Wandsworth LA. Using the P Scales Training pack for use by school staff

Size: px
Start display at page:

Download "Wandsworth LA. Using the P Scales Training pack for use by school staff"

Transcription

1 Wandsworth LA Using the P Scales Training pack for use by school staff June 2007

2 Using the P Scales Notes on accompanying DVD Page 3 What are the P scales? Page 4 Introduction to the P-scales Using the P scales Page 6 Aspects of Progress Collecting Evidence Page 9 Making best fit judgements Page 11 Moderation Page 12 Reporting to parents Page 13 Reporting to the LA Page 14 2

3 There is a DVD to accompany this guidance: 1. Introduction from John Brown What are the P scales? Kevin, a pupil at a special school is attending a link session at a local mainstream school. The video was taken on the third week of this link arrangement and shows staff from both schools discussing the P scales. Kevin s teacher wants to assess his progress in communication by observing him interacting and communicating with peers of his own age. 2. Working with evidence shows staff discussing a range of evidence, includes video evidence, written work, art work, photographs and observations 3. Working together for moderation class teacher meeting with teaching assistants. 4. In the Classroom a selection of pupil profiles: Gary age 6 P7, Using & Applying Mathematics/Number Sophie age 8 P6, Shape, Space & Measure Lewis age 7 P8, Reading Gemma age 8 P5, Writing Kayleigh age 14 P5, Speaking: Expressive Communication Bradley age 9 P7, Speaking: Expressive Communication Jordan age 9 P7, Listening: Receptive Communication Libby age 5 P5, Science Ryan age 11 P5, Science 5. The P scales in PDF format 6. Examples of pupils performance in PDF format 3

4 What are the P scales? Introduction to the P-scales P scales provide assessment criteria for learners working below level 1 and whose attainment may not register on the national curriculum level descriptions in the national curriculum programmes of study. There are P scales for each of the subjects of the national curriculum and religious education. P scales use eight performance levels to illustrate the learning that leads to national curriculum level 1. Levels P1 P3 show the earliest levels of general attainment with subject focused examples Levels P4 P8 show subject related attainment In the DfES strategy for special educational needs Removing Barriers to Achievement (DfES, 2004) the government explained that it wanted to help schools to develop better ways to gather data on the progress made by learners with special educational needs. This then led to the promotion and extension of the use of P scales to measure progress made by learners working below level 1 and the voluntary collection of P scales data from This guidance is based on the Qualifications and Curriculum Authority (QCA) materials 2005 and is informed by the following principles: The assessment criteria are designed for learners aged 5 16 and provide a framework for assessment; they should not be used to define curriculum content. Colleagues can use their professional judgement and arrive at best fit assessments of learner attainment that take account of context and are developed through observations over time. It is not necessary to devise tests or artificial assessment tasks. The descriptions of levels within the P scales are deliberately broad and are designed to offer flexibility in order to reflect individual patterns of development shown by learners with learning difficulties. P scales can be used to track progress towards level 1 in the national curriculum; however, for many learners progress within or across levels is as important as progress through the framework P scales are just one tool to be used as part of curriculum planning, teaching and learning, assessment and reporting. There will still need to be others systems in place for identifying learners additional needs. 4

5 Data derived from P scales can be used as a way of setting targets for whole school improvement. In common with all nationally recognised assessments, the QCA have reviewed the P scales over time. Most significantly, the strands for speaking and listening in English have been separated and are now called: Listening/receptive communication Speaking/expressive communication The current versions of P scales for English, mathematics, science and information and communication technology are attached and are on the Inclusion pages of the QCA website. P scales for all other national curriculum subjects, including personal, social and health education and citizenship and religious education can be found in Planning, teaching and assessing the curriculum for pupils with learning difficulties guidance booklets. (QCA/DfES, 2001) 5

6 Using the P scales The QCA guidance Guidance for using P scales makes it clear that P scales can be used by colleagues in the same way as national curriculum level descriptions in mainstream and special schools. The P scales describe some of the important skills, knowledge and understanding that learners may gain as a result of being taught using the programmes of study of the national curriculum. Although P scales are designed to be used with pupils during their school years, the levels in P scales operate independently of chronological age. A five-year-old child may attain level P8; some 16 year olds may be working within levels P1 P3 It is recommended that P scales be used to make judgements about and to record and report on learners attainment at the end of each key stage in mainstream and special schools. Teachers may use the P scales to refine and develop notes about assessment opportunities. These will be written into long, medium and short term planning. It may be that the performance descriptions as provided in the P scales are too broad to be used in curriculum planning, and more finely tuned assessment opportunities need to be developed. However using the P scales framework, teachers will be able: Record significant and new learner responses and small increments of progress. Plan future work more aligned with learners levels of attainment. Gather records about learners progress over time, linked to levels, in preparation for making summative comments in reports at the end of a year or key stage. School managers may also wish to use P scales to set targets as one of several useful mechanisms for setting targets for whole school improvement. 6

