Assessment cycle: Key Stages Eyfs, one and two – edition 5 by joel.quartey

assessment cycle KEY STAGES EYFS, ONE AND TWO EDITION 5

GLOSSARY of acronyms AFL Assessment for Learning APP Assessing Pupils Progress APS Average Point Score CLL Communication, Language and Literacy EAL English Additional Language ECC Every Child Counts GOAL Online Assessment IEP Individual Education Plan LDD Learning Difficulties LI Learning Intention LO Learning Objective NFER National Foundation for Education Research PLASC Pupil Level Annual School Census PSED Personal, Social & Emotional Development QCA Qualification and Curriculum Agency SA School Action SA+ School Action Plus SC Success Criteria SDP School Development Plan SEAL Social, Emotional and Language SIMS School Information Management Systems SL Senior Leadership SMT Senior Management Team STA Standards Testing Agency

assessment cycle KEY STAGES EYFS, ONE AND TWO EDITION 5

Published by Hackney Learning Trust www.learningtrust.co.uk To request additional copies of this publication or a different format, please contact: Hackney Learning Trust 1 Reading Lane, London E8 1GQ Tel: 020 8820 7000 info@learningtrust.co.uk Designed by Hackney Learning Trust design team Printed by Hackney Print, London ÂŠ Copyright 2013 Hackney Learning Trust, All rights reserved The facts set out in this publication are from sources which we believe to be reliable. However, we accept no legal liability of any kind for the publication contents, nor from the information contained therein, nor conclusions drawn by any party from it. You are welcome to copy this publication for internal use within Hackney Learning Trust. Otherwise, no part of this publication may be reproduced, stored in a retrieval system or transmitted in any form or by any means, electronic, electrical, chemical, optical, photocopying, recording or otherwise, without the prior written permission of the copyright owner. Further information For more information or support around accessing or using the Assessment Cycle materials, please contact Hackney Learning Trust: Gill Brady Head of School Support gill.brady@learningtrust.co.uk Tel: 020 8820 7000

assessment cycle

CONTENTS Section one – Assessment cycle for Key Stages (KS) One and Two School assessment guidance

Early Years Foundation Stage Assessment Cycle

Assessment for EYFS

Assessment at the end of the EYFS

Recording children’s progress in the EYFS

An example of a strategic term planner

Induction of new staff

Headteacher Learning Walks, monitoring and supporting the development of learning

Types of Assessment cycle for EYFS, KS One and KS Two

Age expected levels

Using Average Point Scores

Section two – Assessments ready for the beginning of the new school year Data needed by the start of the school year

Standards and progress tracker

SIMS Assessment Manager

Venn diagrams

Progress of pupils who are on P levels

Science assessment overview

Class floor books

Provision mapping

Section three – Pupil Targets Targets in a school context: making progress

Working walls – some examples

Section four – Day to day assessment The Assessment for Learning journey

Assessment for Learning Criteria observation grid

Assessment for Learning in Classroom Practice

EAL assessment

Conditions for learning

Pupil Work Scrutiny and Marking Feedback

assessment cycle

III

Section five – Summative assessment in November, March and June Evaluation of different tests

Red, Amber, Green – Traffic Light Analysis

Section six – Pupil progress Pupil progress meetings before half term

End of term whole class pupil progress meetings

Pupil progress meeting – two models

Section seven – RAISEonline and Fischer Family Trust Essential tools for online reporting and evaluation

Raiseonline

Fischer Family Trust

Section eight – Assessment of foundation subjects Assessment of foundation subjects

102

Book Look pro forma

105

Learning Walk pro forma

106

assessment cycle

SECTION ONE

assessment cycle FOR EYFS AND KEY STAGES ONE AND TWO

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

School assessment guidance This policy has been drawn up by Hackney Learning Trust. It covers the following: vision, rationale, aims, types of assessment, reporting, responsibilities, standardisation and moderation. Education excellence

Aims

Vision for the future in Hackney

• Enable pupils to make good or better progress.

• Aspiring to remain a locally and nationally recognised provider of educational and professional development excellence

• Be inclusive, that is fair to all pupils regardless of cultural identity (race, sex, class, religion).

• Achieving improved standards of education across all schools, nurseries, play and other services; and,

• Embrace the wider aspects of achievement.

• Innovating to deliver a future education agenda that will attract education professionals and learners to Hackney.

• Ensure all identified groups are included.

Communities We aim to be responsive to our communities and meet their needs.

