Reporting · Policy & Guidance for Assessment, recording and Reporting ... report on end of key stage assessment results ... Reading