7 Aspects of progress Expectations of progress will vary depending on a learner s age and individual needs. It will be: Appropriate to use the P scales framework to chart the progress of individual learners and to look for patterns in the attainment of learners across a cohort. Appropriate to use other ways of measuring progress that learners make within and across the whole curriculum, as well as using the P scales framework. Inappropriate to expect the P scales framework to predict how far or how fast individual learners or groups of learners should progress. Inappropriate to hold staff to account for the fact that learners with learning difficulties do not make progress in accordance with any spurious norms or expectations of progress. Lateral progress The Guidance for Using P Scales (QCA, 2005) refers to linear, lateral progress and individual profiles of learning. It sets out to support schools thinking about progress in a range of ways, for example in addition to developing new skills, knowledge, concepts or understandings, learners may be recognised as making progress, when they: Demonstrate the same achievement on more than one occasion, so that learning is maintained. Consolidate, strengthen or refine their achievements, so that they can make use of their skills with greater fluency or work with less support. Combine existing skills, knowledge or understanding in new ways. Gain confidence in their achievements, so that they can use their learning in new situations and under different or changing circumstances. Apply their skills, knowledge and understanding to new tasks in new contexts, perhaps in real life settings or in relation to adult challenges The relationships between linear and lateral progress are not simple. Learners who appear to be making the most straightforward linear progress will be likely to require some opportunities to consolidate their 7

8 learning in different contexts. Learners with severe or profound learning difficulties, who appear to have reached a plateau in their learning, may be engaging in exploring wider contexts and then over time make some forward progress in their learning. The learning profiles of most learners show a combination of linear and lateral progress, although the balance between these dimensions may be markedly different for individual learners. 8

9 Collecting Evidence Assessments and judgements about attainment should always be supported by evidence. That evidence can take different forms, for example: Teachers and teaching assistants records based on observations. Contributions from the whole staff team are valuable as throughout the year teachers and teaching assistants are informally collecting evidence and making note of particular observations. Learners written work. Art work and artefacts created by learners. Photographs, video and audio tapes Witness statements from parents or other professionals A word of caution here; there is no need to collect vast amounts of evidence of visual proof to substantiate every teacher judgement. Notes based on observation and professional knowledge are often the most vital pieces of evidence. Inadequately explained samples of work or photographs make poor pieces of evidence. A number of schools have well designed annotation sheets and this is recommended. The quality of the evidence is crucial. Teachers and teaching assistants should focus on collecting good evidence and making good annotations. All well designed annotation sheets provide valuable prompts for concise yet rigorous comments. Less effective approaches to annotation often involve cursory comments or meaningless ticks. Dates on work and the annotation sheet are essential to reveal trends and rates of progress. Observations: Observations play a key part in the process of collecting evidence. Different forms of observation may include: Informal observations of learners made during whole class activities. Observations of a learner working within a structured group. Observations of a learner made during individual work. Observations of responses to specific demands. 9

10 It is good practice to assign specific time to make observations. The observer will know the learners working levels and target(s) that the learner is working towards. Learners responses may indicate new learning, development of previous learning, consolidation of emerging skills, knowledge or understanding or repetition of previous learning. In recording it may be helpful to use a framework to record, for example Emergent developing secure With support independently Never occasionally frequently consistently Video and Photographs: Video and photographic evidence is helpful, provided it is well annotated. Often the annotations, rather than the images themselves, provide the actual evidence upon which any judgements are based. Video clips and photographs can serve as prompts through which teachers and teaching assistants remember their observations, as prompts to review work with learners, as part of reporting progress to parents and as a way of illustrating different forms of progress. However, there is no need to spend significant amounts of time editing and collating video and audio audience, as it is the annotated, written notes, which explain the evidence and therefore the assessment.

11 Making best fit judgements The performance descriptions provided in the P scales can be used just like the level descriptions of the national curriculum to help teachers and teaching assistants make judgements about learners attainments, over time and in a range of different settings. In order to allocate a level, teachers will need to describe which performance description is the best fit for the evidence gathered. Best fit judgements should be made on the basis of normal everyday teaching and learning processes and will usually involve teachers and teaching assistants working together to review their varying perspectives. Practices will vary from school to school. In secondary schools, for example, there may be a SEN link person within each department. In special schools, staff teams managed by the class or subject teacher will meet regularly to make best fit judgements and in primary schools class teachers will involve their teaching assistants, who may be recording learners progress against learning objectives. In order to decide a best fit judgement Make decisions based on quality observations Take account of the levels of support, modelling or prompts learners receive, context on the annotated sheets Consider learners ages and prior attainments and the effects of the barriers to learning experienced Consider learners work against elements of the levels above and below the proposed level A learner may not necessarily demonstrate every element in a description in order to be credited with a given level those aspects not met will form the basis of targets within the P levels. For some learners, small increments of progress within a level represent important achievements. These will be reported positively. Consider those learners who experience regressive conditions. Teachers and teaching assistants will be aiming to maintain prior knowledge, understanding and skills through the introduction of fresh experiences.