Rationale Assessment lies at the heart of the process of promoting children’s learning. It provides a framework for setting educational objectives and monitoring and communicating children’s progress. Assessments should be carried out in partnership with children. We want our schools’ assessments of pupils’ progress to celebrate success and discourage underachievement. Assessment should be an essential part of all teaching strategies to help identify areas for development and measure progress. It helps the school to strengthen learning across the curriculum and helps teachers enhance their skills and judgement. In line with our Equalities and Diversity policy, our assessment procedures are free from bias, stereotyping and generalisation in respect of gender, class, race and disability.

• Be fit for purpose, and not over-reliant on testing.

Good features • Draw on a wide range of evidence. • Involve pupils in reflection on and review of their own learning. • Be manageable and well managed. • Ensure that procedures are communicated clearly to all involved – parents, pupils etc. • Ensure that judgements are consistent. • Support school self-evaluation. • Contribute to raising standards.

assessment cycle

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Early Years Foundation Stage Assessment Cycle Week 1

Weeks 2–5

Week 6

Week 7–9

Weeks 10

Week 11–12

Ready for the first week – from previous term Assessment cycle and the dates for the year in the diary

Day to day assessment – up to one week before half term

Periodic Assessment – end of half term

Day to day assessment – up to one week before half term

Assessments moderated and validated before PPM

Pupil progress meeting – week before the end of term

Observational assessment in all areas of learning

Use observational assessment in second column

Observations of individuals used to help plan next steps in learning

Map nursery children’s progress using Development Matters Bands

Head teacher meets with EYFS teachers to discuss pupil progress

Provision profiles from previous SEN files uploaded and ready, together with outcomes data from previous term Information from parents’ meetings recorded Systems in place to support observational assessments Interventions mapped, staff identified and areas designated

(80 per cent of this with children involved in child initiated activities) Observations of individuals used to help plan next steps in learning Profile information built up to give picture of children’s current learning and development Share evidence of progress from profile books with Parents

Internal moderation of judgements between teachers and pupils to ensure accuracy and consistency Interventions revised and new focus pupils identified Early alerts for potential under achievement implemented Staff meetings, with consultant support, to: • update tracking/ profiling; • CPD linked to EYFS

HALF TERM

Long and medium term planning for provision in place

Observational assessment in the seven areas of learning

Profile information built up to give picture of children’s current learning and development Share evidence of progress from profile books with parents

Track progress in reception classes using DM bands Use moderation meetings to explain teachers’ judgements Internal moderation plan in place

Identify individual and group progress and discuss the effect on provision Update tracking and interventions, evaluate the impact on provision Curricular targets ready for next term TAG written for all supported schools

External moderation if selected Analyse CLLD/ other phonics progress data (where appropriate) Start of year – as above plus the following: New intake in nursery- key information gathered regarding needs, interests, learning and development. Possible home visits completed. Key staff designated for all children before they start school. Systems in place for on-going involvement of parents in their children’s assessment and record keeping. Initial assessment of learning and development against ‘Development Matters Bands’ completed in first half term. New Intake into reception – as above. Summer term – as above plus the following: Decide how to smooth the transition into and out of EYFS. Completion of EYFSP for Reception, including internal moderation of judgements LA moderation in selected schools. EYFSP data discussed between reception and Year 1 teachers and used to plan starting points for children’s learning. Analyse group progress using Progress Monitor and EYE-Profile and consider implications for EYFS provision.

assessment cycle

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Assessment for EYFS Progress check at two If a child attends either a day care setting or is looked after by a childminder, between the ages of two and three, practitioners must review their progress, and provide parents and/or carers with a short written summary of their child’s development in the prime areas. This progress check must identify the child’s strengths, and any areas where the child’s progress is less than expected. Where there are significant emerging concerns, or an identified special educational need or disability, practitioners should develop a targeted plan to support the child’s future learning and development involving other professionals as appropriate. It is appropriate for the school to ask to see this assessment.

Attainment on entry to Nursery and Reception There is no national data on attainment available for comparison on-entry into Nursery however, all schools should have on-entry assessment evidence for at least 3 years and take account of the range of ages represented in a group as well as the range of previous experiences. The terms ‘average’ and ‘standards’ do not apply as there is no ‘national average’ for three- and four-year-olds on entry to Nursery and Reception.

There must also be attainment on-entry to Reception as well as to Nursery and pupils who enter Reception part way through the year also require on-entry assessments. If many children enter Reception without pre-school experience, this might mean that attainment on-entry at this point is lower, or similar, to the attainment on-entry to Nursery.

