Working Together at the Downley School. Progress and Achievement

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1 Working Together at the Downley School Progress and Achievement

2 Attainment and Progress the difference explained The National Curriculum is a statutory document that we must adhere to. Children s progress through the National Curriculum is measured in levels. Each level is broken down into sub-levels. Attainment Very simply this is the national curriculum level that a child scores at the end of, or part way through, a school year. Progress This is how far through the sub-levels and levels a child moves in a certain time period. This may be over a term, a year or a Key Stage.

3 The National Curriculum Levels Explained Children start at a level 1c (usually at the beginning of Year 1) and gradually work their way up through the levels. Core subjects (Literacy, Maths, Science & ICT) are split into sub-levels. Foundation subjects are assessed in whole levels. FS Level 1 Level 2 Level 3 Level 4 Level 5 1c 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 4a 5c 5b 5a 2b is the level an average child should have achieved by the end of Year 2. 4b is the level an average child should have achieved by the end of Year 6.

4 Attainment and Progress the difference explained How much progress is expected? The national average is for children to move 2 whole levels throughout Key Stage 2 for example from a level 2b in Year 2 to a 4b in year 6. In each year group the minimum expectation we have of children s progress is as follows: Year 1 2 sublevels Year 2 3 sublevels Year 3 1 sublevel Year 4 2 sublevels Year 5 2 sublevels Year 6 1 sublevel However, we aim for our children to make as much progress as possible in every year group!

5 Attainment and Progress the difference explained Why are they both measured? It is important to consider both as attainment helps us judge how our children compare with other children nationally. Progress is very closely monitored to make sure that a child is not coasting through school or falling behind for any particular reason. If a child achieved a level 4b by the end of Key Stage 2, but was a level 3b at the end of Year 2 this would mean that, even though the child had attained at the national level, their progress would be far below the national expectation. Likewise, if a child does not attain at the national average, they may still make made good or outstanding progress in relation to their starting point.

6 Assessment in Reception Year In Reception class the Early Years Foundation Stage Profile is used to assess attainment. The EYFS profile summarises and describes children s attainment at the end of the Reception Year. It is based on ongoing observation and assessment in the three prime and four specific areas of learning: Prime Areas of Learning: Communication and Language Physical Development Personal, Social and Emotional Development Specific Areas of Learning: Literacy Mathematics Understanding the World Expressive Arts and Design

7 A completed EYFS Profile assesses each child in relation to 17 Early Learning Goal descriptors. Assessments are based primarily on the observation of daily activities and events and teachers note in particular the learning which a child demonstrates spontaneously, independently and consistently in a range of contexts. For each Early Learning Goal teachers must judge whether a child is meeting the level of development expected at the end of Reception Year, exceeding this level or emerging at this level. The information from the EYFS Profile is shared with the Year 1 teachers at the end of the Summer Term to allow for effective transition to the National Curriculum.

8 National Curriculum Level Descriptors Foundation Subjects Geography Level 1 Pupils show their knowledge, skills and understanding in studies at a local scale. They recognise and make observations about physical and human features of localities. They express their views on features of the environment of a locality. They use resources that are given to them, and their own observations, to ask and respond to questions about places and environments. Level 3 Pupils show their knowledge, skills and understanding in studies at a local scale. They describe and compare the physical and human features of different localities and offer explanations for the locations of some of those features. They are aware that different places may have both similar and different characteristics. They offer reasons for some of their observations and for their views and judgements about places and environments. They recognise how people seek to improve and sustain environments. They use skills and sources of evidence to respond to a range of geographical questions, and begin to use appropriate vocabulary to communicate their findings.

9 Writing Level 1 Core Subjects Pupils' writing communicates meaning through simple words and phrases. In their reading or their writing, pupils begin to show awareness of how full stops are used. Letters are usually clearly shaped and correctly orientated. Level 3 Pupils' writing is often organised, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. Sequences of sentences extend ideas logically and words are chosen for variety and interest. The basic grammatical structure of sentences is usually correct. Spelling is usually accurate, including that of common, polysyllabic words. Punctuation to mark sentences - full stops, capital letters and question marks - is used accurately. Handwriting is joined and legible.

10 This can be broken down into AF1 WHOLE TEXTS Imaginative, Interesting, Thoughtful AF2 WHOLE TEXTS Task, Reader and Purpose AF7 WORDS Appropriate and Effective AF3 ORGANISATION AND STRUCTURE Across whole text AF4 ORGANISATION AND STRUCTURE PARAGRAPHS Construction and cohesion AF5 SENTENCES Variety AF8 WORDS Correct spelling AF6 SENTENCES Accuracy Level 1a In some writing, usually with support I can: Make sure my story writing follows a simple structure. Write for myself and not another reader. I can: Make some decisions about where to place writing on a page. Allow another person to read my writing without mediation. I can: Choose some appropriate vocabulary e.g. simple adjectives. Use appropriate vocabulary relevant to subject matter. I can: Use full stops and capital letters more frequently. Sometimes punctuate a sentence with both a full stop and capital letter. Use phrases and statements to communicate ideas. Recall visual patterns to spell words. Explore familiar themes and characters through improvisation and role play Attempt a range of familiar forms e.g. letters and messages.