12 Moderation Moderation processes help teachers, teaching assistants, school managers and local authorities to develop common understandings about performance and to become more consistent in understanding and interpreting the levels. Teachers will want to set up moderation exercises within their own schools, for example during staff meeting time. The purpose of such exercises will be to: Develop further understanding of the P scale descriptions. Share and disseminate good practice. Confirm best-fit judgements. Focus on learners progress. Develop the need for careful annotations so that other staff can appreciate the contextual influences on performance and the judgement made. Enable schools to create a moderation portfolio. The portfolio can provide age-related examples of work at given levels, for example P4 in KS4, as opposed to P4 in KS1. Such a portfolio can help move the school towards agreed interpretations of levels, become a source of reference, and support teachers assessment procedures and judgements. Moderation of P scale data at the end of the key stage assessments will take place alongside the normal arrangements already in place for moderation of teacher assessments. Teachers will be asked to bring samples of work to moderate with colleagues from other schools.

13 Reporting to parents P scales are intended to support summative assessment. The performance descriptions in the P scales can be used to summarise the range of subject focused learning a learner may demonstrate over a key stage. Schools will map learners performance on the P scales at the end of a key stage In reporting to parents, schools will need to decide how best to proceed. However, the numbers assigned to the levels, for example P5, P6 and so on, provide a form of professional shorthand, which enable teachers to refer to a complex framework of skills, knowledge and understanding. If schools decide to report the levels, they need also to provide meaningful descriptions as to what the numbers mean. This is particularly important where learners make very small steps and cannot be credited with a new level. Reporting should reveal how learners have widened the application of their skills and knowledge, or where learners have regressive conditions, how they are sustaining their skills and maintaining their quality of life and relationships. Above all P scales offer a measure of progress relating to the national curriculum levels of study, but should be presented to parents as one part of a rich learning context that meets learners wider needs.

14 Reporting to the Local Authority National collection of P scales at the end of the key stages will be mandatory in In Wandsworth, collection of P scale data will take place at the end of the key stages for all learners working towards level 1 of the National Curriculum. All schools will have a benchmark against which to measure progress following mandatory collection in The P scales can be converted into point scores. Data will be included in the Local Authority contextual school reports and for schools who submit data will be analysed by the University of Durham. It is also anticipated that data will link to value added analysis by the Fischer Family Trust. In subsequent years, P scale data will be collected as part of the normal assessment arrangements annually in May.

15

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy St Peter s CE (VA) Infants School Assessment, Recording and Reporting Policy Philosophy Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an

More information

Keir Hardie Primary School. Assessment and Marking Policy

Keir Hardie Primary School. Assessment and Marking Policy Keir Hardie Primary School Assessment and Marking Policy Assessment and Marking Policy Rationale At Keir Hardie Primary School we believe that assessment and marking form the basis of effective teaching

More information

Assessment for Curriculum for Excellence. Strategic Vision Key Principles

Assessment for Curriculum for Excellence. Strategic Vision Key Principles Assessment for Curriculum for Excellence Strategic Vision Key Principles Assessment for Curriculum for Excellence Strategic Vision and Key Principles Cabinet Secretary s Foreword Curriculum for Excellence

More information

Policy statement: Assessment, recording and reporting achievement.

Policy statement: Assessment, recording and reporting achievement. Policy statement: Assessment, recording and reporting achievement. In partnership with the home and the local community, the school has a responsibility to fulfil the demands of the national curriculum

More information

Policy Document Planning, Assessment, Recording and Reporting September 2010

Policy Document Planning, Assessment, Recording and Reporting September 2010 Policy Document Planning, Assessment, Recording and Reporting September 2010 PLANNING, ASSESSMENT, RECORDING AND REPORTING POLICY 1 INTRODUCTION Planning, assessment, recording and reporting are an integral

More information

Cheadle Primary School Computing and ICT Policy

Cheadle Primary School Computing and ICT Policy Introduction The use of information and communication technology is an integral part of the national curriculum and is a key skill for everyday life. computers, tablets, programmable robots, digital and

More information

ST. NICHOLAS SCHOOL PLANNING, ASSESSMENT, RECORDING, REPORTING AND CELEBRATION POLICY

ST. NICHOLAS SCHOOL PLANNING, ASSESSMENT, RECORDING, REPORTING AND CELEBRATION POLICY ST. NICHOLAS SCHOOL PLANNING, ASSESSMENT, RECORDING, REPORTING AND CELEBRATION POLICY INTRODUCTION This policy was drawn up by the Senior Management Team after full consultation with the staff, and using

More information

Mathematics Policy. Mathematics Policy

Mathematics Policy. Mathematics Policy Mathematics Policy 1. Aims 1.1 Mathematics teaches children to make sense of the world around them through developing their ability to calculate, reason and solve problems. It enables children to understand

More information

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy

ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD. Modern Foreign Language Policy ST. PETER S CHURCH OF ENGLAND (VOLUNTARY AIDED) PRIMARY SCHOOL SOUTH WEALD Modern Foreign Language Policy January 2013 ST PETER S MODERN FOREIGN LANGUAGE (MFL) POLICY RATIONALE In the knowledge society

More information

What Is a Portfolio? Why develop a professional portfolio?