Nursery Most pupils on-entry to nursery are likely to be working within the developmental bands of 30–50 months (80 to 96%). Attainment on entry is likely to be below age related expectations where a substantial proportion (20%) have not demonstrated all the elements in the 22–36 month band

Reception It is likely that attainment on-entry to Reception at age four will demonstrate some of the elements of skill, knowledge and understanding within the development matters band for 40–60+ months, in addition to all of the elements in the preceding band for 30–50 months. Attainment on entry is likely to be below age-related expectations where a substantial proportion of pupils in a school have not demonstrated all of the elements in the 30–50 month band. assessment cycle

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Assessment at the end of the EYFS The Early Years Foundation Stage Profile (EYFSP) In the final term of the year in which the child reaches age five, the EYFS Profile must be completed for each child. The Profile provides parents and carers, practitioners and teachers with a well-rounded picture of a child’s knowledge, understanding and abilities, their progress against expected levels, and their readiness for Year 1. The Profile must reflect: ongoing observation; all relevant records held by the setting; discussions with parents and carers, and any other adults whom the teacher, parent or carer judges can offer a useful contribution.

Year 1 teachers must be given a copy of the profile report together with a short commentary on each child’s skills and abilities in relation to the three key characteristics of effective learning. These should inform a dialogue between Reception and Year 1 teachers about each child’s stage of development and learning needs and assist with the planning of activities in Year 1. Schools must share the results of the profile with parents and/or carers, and explain to them when and how they can discuss the profile with the teacher who completed it.

Each child’s level of development must be assessed against the early learning goals. Practitioners must indicate whether children are meeting expected levels of development, or if they are exceeding expected levels, or not yet reaching expected levels (‘emerging’). This is the EYFS Profile

assessment cycle

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Recording Children’s Progress in the EYFS Children’s profile books celebrate and record significant developments in their earliest stages of learning. By observing children at play, taking photographs and keeping samples of work, teachers can build up a picture of each unique child. This enables them to plan learning that will allow every child to make progress. Early Years Foundation Stage records and profiles should capture important information about each individual child’s learning journey as they develop and grow.

Professional judgment of progress over time Action to ensure progress

Individual observations

Analysis of observations

Information from parents and carers

Criteria to support observational assessment

Contextual information (date of birth, EAL)

Recordings of what the child did (models, photos)

Recordings of what the child says

Children’s learning develops best when there is a close three way partnership between children, parents/carers and teachers. This profile should also contain information from settings the child may previously have attended (or still attends). Teachers must provide opportunities for parents to share their views about their child’s learning. The child should also be invited to give their own thoughts about their learning, interests and preferences. Children’s drawings, writing and creations provide a valuable insight into their interests and stage of development. The records should include notes on the context for the learning.

assessment cycle

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

When making observations: • capture significant moments in the child’s learning • write down what the child is doing, who the child is with and where the observation is taking place • say whether the observation is a child-initiated or adult- led activity (most observations should focus on child-initiated learning) • observe the children in different learning areas; indoors and outside • each child should have at least two long observations each term, as well as ongoing spontaneous observation notes made by staff when the children are playing • the next steps should help develop the child’s experience and understanding, and should feed directly into short term planning shown in the above cycle

Start here

PLANNING What’s next? Experiences and opportunities, learning environment, resources, routines, practitioner’s role.

OBSERVATION Look, listen and note.

THE CHILD

Describing

ASSESSMENT Analysing observations and deciding what they tell us about children.

assessment cycle

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

An example of what might go in a profile book The reception class visited a castle which became a shared inspiration for a class mural. The class were totally enthused and on return the children continued to be highly motivated to learn. After the trip, Ben spent a long time (20 minutes) in the writing area drawing this picture. He asked his key person to take a photocopy for his profile book.

Next steps: Introduce Ben to non fiction books on castles, and link to large block play outdoors – record play with camera.

Ben approached his friend Angus, who was playing near the easel with the small world dinosaurs, to talk about painting this dragon picture together.

Ben: It’s a dragon in a cave… and patterns. Angus: Dragons don’t have patterns in their cave. Ben: My dragon does. Angus: It doesn’t have wings.

EYFS references Statutory Framework for the Early Years Foundation Stage – Setting the standards for Learning, Development and Care for Children from Birth to Five. Quick observation notes: • Dominant use of right hand grip • Persevered with using the feather for 10 minutes • Identified three features he would like to see included in the mural

Supporting Every Child’s Learning Across the EYFS Vicky Hutchin (2008) More information is available from: www.foundationyears.org.uk

assessment cycle

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

SESSION ONE

An example of a strategic term planner INSET DAY WEEK 1 2 day INSET

Mon

AM – Review of vision statement, behaviour policy, discussion of CPD for the term and aspects of AFL (marking, feedback, learning intentions, success criteria), expectations for non-negotiables such as talk partners, class layouts, timings for assemblies, etc. PM – Working on learning environments. INSET DAY AM – Data from previous term ready for all classes; individual APS targets set for pupils in each class using end of summer formative assessment, clear teaching approaches for each ability group considered.

