@fulbridge_acad www.fulbridgeacademy.co.uk

Assessment at The Fulbridge Academy

Agenda

• Context of The Fulbridge Academy • Our Curriculum Approach • Assessment Approach • Assessing Reading

From Special Measures to Outstanding

• In 2001 the former Junior School was placed in Special Measures

• In 2004 we became a Primary School

• In 2008 we were assessed and gained the status of National School of Creativity

•In March 2012 the primary school was judged as Outstanding in all 5 Ofsted judgement areas under the new Ofsted framework

• In March 2013 we became an Academy

• In 2014 we became a Cambridge Primary Review Trust Alliance School and a Whole Education Pathfinder School

“Beautiful environments make beautiful people” Bill Strickland

Our context… In an area of high deprivation.

•From special measures to Outstanding

•From 50-60% Level 4 plus to 80-90% Level 4+

•From Infant and Junior Schools to a Primary Academy

•From 4 nationalities to over 30 nationalities

•From pre-national curriculum to a bespoke creative curriculum

Progress

Fulbridge National

All Children 102.4 100

SEN 103 100.1

FSM 102 99.8

EAL 103 101

Phonics Test

NLE’s, LLE’s, SLE’s

SEND

Free Schools

Pupil Premium

Teaching School Alliances

Appraisal

Local Authority Performance Related Pay

Restoring Discipline

New National Curriculum

Grammar Test

Exam SystemSCITT and School Direct

No Levels

“In England you are trying to do the wrong things righter!” Past Sahlberg

•Test based accountability

•Competition between schools

•Standardised, prescribed curriculum

•The enemy of improved educational practice is standardisation: prescribed curriculum, one size fits all.

•Punitive accountability

•No fast-tracked teachers

•Avoid confrontation between the government and the teaching profession

I have an Educational Dream…

Our Curriculum •Vision and Aims •Our Curriculum must serve:

•The individual •by ensuring well-being, engagement, empowerment and autonomy

•The Wider World •by encouraging respect and reciprocity •by promoting interdependence and sustainability •by empowering local, national and global citizenship •by celebrating culture and community

•Children’s Learning •through exploration, knowing, understanding and making sense •through fostering skill •through exciting imagination •through exciting dialogue

Cambridge Primary Review Trust Alliance School

•The Cambridge Primary Review Trust (CPRT) is the successor to The Cambridge Primary Review

•CPRT was established in December 2012 with the aim of consolidating and building on CPR’s evidence, findings and principles.

•Since April 2013 CPRT has received sponsorship from Pearson Education

•CPRT is working with Pearson to develop jointly-branded support materials and services for schools.

Our Curriculum •8 Priorities •Aims •Assessment •Community •Curriculum •Equity •Pedagogy •Sustainability •Voice

•8 Domains •Arts and Creativity •Citizenship and Ethics •Faith and Belief •Language, Oracy and Literacy •Mathematics •Physical and Emotional Health •Place and Time •Science and Technology

Assessment

Assessing children from Nursery to Year 6 on how well they know the learning rather than how much

they have learnt of something.

Why no levels nationally?

•Parents don’t understand levels

•Link between EYFS and Year One

•Link between KS1 and KS2

•Referring to children as a level

Why no levels at Fulbridge?•CPRT

•Bespoke curriculum - assess it our way

•8 Domains from Nursery to Year 6

•Creating something original and of value

•Assess what we teach

•Assessing the whole child

Assessment: What have we done?

•Linked to The New Primary Curriculum

•Arranged to Developmental Matters Statements to the 8 Domains from CPRT

•Linked The New Primary Curriculum to our topics/themes

Our thought processes…

•Amount of stages to assess against vs amount of areas to assess

•How often do we record assessment data vs formative day to day assessments

•Making teachers accountable (Attainment and progress) vs Trusting and having an assessment system for teachers

Working together…

• Pearson - Assessment Beyonds Levels •Course •CPRT •Emphasis on formative day to day assessing

•Pupil Asset •Creating a tracking system •Progress and Attainment data •Numerical data - Accountability

How many areas to assess against?Language, Oracy and

Literacy:

ReadingAccuracy Fluency

Understanding Analysis

Evaluation

Writing Accuracy Fluency

Generation Analysis

Evaluation

OracyAccuracy & Fluency

Understanding Analysis

Evaluation

Arts and CreativityMusic

Art Dance Drama

Place and TimeGeography

History

Physical and Emotional HealthPE

Swimming

Citizenship and Ethics

Faith and Belief

MathematicsCounting and Estimating

Drawing and Creating Sharing and Calculating Reading and Measuring

Patterns and Relationships Sorting and Analysing

Science and TechnologyPhysics Biology

Chemistry Technical/Scientific Knowledge

How many stages of assessment?

•Beginning

•Developing

•Embedding

•Mastering

Plan, Teach, Assess

Plan

AssessTeach

Mastery

•Confidently achieving before moving on

•Slowing the process down

•Apply knowledge and skills

•Be able to achieve in many ways

No levels as a Subject Co-ordinator

•How can we build teachers confidence in their assessments?

•How can we ensure progress?

•What evidence is required?

•How will pupils know what they have achieved?

Reading: The Curriculum

What skills do we want to cultivate?

Bringing the Skills to Life

Ensuring Progress

Final Thought: Are we ready to fly?

We have been trapped in a cage of top down reform for so long, can we fly out and embrace the freedoms

that are now on offer?