What Is a Portfolio? Why develop a professional portfolio? 01-Forde-Ch-01:01-Forde-Ch-01 8/1/2008 7:36 PM Page 1 1 What Is a Portfolio? In this introductory chapter we discuss what we mean by a professional portfolio. We explore different models of portfolios

More information

BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING

BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING BEAUFORT and LANGLEY SCHOOL ASSESSMENT RECORDING AND REPORTING Policy date: January 2013 Review date: November 2016 ASSESSMENT RECORDING AND REPORTING Assessment is about measuring achievement and attainment,

More information

Assessment, Recording and Reporting Policy. Introduction

Assessment, Recording and Reporting Policy. Introduction Assessment, Recording and Reporting Policy Introduction Assessment is essential for the promotion of effective learning and teaching. It enables the teacher to deliver an appropriate curriculum and provides

More information

THE QUEEN S SCHOOL Assessment Policy

THE QUEEN S SCHOOL Assessment Policy The Queen s Church of England Primary School Encouraging every child to reach their full potential, nurtured and supported in a Christian community which lives by the values of Love, Compassion and Respect.

More information

Numeracy across learning Principles and practice

Numeracy across learning Principles and practice Numeracy across learning Principles and practice All teachers have responsibility for promoting the development of numeracy. With an increased emphasis upon numeracy for all young people, teachers will

More information

ST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music

ST. PATRICK'S CATHOLIC PRIMARY SCHOOL. Policy on Music ST. PATRICK'S CATHOLIC PRIMARY SCHOOL Policy on Music 1 Aims and objectives 1.1 Music is a unique way of communicating that can inspire and motivate children. It is a vehicle for personal expression, and

More information

Llansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy

Llansanffraid Church in Wales Primary School. Information and Communication Technology (ICT) Policy Llansanffraid Church in Wales Primary School Information and Communication Technology (ICT) Policy ICT is changing the lives of everyone. Through teaching children the skills to use ICT we equip them to

More information

Recording and tracking pupils attainment and progress the use of assessment evidence at the time of inspections

Recording and tracking pupils attainment and progress the use of assessment evidence at the time of inspections Recording and tracking pupils attainment and progress the use of assessment evidence at the time of inspections Guidance produced by the Association for Achievement and Improvement through Assessment (AAIA)

More information

Literacy across learning Principles and practice

Literacy across learning Principles and practice Literacy across learning Principles and practice Language and literacy are of personal, social and economic importance. Our ability to use language lies at the centre of the development and expression

More information

What is good progress for children and young people with Special Educational Needs in English and Maths. Interim Advice

What is good progress for children and young people with Special Educational Needs in English and Maths. Interim Advice What is good progress for children and young people with Special Educational Needs in English and Maths Interim Advice Autumn Term 2008 Page 2 What is good progress for children and young people with Special

More information

Assessment Policy. 1 Introduction. 2 Background

Assessment Policy. 1 Introduction. 2 Background Assessment Policy 1 Introduction This document has been written by the National Foundation for Educational Research (NFER) to provide policy makers, researchers, teacher educators and practitioners with

More information

Prettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018

Prettygate Junior School. Assessment, Recording and Reporting Policy. Date: Summer 2015 Review: Summer 2018 Prettygate Junior School Assessment, Recording and Reporting Policy Date: Summer 2015 Review: Summer 2018 Vision Ensuring a safe, welcoming environment where everyone is valued Providing experiences to

More information

Modern Foreign Languages (MFL)

Modern Foreign Languages (MFL) Modern Foreign Languages (MFL) Fordcombe C.E. Primary School Reviewed & Approved by the Full Governing Body: Jan 2013 Next Review due Jan 2016 Signed:. Name (print) Mrs Sarah Finch Position: Chair of Governors

More information

The National Curriculum for Art and Design Guidance: EYFS, Primary KS1-2

The National Curriculum for Art and Design Guidance: EYFS, Primary KS1-2 The National Society for Education in Art and Design The National Curriculum for Art and Design Guidance: EYFS, Primary KS1-2 A Framework for Progression, Planning for Learning, Assessment, Recording and

More information

Hillocks Primary and Nursery School

Hillocks Primary and Nursery School Hillocks Primary and Nursery School Policy for Assessment, recording and reporting. 1 POLICY FOR ASSESSMENT, RECORDING AND REPORTING Introduction At Hillocks, the key purpose for assessment is to move

More information

Mathematics Policy Bordesley Green Primary

Mathematics Policy Bordesley Green Primary Aims Mathematics Policy Bordesley Green Primary The national curriculum and EYFS for mathematics aims to ensure that all pupils: Become fluent in the fundamentals of mathematics, including the varied and

More information

Policy for Assessment Recording & Reporting

Policy for Assessment Recording & Reporting Lead Andrew Payne Date of completion January 2014 Date of adoption by Governors March 2014 Date to be reviewed January 2018 Grove Park School Policy for Assessment Recording & Reporting 1 ASSESSMENT, RECORDING

More information

Assessment Policy. Date of next review: September 2016

Assessment Policy. Date of next review: September 2016 Assessment Policy 2015 Policy Review Details This policy will be reviewed by the governing body on an annual basis Date of Issue: September 2015 Governor Signature Date of next review: September 2016 Headteacher

More information

Assessment Policy. Why do we assess?