Mon WEEK 1 September 1 day INSET Learning walks to check on learning environments, informal book looks

WEEK 2 September Learning walks to observe learning environments

assessment cycle

Years 2-6 – clear teaching approaches and additional support developed for each class; timetables developed to identify where and when these will take place. PM – Working on learning environments. Leaders share whole school priorities for the term, programme of CPD and re-state non-negotiables.

Tue

Suggested staff meeting – Quality First Teaching.

Wed

Meetings with all class teachers – look at previous data, establish groups and interventions, discuss teaching approaches that will lead to accelerated progress.

Thu

Programme for induction of new teaching staff/NQTs.

Fri

SMT/SL review action plans from all middle leaders.

Mon

Classroom displays completed; learning walk to look at progress of learning walls, Stay on Green displays, evidence of specific aspects of AfL (e.g. talk partners).

Tue

Suggested staff meeting – Quality First Teaching.

Thu

Programme for induction of new teaching staff.

Fri

SMT analyse feedback from learning walks to test how nonnegotiables have been implemented across the school.

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Mon WEEK 3 September Triangulation scrutiny, evaluation report, pupil interviews (to be carried out every Monday going forward)

Small group of KS1 pupils identified for interview to discuss their Tue

Observation of teaching and learning window opens, to feed into performance management. Suggested staff meeting – Quality First Teaching.

Wed

Observation of teaching staff.

Thu

Observation of teaching staff. Programme for induction of new teaching staff.

Fri

Observation of teaching staff. SMT/SLT meeting; continuing agenda item on subject/curriculum action plans (fortnightly); individual feedback to class teachers and whole school issues identified.

Mon

Scrutiny of a sample of planning, books and relevant data to assess whether learning is pitched correctly from the previous week – triangulation – KS2. Small group of KS2 pupils identified for interview to discuss their learning.

Tue

Suggested staff meeting – moderation exercise.

Wed

Performance management window opens.

Thu

Programme for induction of new teaching staff.

Fri

SMT meeting – discuss evidence from learning walk and areas for development. Senior managers prepare first teaching profile.

WEEK 5 September Learning walks looking at pupil engagement in class

Mon

Scrutiny of a sample of planning, books and relevant data to assess whether learning is pitched correctly from the previous week – triangulation – KS1. Small group of KS1 pupils identified for interview to discuss their learning. IEP reviews.

Tue

IEP reviews.

Wed

IEP reviews. Phase meeting, moderation linked to priorities.

Thu

IEP reviews.

Fri

Profile of teaching staff established with targets for each teacher. Overview of support for SEN children reviewed and discussed.

WEEK 6 October Learning walks looking at an aspect of AfL, e.g. talk partners

Scrutiny of a sample of planning, books and relevant data to assess whether learning is pitched correctly from the previous week – triangulation (to be carried out every Monday) – KS1.

assessment cycle

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

WEEK 7 October Daily learning walks to look at samples of vulnerable pupils/ underachieving groups; Pupil voice interviews (interviews ideally conducted by same person – Head, Deputy or Learning Mentor)

Mon

SESSION ONE

Triangulation scrutiny of at risk pupils (including samples of books) to ensure continued progress using books, data, planning. Pupil interviews for vulnerable pupils/underachieving groups to ensure they make continued progress.

Tue

Parent conferences.

Wed

Continued learning walks looking at learning for chosen vulnerable pupils/underachieving groups.

Fri

Mon

SMT & SL moderation of work of selected pupils – collect data and prepare for PPM. Prepare report on results of pupil interviews detailing pupils’ views of their learning. Scrutiny of a sample of planning, books and relevant data to assess whether learning is pitched correctly from the previous week – triangulation – KS2. Small group of KS2 pupils identified for interview to discuss their learning.

WEEK 8 October Weekly triangulation scrutiny and pupil interviews continue; Learning walks

Tue

Suggested staff meeting – moderation exercise for Maths/Reading.

Wed

Performance management for TAs – window opens.

Thu

PPM with class teachers on selected pupils who are not making progress, e.g. under-performing groups, attendance issues, behaviour problems and always LAC pupils. Additional support evaluated and revised where necessary, new focus groups identified.

Fri

SMT/SLT review and evaluate impact of teaching, particularly on performance of vulnerable and underachieving pupils. Action plan created identifying new drivers for next half term and appropriate adjusted teaching approach. Continuing agenda item on subject/curriculum action plans. Link Governors informed of Foundation Subjects review w/c 14th November.

HALF TERM

WEEK 9 October Learning walks looking at questioning

Mon

Tue

Suggested staff meeting – performance and progress.

Wed

New learning displays started.