11 In most writing AF5 SENTENCES Variety AF6 SENTENCES Accuracy AF3 ORGANIS ATION & STRUCTU RE Across a whole text AF4 ORGANISAT ION & STRUCTURE PARAGRAPH S Construction & Cohesion AF1 WHOLE TEXTS Imaginativ e, Interestin g thoughtful AF2 WHOLE TEXTS Task, Reader and Purpose AF7 WORDS Appropriat e & Effective AF8 WORDS Correct Spelling Handwriti ng And presentat ion Level 3b I can use a limited variety of sentence openings to avoid repetition. I usually have the correct subject and verb agreement. I can use a variety of connectives. I use capital letters, full stops, question marks, exclamation marks to show the start and end of sentences. I am beginning to use the apostrophe for possession. I try to relate my beginnings, middles and endings. I can use the past and present tense appropriat ely and consistentl y. I can sequence relevant events with a suitable resolution. My writing has some simple links between paragraphs / sections. I can add more detail to basic ideas and informatio n. I add detail to create interest, humour or suspense. I can convey characters and events through precise vocabulary choices. I can sometimes use the main features of a text type. I choose adjectives and adverbs to make my work interesting. I use powerful verbs to add impact. I can spell longer common words. This includes some compound words. I can spell homophone s correctly e.g. I know when to use and how to spell here and hear. I use joined writing and my letters are formed correctly.

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13 Why is Progress Measured? To support and help pupils learn by providing feedback on a lesson by lesson basis To identify underperformance quickly and take appropriate action To identify exceptional performance and provide opportunities for challenge To report to secondary schools and set targets To report to Government so they can monitor national standards and ensure schools and teachers are accountable

14 How is Progress Measured? Formative Assessment (Assessment for Learning) Continuous assessment during every lesson using skilled questioning techniques, feedback about work done, discussions with pupils Forward looking and supports improvement! Summative Assessment (Assessment of Learning) Mainly about evaluating performance at the end of a topic or time period, tests and tasks Backward looking can support improvement when used to identify gaps in learning, gets children used to being tested

15 How Assessment can be Damaging If assessment is being used to evaluate learning, for a less confident pupil they are likely to hide what they don t know and find difficult, always look for the right answer, focus on marks or grades and want to know their place in a class or set.

16 How Assessment can be Effective If assessment is being used to help pupils improve their learning, all pupils are likely to be honest about what they don t understand, be open to new ideas and answers, focus on teachers comments and want to know how they have improved based on what they did before.

17 How Progress is Assessed and Tracked During the year we formally assess the children three times in Reading, Writing, Maths and Science. When this data is submitted it is a teacher assessment of the level the teacher feels the child is working within across all aspects of the subject. To aid this assessment we ask the children to undertake Optional SAT papers that are similar to those used at the end of Key Stage 2. The results of these tests support and add to the information that is contained on the grids you were shown earlier.

18 How Progress is Assessed and Tracked The data is submitted and analysed and every teacher will attend a Pupil Progress Meeting with the SLT to discuss the progress of the children in their year group. At this meeting teachers identify those who are on track and making good progress, those children or groups who are not performing as well as expected, and children who are also making accelerated progress. Once these children have been identified a plan is put into place for the most effective provision. This might include Contacting the parent Making the child a focus child for extra support A targeted intervention for a specific subject

19 How Progress is Assessed and Tracked We track the children s targets and progress very closely using these data sheets

20 What Happens if Concerns are Raised about Progress? Wave 1 Wave 2 Wave 3

21 Criteria for Identifying Special Educational Needs Guidance for Action in Buckinghamshire (GAB) - Guidance on provision required for children with SEN

22 Reporting Progress and Attainment Headteachers have a legal obligation to prepare annual reports for parents and to make arrangements for parents to discuss the report with the child s teacher if they so wish. The reports must cover: the child s achievements; general progress and attendance record. It must also include results of any National Curriculum tests (by level). The Downley School provides a mid year and an end of year report so that parents are as informed as possible about attainment and progress. Core subjects are reported in sub levels and include teacher assessment and test levels. Parents are welcomed to two Parent Consultation Evenings and a third if requested. Our door is ALWAYS open.

23 Statutory Testing These are the statutory tests that must take place each year and are reported to both county and government Year 1 Phonics Check A test of 40 words (a mixture of real and non-words) designed to check how well children can decode and read words. This is administered on a one-toone basis with the child s teacher. If a child scores less than 32 they are required to repeat the check in Year 2. Year 2 SATs These are administered in May of each year and are marked internally by the class teachers and are subject to external moderation. Tests are sat in Reading, Writing and Maths. The results of these tests are used to inform the Teacher Assessment which is reported to parents, county and government.

24 Statutory Testing These are the statutory tests that must take place each year and are reported to both county and government. Year 6 SATs These are also administered in May of each year, with children sitting tests in: Reading Spelling, Punctuation and Grammar Mathematics These are externally marked and the content of the test is new each year. Results of these tests are received by the school in early July. These results are carried onto the secondary schools. Writing is assessed by teacher assessment and this is also subject to external moderation.

25 Transition At the end of Year 6 each child will receive their end of Key Stage 2 levels: A teacher assessment and test score in Mathematics A teacher assessment and test score in Reading A teacher assessment score in Writing A teacher assessment score in Science These levels are reported and sent to the secondary school as part of the transition documents that are passed on. Many secondary schools will use SATs results as a tool for streaming the children into Maths and Literacy groups. These are also used as a predictor for achievement at GCSE level. National Curriculum levels continue from Key Stage 2 into Key Stage 3, where children will continue to move through the levels and can achieve up to a level 8.

26 Thank you for coming.