Assessment Policy. Why do we assess? Assessment Policy Assessment is the means by which the progress of pupils is monitored. It is a tool to inform curriculum planning and learning programmes. Why do we assess? To define each child's ability:

More information

Higher level teaching assistant. Professional standards for higher level teaching assistants

Higher level teaching assistant. Professional standards for higher level teaching assistants Higher level teaching assistant Professional standards for higher level teaching assistants Foreword Schools are changing. Headteachers and teachers know that the school workforce needs to be able to

More information

EASTINGTON PRIMARY SCHOOL

EASTINGTON PRIMARY SCHOOL EASTINGTON PRIMARY SCHOOL ICT POLICY January 2011 Reviewed annually Reference: E safety policy, Safeguarding policy ICT POLICY Eastington Primary Mission Statement Eastington Primary School is a vibrant,

More information

ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY.

ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY. ASSESSMENT, RECORDING AND REPORTING(ARR) POLICY. Introduction The ARR Policy is closely linked to other key school policies (in particular: Teaching and Learning and Gifted and Talented) to ensure whole

More information

KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015

KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015 KINETON GREEN PRIMARY SCHOOL MATHEMATICS POLICY FEBRUARY 2015 Review Date: February 2018 Contents 1 Introduction... 2 2 The Aims of Mathematics... 2 3 Entitlement... 3 4 Implementation... 3 5 Organisation

More information

Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools

Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Religious education Generic grade descriptors and supplementary subjectspecific guidance for inspectors on making judgements during visits to schools Inspectors visit 150 schools each year to inform Ofsted

More information

THE REDWAY SCHOOL. This policy was written in line with the whole school Learning and Teaching Policy and Target Setting Policy.

THE REDWAY SCHOOL. This policy was written in line with the whole school Learning and Teaching Policy and Target Setting Policy. THE REDWAY SCHOOL Policy: Assessment, Recording and Reporting Date of Policy: September 2009 Reviewed each September Date of Current Policy: September 2015 Member of staff responsible: Ruth Sylvester Introduction

More information

TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016

TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016 TUNBRIDGE WELLS GIRLS GRAMMAR SCHOOL Adopted: March 2015 Review: March 2016 SPECIAL EDUCATIONAL NEEDS AND DISABILITY (SEND) POLICY RATIONALE This policy document is a statement of the aims, principles

More information

Roseberry Primary and Nursery School. Maths Policy

Roseberry Primary and Nursery School. Maths Policy Roseberry Primary and Nursery School Maths Policy October 2015 Purpose The purpose of this policy is to ensure that all staff are able to implement the teaching of maths to a high standard in order for

More information

School Assessment, Recording and Reporting Process

School Assessment, Recording and Reporting Process Next review: July 2015 RADLETT LODGE SCHOOL ASSESSMENT, RECORDING AND REPORTING PROCEDURES Aim To assess and report on all aspects of our pupils development to facilitate consistency, progress, planning,

More information

Understanding the UK education system

Understanding the UK education system Understanding the UK education system The education system in the UK is currently undergoing perhaps more change than at any time since the 1944 Butler Education Act. There are now a huge range of schools

More information

History. Key Stages 2 3. in the National Curriculum for Wales

History. Key Stages 2 3. in the National Curriculum for Wales Key Stages 2 3 History in the National Curriculum for Wales Yr Adran Plant, Addysg, Dysgu Gydol Oes a Sgiliau Department for Children, Education, Lifelong Learning and Skills History in the National Curriculum

More information

Shottery CE Primary School. Assessment, Recording and Reporting Policy

Shottery CE Primary School. Assessment, Recording and Reporting Policy Shottery CE Primary School Assessment, Recording and Reporting Policy At Shottery Primary School At Shottery Primary we aim to follow the principles of assessment for learning, in that we share with the

More information

PSHE at key stages 1 4 Guidance on assessment, recording and reporting

PSHE at key stages 1 4 Guidance on assessment, recording and reporting PSHE at key stages 1 4 Guidance on assessment, recording and reporting October 2005 QCA/05/2183 Contents About this guidance...2 What is this guidance for?...2 Why is assessment important?...2 Who is this

More information

Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure

Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure Requirements & Guidelines for the Preparation of the New Mexico Online Portfolio for Alternative Licensure Prepared for the New Mexico Public Education Department Educator Quality Division http://www.ped.state.nm.us/

More information

How To Teach Maths At Maple Primary School

How To Teach Maths At Maple Primary School 1 MAPLE SCHOOL MATHS POLICY Updated June 2015 by Rachel de la Croix (Maths Co-ordinator) School Vision A high-quality mathematics education provides a foundation for understanding the world, the ability

More information

St.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013

St.Dennis CP School. Modern Foreign Languages (MFL) Policy February 2013 St.Dennis CP School Modern Foreign Languages (MFL) Policy February 2013 Policy confirmed by the Governing Body of St Dennis CP School on: Date: Signature: To be reviewed on: 1 Rationale for Teaching Languages

More information

Good Practice Guidance for gathering on-entry data into the Reception year

Good Practice Guidance for gathering on-entry data into the Reception year Good Practice Guidance for gathering on-entry data into the Reception year Introduction The reception year in school forms part of a child s experience within the Early Years Foundation Stage (EYFS). The

More information

Assessment in the New National Curriculum

Assessment in the New National Curriculum Assessment in the New National Curriculum Introduction We believe that effective assessment provides information to improve teaching and learning. We give learners regular feedback on their learning so

More information

St Michael s Primary School. ICT School Policy Data Protection and E Safety

St Michael s Primary School. ICT School Policy Data Protection and E Safety St Michael s Primary School ICT School Policy Data Protection and E Safety FGB 2013 St. Michael s C.E. Primary School Policy Information Communication Technology This policy document sets out St Michael's

More information

Sneyd Green Primary School Mathematics Policy Together we make a difference.