Fri

SMT discuss review of use of questioning observed on learning walks and new recommendations made. SMT review marking and make recommendations.

assessment cycle

SESSION ONE

WEEK 10 November Teaching observations

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Mon

Tue Fri

Suggested staff meeting – focus on an area of teaching and learning to be improved, as identified in the school development plan. SMT/SLT meeting – review teaching profile. Prepare for Foundation Subjects review. Scrutiny of a sample of planning, books and relevant data for the foundation subjects – triangulation.

Mon WEEK 11 November Review Foundation subjects; Evidence Trail

Small group of KS1 and KS2 pupils identified for interview to discuss their learning. Foundation subjects reviewed, e.g. Humanities/Art/ICT – key focus differentiation in these subjects.

Tue

Suggested staff meeting – differentiation in foundation subjects. SMT share key findings and actions from teaching profile with staff. Report written on impact of teaching and learning in Foundation Subjects.

Fri

Mon

Review of subject action plans and scrutiny of classrooms for evidence of learning in subjects other than English and Maths. School improvement plan priorities assessed and impact made by middle leaders identified. Action plans for middle leaders developed and Link Governors informed of review of foundation subjects. Scrutiny of a sample of planning, books and relevant data to assess whether learning is pitched correctly from the previous week – triangulation – KS1. Small group of KS1 pupils identified for interview to discuss their learning.

WEEK 12 November Assessment week

Tue

Suggested staff meeting – looking at writing outcomes, moderation exercise.

Wed

Assessment – end of term tests and formative assessment.

Thu

Assessment – end of term tests and formative assessment.

Fri

Curriculum preparation for spring term ensuring planning and resources are identified and in place.

assessment cycle

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Mon

SESSION ONE

WEEK 13 November PPM

WEEK 14 December PPM

WEEK 15 December SMT review and evaluate term’s progress and share priorities for spring term

Tue

Suggested staff meeting – marking and preparing data (for PPM on Thursday/Friday).

Thu

PPM with staff reviewing learning and progress – marking in books, planning, conditions for learning; EYFSP internal moderation (by EYFS coordinator and SMT member).

Fri

PPM with staff reviewing learning and progress – marking in books, planning, conditions for learning; EYFSP internal moderation (by EYFS coordinator and SMT member). Subject Leader review; tracking updated and interventions evaluated for impact; APS % calculated; any over/underachievement identified, including causes – discussed at SMT meeting.

Mon

Wed

PPM with staff reviewing learning and progress – marking in books, planning, conditions for learning; EYFSP internal moderation (by EYFS coordinator and SMT member).

Thu

Strategic planner updated for next half term – emphasis on CPD and aspects of learning identified as priorities during the term.

Fri

Mon

Tue

SMT review and evaluate learning and progress – report written on new priorities and actions for the spring term. Suggested staff meeting – priorities and actions for the spring term shared with staff.

Wed

SIMs updated, new data given to staff.

Fri

School ends.

NB: Induction of new staff may be done at the end of the summer term or a week at the beginning of the school year before the autumn term begins.

assessment cycle

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Induction for new staff This can be done in several ways depending on the availability of staff before September and money in the school budget to employ staff from the beginning of July (NQT). The available ways are: 1. From the second week in July employing staff to familiarise themselves with the school day the staff, the children and key policies. 2. An induction programme run for the last week in August. 3. 5 twilight sections delivered across a four week period. Example A (July) Morning section 9am–12.30pm

Afternoon section 1.30pm– 3.30pm

Monday

Tuesday

Wednesday

Thursday

Observation of lessons in allocated year group to observe good teaching

School organisation and management

Observation of lessons in allocated year group to observe good teaching

Enabling environments

Teaching and learning: key policies

Teaching and learning: key policies Child protection/SEN/D

Expectations

The assessment cycle during a term

The school marking policy

How, when and what

Expectations

Behaviour School wide system used – e.g. ‘Stay on Green’ Expectations for each class Rules, language used. Behaviour expectations around school

Child protection system SEN/D systems How to ensure suitable progression for SEN/D pupils LAC pupils Intervention.

How we behave towards each other in this school

How to do talk partners and maximise pupil voice How to write Learning Intentions How to write success criteria How to use questioning See Hackney AFL programme with practical guidance

Behaviours for learning

Twilight section 4.30pm– 5.30pm

NQTs to meet mentor for NQT year

ICT How to use SIMS Learning platform. Visualisers

Curriculum

Explaining SIMS Assessment Manager and how to interpret the data

Friday

How to create an effective environment

Ofsted criteria for judging marking How to give effective feedback

Summative assessments – what we use each term

How to develop peer and self assessment

Moderation practices and pupil progress meetings

Productivity, presentation and handwriting

See Hackney Assessment booklet with practical guidance

Literacy

Mathematics

How we plan for reading and writing

How we plan scheme support materials

Teaching phonics

assessment cycle

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

SESSION ONE

A five week programme COULD consist of: • Expectations • How to organise talk partners and maximise pupil voice Assessment for learning

• How to write Learning Intentions • How to write success criteria • How to use questioning • See Hackney AFL programme • The assessment cycle during a term • How, when and what

Assessment cycle

• Explaining SIMS Assessment Manager and how to interpret the data • Summative assessments – what we use each term • Moderation practices and pupil progress meetings • See Hackney Assessment booklet • The school marking policy • Expectations for presentation

Marking and feedback

• Ofsted criteria for judging marking and feedback • How to give effective feedback • How to develop peer and self assessment

• School wide system used e.g: ‘Stay on Green’ • Expectations for each class Behaviour policy

• Rules, language used • Behaviour expectations around the school • How we behave towards each other in this school • Behaviours for learning • Child protection procedures • SEN/D systems

Child protection/ SEN systems

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• How to ensure suitable progression for SEN/D pupils • LAC pupils • Intervention

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Headteacher Learning Walks Monitoring and supporting the development of learning Informally called Drop-ins Drop-ins should be exactly that. The focus is on the quality of learning or a check to see if everything is happening on time and according to the timetable.

Learning walks When you are planning your learning walk you will need to agree protocols with the staff . Part of this agreement will be about the tools and forms that you use. You can use the frameworks in this guide as a basis for these discussions but your walk will be more successful if you adapt them to suit your context, your schools and your staff. There are some questions your school will need to consider BEFORE you walk. Some of these questions are useful to address as part of the planning of the walk and a useful experience for all those involved.

• What will you have to do to get staff on board and active? • Who will participate and why? • What impact has CPD had on teachers and their classroom? What was its focus and what were the specific outcomes? • How will you select the classrooms to visit? • What are the timing and resource implications? (before, during and after the walk) • How will teachers be notified? • How will teachers be involved? • What will be the focus for the enquiry? • What is the role of the pupils and how can they effectively be involved? • How and when will you feedback the evidence collected to the staff who have been visited? • How does this feed into the Teaching Profile?

assessment cycle

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

SESSION ONE

Finding a focus for your walk, some ideas What are our Pupil Learning Foci going to be this week?

Which aspect of this are we interested in exploring with our Learning Walk? (year group/subject/SIP)

What are the changes we would expect to see in classrooms as a result of CPD in classroom organisation and displays, in books and work, in classroom management and behaviour?

Supports coaching

A quick summary of A specific aspect of a lesson

Has a predefined purpose Give advice

assessment cycle

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Recording the Learning walk Below is an example of a recording sheet that one school used when investigating their pupil learning focus. Pupil Learning Focus: Developing independent learning through a Critical Skills approach. The walls support learning by…

Discussions with pupils: What are you learning? How do you feel about this work? What are you good at?

Help is given to individual pupils…

Use of praise: What did you see and hear?

Discussion with teacher: How are pupils supported in becoming successful learners? What questions did you hear?

assessment cycle

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

SESSION ONE

Reflecting on the walk Ways to reflect on a learning walk and a way of finding common threads, issues or questions. We have learnt that schools find it useful to provide a framework for individuals to make sense of their observations. This framework was developed by one school. Each participant took between five and ten minutes to reflect on the walk and to collate their observations. As well as allowing the participants to make their own sense of the walk it also provides valuable written observations for the Headteacher/ SMT/SLT. Look through your recording sheets, review your findings, plan next steps I have learntâ&#x20AC;Ś

Make a list of the evidence of teaching and learning you observed during the walk

Any questions for the Headteacher or teachers?

Next steps

assessment cycle

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Feeding back to staff It is very important that staff who have been visited have the opportunity to hear feedback as soon as possible after the walk. Experience has shown us that this is best done through a meeting rather than by writing. When you agree your protocols for the walk you will also need to agree protocols for feeding back to staff, although Head teachers may be giving support and advice during a visit. This is vital if the learning walk is to be seen as a real learning opportunity and not an external observation or monitoring exercise. Your school will need to consider some or all of the following questions • What information will be fed back to the staff? • When will it happen? • Where will it happen? • Will it be as individuals or as a whole group? • How will the observation evidence be shared with the head teacher? • How will the observation evidence be shared with the staff? • How will next steps be identified with the staff? • How will the whole staff access the data that has been generated? • Who is responsible for planning the next walk? • What is the next learning opportunity for staff? • How will you decide the focus for the next walk? • How will you celebrate achievement? • How will your school provide an overview of the next steps, including a description of learning opportunities for staff.