Sneyd Green Primary School Mathematics Policy Together we make a difference. Sneyd Green Primary School Mathematics Policy Together we make a difference. Leader name - Mr J.Hyder Date 04/12/14 Aims and objectives Mathematics teaches us how to make sense of the world around us through

More information

Evaluating teaching. 6.1 What is teacher evaluation and why is it important?

Evaluating teaching. 6.1 What is teacher evaluation and why is it important? 6 Evaluating Just as assessment that supports is critical for student, teacher evaluation that focuses on providing accurate evidence of practice and supports improvement is central for teachers. Having

More information

Version 2 (Oct 2010) Management Information Support Team & Learning 5-11

Version 2 (Oct 2010) Management Information Support Team & Learning 5-11 Version 2 (Oct 2010) Management Information Support Team & Learning 5-11 Contents Self Improvement Cycle 4 Managing Data Effectively 5 How well are we doing? 10 How well should we be doing? 11 What more

More information

Making Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview

Making Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview Making Foreign Languages compulsory at Key Stage 2 Consultation Report: Overview Introduction This report summarises the responses to the consultation on the Government s proposal to introduce foreign

More information

Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014)

Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014) Mark Rutherford School Assessment Policy (Reviewed by Governors Curriculum sub committee January 2014) The quality of assessment has a significant impact on attitudes to learning and on attainment in schools

More information

LITERACY: READING LANGUAGE ARTS

LITERACY: READING LANGUAGE ARTS IMPORTANT NOTICE TO CANDIDATES: The assessment information in this document is aligned with NBPTS Literacy: Reading Language Arts Standards, Second Edition (for teachers of students ages 3 12). If you

More information

Secondary School Assessment, Recording and Reporting Policy

Secondary School Assessment, Recording and Reporting Policy Secondary School Assessment, Recording and Reporting Policy Introduction The aims of this document are to establish clear guidelines on the use of assessment in the International School of Toulouse (IST)

More information

Maths Non-negotiables

Maths Non-negotiables Maths Non-negotiables Arithmetic must be taught on a daily basis. Its focus should be developing mental strategies fluency. Times tables should be a key mental maths focus in year 3 4. The new curriculum

More information

Monitoring and tracking progress and achievement in the broad general education

Monitoring and tracking progress and achievement in the broad general education and achievement in the broad general education This paper is part of a suite of resources 1 and provides advice on approaches to monitoring and tracking progress and achievement in order to help inform

More information

St Joseph s Catholic Primary School

St Joseph s Catholic Primary School St Joseph s Catholic Primary School CRC Article 29(goals of education) Education must develop every child s personality, talents and abilities to the full. It must encourage the child s respect for human

More information

Assessment without Levels - Age Related Bands

Assessment without Levels - Age Related Bands Assessment without Levels - Age Related Assessment lies at the heart of the process of promoting children s learning. It has a clear purpose at Great Easton Church of England Primary School for everyone

More information

AfL with APP: developing collaborative schoolbased. Guidance for senior leaders

AfL with APP: developing collaborative schoolbased. Guidance for senior leaders AfL with APP: developing collaborative schoolbased approaches AfL with APP: developing collaborative school-based approaches First published in 2009 Ref:00824-2009PDF-EN-01 Disclaimer The Department for

More information

Progression in recount

Progression in recount Progression in recount Purpose Recounts (or accounts as they are sometimes called) are the most common kind of texts we encounter and create. Their primary purpose is to retell events. They are the basic

More information

The Primary Curriculum in Schools

The Primary Curriculum in Schools The Primary Curriculum in Schools Insights from the Curriculum Implementation Evaluation and the Primary Curriculum Review English Visual Arts Mathematics 1 Introduction During the 2003/2004 school year,

More information

Mathematics Policy. National Curriculum Statement on Maths:

Mathematics Policy. National Curriculum Statement on Maths: Mathematics Policy National Curriculum Statement on Maths: Mathematics is a creative and highly inter-connected discipline that has been developed over centuries, providing the solution to some of history

More information

Japanese International School. Assessment Recording and Reporting Policy

Japanese International School. Assessment Recording and Reporting Policy Japanese International School Assessment Recording and Reporting Policy 1.0 Philosophy and beliefs Through a positive learning environment, the Japanese International School respects the diversity of its

More information

St Anne s catholic primary school. Maths 2015

St Anne s catholic primary school. Maths 2015 St Anne s catholic primary school Maths 2015 MISSION STATEMENT Saint Anne s lives and teaches the Gospel values of Jesus in a safe loving and joyful community. 1 Aims and objectives: Mathematics teaches

More information

Stanbridge Primary School ASSESSMENT POLICY

Stanbridge Primary School ASSESSMENT POLICY Stanbridge Primary School ASSESSMENT POLICY Signed (Chair): Name: Date: Signed (Head): Name: Date: Ratified: by Governing Body on Next Review: Every two years Sept 2017 Equality Impact Assessment (EIA)