Pupil Learning Walks Learning walks involve taking a group of pupils from your own school to visit other classrooms or another school in a cluster. The key focus is to observe what learning looks like. Pupils visiting are given tasks to complete e.g. • How do pupils in this school know what they are learning? • Look at the environment of the school. What have you noticed/learnt? • How do teacher’s respond to pupils work? • What have you learnt from this experiences that you will share with your own school? • What would you like to change in your own school after your visit? Pupils visiting another school could take part in a lesson relevant to their year group. Pupil groups can be chosen from the school council and preferably year 5 – 6. The chosen groups would also meet each other to discuss assessment and how assessment informs their learning. They would bring along and share examples of assessment practices from their schools and talk about what works and why.

assessment cycle

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Types of assessment cycle for EYFS, KS 1 and KS 2 Aspect Formative is Assessment for Learning (AFL). It is ongoing and shows evidence of progress made in learning (e.g. APP). It supports learning by identifying difficulties, providing feedback and predicting future learning priorities such as class work, homework, questioning, oral discussion, presentation, short recall test, practical project and demonstration. The results of formative assessments have a direct impact on which teaching materials and strategies will be put in place immediately after the assessment.

Key Features • Learning Intentions are made clear and shared with pupils • Pupils are engaged in their learning and receive immediate feedback on their progress • Teachers use precise questioning and specific feedback to help pupils improve their work

Self assessment encourages pupils to take responsibility for their own learning by evaluating their own achievement against shared learning outcomes; identifying their own strengths and areas for improvement; fostering a self assessment learning culture and encouraging independent learning. Summative is Assessment of Learning. It is used mainly to measure performance and clearly shows the standards of pupils’ attainment. It is carried out at the end of a period of learning, such as SATs tests in core subjects, and at the end of unit or topic assessments. Children are expected to achieve at least three APS levels of progress each year. This information is used to show students and parents the progress that has been made. It also feeds into whole school analysis.

• Teachers and learners see a much broader view of progress in individual subjects • National standards, curriculum levels and APS are used to inform planning • Improvements are made to medium-term curriculum planning • External tests or tasks may be used

Reporting Reporting will be verbal and written Audiences

• Governors

Pupils receive formal recognition of their achievements

• Staff

Achievement is reported to parents and carers and future teachers

• Pupils • Parents/Carers • External agencies

assessment cycle

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Responsibilities Pupil

Teacher

Subject Leader

SLT

Inclusion Manager

Self assessment

Planning

Subject review, contributing to school development plan

SDP

Monitoring the quality of IEPs

Peer assessment

Day to day

Pupil progress meetings

Report to governors

Periodic monitoring of pupil progress against IEPs

Work towards targets

End of unit/term Interventions summative assessment

Report to parents

Reporting on progress of EAL pupils against their own levels of fluency

Engage in learning by responding to questions, contributing to a view of learning in the school

App (if used)

Moderation

Performance management

Periodic progress reports for SA/ SA+ pupils against targets

Respond to marking comments

Marking and feedback

Curriculum review

Liaise with outside agencies

Liaise with parents

Report to parents

Quality of teaching Moderation and learning in their subject

Impact statement on quality of external support for sa+ and pupils with statements

Moderation

Taking part in learning walks and triangulation activities

Half termly reports on quality of provision for sa+ and pupils with statements

Self-evaluation and monitoring reports

Feedback to others on performance

Standardisation/Moderation The process of moderation is an essential part of the assessment system. Teachers are involved in the process to make sure that they agree the criteria for each level. They are involved in the following ways: • with colleagues in school • with colleagues from other schools within the LA • by attending LA sections to ensure that their judgements are in line with other schools • by using the STA, APP and SATs exemplification materials Refer to assessment calendar for information about the assessment cycle.

assessment cycle

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

The progress from week 1 to the end of autumn term, using a 15 week example

In place for the first INSET: • Assessment dates for the term in the strategic calendar • Data from the previous term ready • Starting and finishing levels for the year for each pupil in RWNS on tracking sheets • Interventions mapped, staff and support identified and designated • Learning displays started • Staff priorities for the term identified from data analysis by SMT. Action plans started for subject leaders • Progress and gap tracker ready for distribution

Weeks 2–5

Week 6

Subject leaders implement action plans by second week of term

PPM to review impact of teaching and learning on identified vulnerable/ underachieving pupils – interventions revised

Day to day assessment using AFL: • LO/Success Criteria • Marking/ feedback* • Questioning • Peer and selfassessment * with a particular focus on marking and feedback Guided work used to promote personalised learning APP records may be used Science assessment using Hackney’s SC1 levelling booklet