More information

Advanced Higher Mathematics Course Specification (C747 77)

Advanced Higher Mathematics Course Specification (C747 77) Advanced Higher Mathematics Course Specification (C747 77) Valid from August 2015 This edition: April 2015, version 1.1 This specification may be reproduced in whole or in part for educational purposes

More information

Blaenavon Heritage Voluntary Controlled Primary School

Blaenavon Heritage Voluntary Controlled Primary School Blaenavon Heritage Voluntary Controlled Primary School ICT Policy 2014/15 BHVCPS Author: Mrs C Crew Date written: January 2014 Review: January 2014 Ratified: COG: Page 1 Introduction Purpose: Information

More information

Giffards Primary School

Giffards Primary School Giffards Primary School Learning Environment and Display Policy Agreed by Governors April 2011 Next Review Date April 2014 1 Giffards primary School Learning Environment and Display Policy This policy

More information

Assessment, Recording and Reporting Policy

Assessment, Recording and Reporting Policy Assessment, Recording and Reporting Policy Assessment Assessment enables teachers and pupils to monitor and evaluate learning and to set new targets. Its purpose is to articulate progress and shape the

More information

The Child at the Centre. Overview

The Child at the Centre. Overview The Child at the Centre Overview Giving our children the best start in life Twin aims of early education and childcare: Free part-time quality pre-school education place for all three and four year olds;

More information

The Role of the Science Subject Leader. The role of the subject leader is crucial if schools are to raise standards and

The Role of the Science Subject Leader. The role of the subject leader is crucial if schools are to raise standards and The Role of the Science Subject Leader The role of the subject leader is crucial if schools are to raise standards and support teachers and children. The pack contains details and information to help subject

More information

Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice

Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice .. Primrose Hill Primary School Literacy Policy: A baseline for outstanding practice January 2012 Review date: January 2013 KEY PRINCIPLES Teaching at Primrose Hill is Learning Centred, meaning that each

More information

Reading Policy. Contents. 1. Our aim 2. Reading procedures 3. Assessment of reading 4. Phonics 5. Layered approach 6. Guided reading 7.

Reading Policy. Contents. 1. Our aim 2. Reading procedures 3. Assessment of reading 4. Phonics 5. Layered approach 6. Guided reading 7. Reading Policy Policy Data Sheet Policy Name: Document Reference: Reading Policy BLSch026 Version Number: 1 Ratified By Principal: Chair of Governing Body Ratified Date: Board approval needed? Board Ratified

More information

Guidance for School Improvement Partners. Supporting and challenging improvement in AfL with APP

Guidance for School Improvement Partners. Supporting and challenging improvement in AfL with APP Guidance for School Improvement Partners Supporting and challenging improvement in AfL with APP Guidance for School Improvement Partners Supporting and challenging improvement in AfL with APP First published

More information

Mathematics. Introduction

Mathematics. Introduction Mathematics Introduction Numeracy is a core subject within the National Curriculum. This policy outlines the purpose, nature and management of the mathematics taught and learned in our school. Mathematics

More information

Haberdashers Adams Federation Schools

Haberdashers Adams Federation Schools Haberdashers Adams Federation Schools Abraham Darby Academy Reading Policy Developing reading skills Reading is arguably the most crucial literacy skill for cross-curricular success in secondary schools.

More information

Assessment Without Levels

Assessment Without Levels Assessment reform As part of our reforms to the national curriculum, the current system of levels used to report children s attainment and progress will be removed from September 2014 and will not be replaced.

More information

Reforming assessment and accountability for primary schools. Government response to consultation on primary school assessment and accountability

Reforming assessment and accountability for primary schools. Government response to consultation on primary school assessment and accountability Reforming assessment and accountability for primary schools Government response to consultation on primary school assessment and accountability March 2014 Contents Introduction 3 The case for change 4

More information

High Halden Church of England Primary School. Early Years Policy

High Halden Church of England Primary School. Early Years Policy Early Years Policy As a Church of England School, we nurture the Christian faith in our pupils as well as teaching them knowledge and understanding of other religions. All stakeholders of Value: Equality

More information

PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL

PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL PEDMORE TECHNOLOGY COLLEGE & COMMUNITY SCHOOL ASSESSMENT, RECORDING, REPORTING, MARKING & TARGET SETTING POLICY July 2006 Updated October 2008 Reviewed January 2009 Updated May 2010 Updated September 2010

More information

Statutory assessment arrangements for the Foundation Phase and end of Key Stages 2 and 3

Statutory assessment arrangements for the Foundation Phase and end of Key Stages 2 and 3 Statutory assessment arrangements for the Foundation Phase and end of Key Stages 2 and 3 Guidance Guidance document no: 185/2015 Date of issue: November 2015 Replaces guidance document no: 148/2014 Statutory

More information

Key skills for developing employability

Key skills for developing employability Key skills for developing employability First published 2001 6.00 Qualifications and Curriculum Authority 2001 ISBN 1 85838 481 8 Reproduction, storage, adaption or translation, in any form or by any means,

More information

Hurworth School Assessment, Recording and Reporting Policy

Hurworth School Assessment, Recording and Reporting Policy Hurworth School Assessment, Recording and Reporting Policy Accepted by: Board of Directors May 2010 Leadership Team Lead Reviewer: Assistant Head Teacher (Raising Achievement) Review Cycle: 2 Years Last

More information

Bridgewater Primary School

Bridgewater Primary School Understanding Assessment in Bridgewater Primary School Thursday 5 th November 2015 Reason for Assessment Update The changes to assessments in line with the new curriculum. Purpose of Assessment 1. Help

More information

Advanced Higher Modern Languages Course Specification

Advanced Higher Modern Languages Course Specification Advanced Higher Modern Languages Course Specification C711 77 Cantonese C730 77 French C731 77 Gaelic (Learners) C734 77 German C742 77 Italian C745 77 Mandarin (Simplified) C746 77 Mandarin (Traditional)

More information

Speaking and Listening Materials

Speaking and Listening Materials Speaking and Listening Materials The speaking and listening materials consist of a teacher s handbook, a book of teaching objectives and classroom activities, a pack of leaflets and posters and a video

More information

Much Birch Primary School

Much Birch Primary School Much Birch Primary School Co-ordinator : Linda Willimont Updated November 2013 Next review date September 2015 1 2 Mathematics Policy Person Responsible:- Mrs Willimont Date Policy discussed and agreed

More information

Art, Design Policy. Michael Sobell Sinai School

Art, Design Policy. Michael Sobell Sinai School Art, Design Policy 2014 Art, Design & displays Policy Rationale At Sinai School, we are concerned with the education of the whole child and the development of Art and Craft skills will enable the achievement

More information

Assessment of children s educational achievements in early childhood education

Assessment of children s educational achievements in early childhood education Assessment of children s educational achievements in early childhood education purpose pedagogic and managerial of such assessments. This paper outlines the evaluation of a national pilot baseline assessment

More information

residential care staff and carers who are relatives or friends. 1 Throughout this report, the term parents should be taken to include foster carers,

residential care staff and carers who are relatives or friends. 1 Throughout this report, the term parents should be taken to include foster carers, Balmedie Primary School and Nursery Class Aberdeenshire Council 23 August 2011 HM Inspectorate of Education (HMIE) inspects schools in order to let parents 1, children and the local community know whether

More information

ASSESSMENT, RECORDING AND REPORTING (ARR) GUIDELINES

ASSESSMENT, RECORDING AND REPORTING (ARR) GUIDELINES Assessment, Recording and Reporting Guideline Dated May 2015 Review Period 3 Years Curriculum Author DS CHRISTLETON HIGH SCHOOL ASSESSMENT, RECORDING AND REPORTING (ARR) GUIDELINES 1 Introduction 1.1 Every

More information

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012

The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 DRIVING FORWARD PROFESSIONAL STANDARDS FOR TEACHERS The Standards for Registration: mandatory requirements for Registration with the General Teaching Council for Scotland December 2012 Contents Page The

More information

Home Economics Education

Home Economics Education Subject Area Syllabus and Guidelines Home Economics Education (Part 2 of 4) Level 4 to Beyond Level 6 Note: The PDF version of this document has been split into sections for easier download. This file

More information

What is the PYP Perspective on Assessment?

What is the PYP Perspective on Assessment? What is the PYP Perspective on Assessment? Assessment is the gathering and analysis of information about student performance. It identifies what students know, understand, can do and feel at different

More information

qwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzxcvbn

qwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdfghjkl zxcvbnmqwertyuiopasdfghjklzxcvbn qwertyuiopasdfghjklzxcvbnmqwerty uiopasdfghjklzxcvbnmqwertyuiopas dfghjklzxcvbnmqwertyuiopasdfghjkl Reading by Six How the best schools do it St Stephen and All Martyrs CE Primary zxcvbnmqwertyuiopasdfghjklzxcvbn

More information

Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy

Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy Ss John Fisher, Thomas More High School Assessment, Reporting and Recording Policy Compiled by: CHA (members of SLT) Approved by: Curriculum Committee Date: May 2015 Revision Date: May 2016 Introduction

More information

Resource document for school governors and schools. Summary of Special Educational Needs (SEN) Code of Practice for Wales

Resource document for school governors and schools. Summary of Special Educational Needs (SEN) Code of Practice for Wales Resource document for school governors and schools Summary of Special Educational Needs (SEN) Code of Practice for Wales Teifion Rees SEN Governor Cwrt Sart Comprehensive School April 2004 1 Acknowledgements

More information

Citizenship education in Northern Ireland, Wales, Scotland and England

Citizenship education in Northern Ireland, Wales, Scotland and England Citizenship education in Northern Ireland, Wales, Scotland and England Northern Ireland The Northern Ireland curriculum is described as six Areas of Learning at key stages 1 and 2: Language and Literacy

More information

Subject Co-ordinator s Toolkit.

Subject Co-ordinator s Toolkit. Subject Co-ordinator s Toolkit. Contents Key responsibilities of a subject co-ordinator What should be in a subject co-ordinator s file? Subject policy Completing an audit and action / development plan

More information

SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY

SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY SPECIAL EDUCATIONAL NEEDS and DISABILITY POLICY September 2015 Person responsible: SENCO Date approved: Review date: July 2016 Approved by: Buile Hill Visual Arts College Special Educational Needs and

More information