Week 7–11

Learning displays revised

APP, NFER, Goal, school tests, teacher assessment, summative judgements may be used

• Marking/ feedback

Performance of identified pupils/ groups evaluated Pupils and staff agree next steps for vulnerable groups Teaching profile updated and shared

Summative assessment week across the school

• LO/Success Criteria

Science APP evidence used to identify areas that need to be taught next

Weeks 12

Day to day formative assessment

AFL continues:

HALF TERM

Week 1

• Questioning

Highlight reports for progress in English and Maths

• Peer and selfassessment

Cross school moderation

Pupil voice interviews

Quality assurance of the accuracy of the assessment levels

Looking at standards and setting targets for Year 5 pupils Progress check on Years 2, 4 and 6 Moderation

Moderation in weeks 4-5 to check consistency in interpreting NC levels

Week 13–15 Assessments moderated and validated before PPM Pupil Progress Meetings SIMs updated, interventions evaluated for impact. APS % worked out using SIMs Achievement report generated and subsequent actions identified Agreed action plan put in place for support and interventions next term Teaching profile updated and shared Progress and gap tracker updated Leaders complete data summary report-cohorts, groups e.g: FSM and subject variation and identify actions to be taken

Year 1 PM benchmarking, phonics assessments Check on progress and learning of underperforming/ identified target groups Weekly pupil interviews

Fluency levels assessed regularly for EAL pupils

assessment cycle

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Age expected levels

Foundation stage 1 Nursery Foundation stage 2 Reception

End of autumn

End of spring

End of summer

National expectations

DM* Band 5

DM Band 5

30–50 months

DM Band 6

40–60 months

Good level of development (GLD**)

National Curriculum Levels with APS equivalents where possible

Year 1

Year 2 Year 3

Year 4

Year 5

Year 6

Some pupils will be ready to be assessed but most will continue with PM bench marking next term. Continue profiles.

1B some pupils may still not be ready to be assessed

1A 11

2B/2A

2A/3C

3C/3B

3B/3A

3A/4C

4C/4B

* DM = Development Matters ** GLD = Good Level of Development

assessment cycle

SESSION ONE

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Using average Point Scores APS: 6 x level + 3

Since 6 points = 1 level

L1 = 9

Then 1 level = 2 years’ work

1C= 7, IB = 9, 1A = 11

1 point = 1 term’s work

L2 = 15

KS1 to KS2 = 12 points (minimum)

2C = 13, 2B = 15, 2A = 17

KS2 to 3 = 9 points

L3 = 21 3C = 19, 3B = 21, 3A = 23 L4 = 27 4C = 25, 4B = 27, 4A = 29 L5 = 33 5C = 31, = 5B = 33, 5A = 35 L6 = 39

When using APS scores to measure progress, and to narrow the gap, grade as follows (as a guide only): 1 APS/term

3 APS/year

expected progress

1.5 APS/term

4.5 APS/year

good progress

2+ APS/term

5.5+ APS/year

outstanding progress

APS (Average Point Score) measures progress across the school. Nationally, progress is 1 APS a term. In Hackney we recommend 1.5+ a term to make accelerated progress from low levels of entry at Foundation Stage. Nationally, average progress from KS1 to KS2 would be measured as 12 APS. However, if the majority of pupils start Year 3 at 1A (11 APS) they must make 16 APS to reach national expectations by the end of KS2 (4b or 27 APS). Potentially from Yr1 to Yr2 expected progress would be 4APS (11 to 15) and good progress would be 6–7 APS.

Age Related expectations compared to national averages (APS) When analysising standards at the end of KS1 and KS2, it is useful to compare age related expectations to most recent national averages. The national average is often higher and gives another reference point when evaluating the standards reached by pupils in core subjects by the end of the year. APS

Key Stage 1

Key Stage 2

AGE RELATED EOY

NATIONAL 2012

AGE RELATED EOY

NATIONAL 2012

Reading

16.0

28.8

Writing

14.7

27.3

Mathematics

15.9

28.4

assessment cycle

SECTION TWO

assessment ready FOR THE BEGINNING OF THE NEW SCHOOL YEAR

SECTION TWO

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

Data needed by the start of the school year Senior Managers

Subject Leaders

• Foundation Stage, KS1 and KS2 whole school tracker

• Information from a school management system (SIMS)

• KS2 cohort tracker

• Core subject audits

• Information from a school management system (SIMS)

• Class tracking sheets

• Subject audits – subject specific

• Whole school provision map

• Class tracking sheets

• SEN data

• Intervention map with named pupils subject specific

• Review behaviour tracking data • RAISEonline data (October) • Ofsted report • Fischer Family Trust • Attendance records • Report from reading recovery teacher • Year 1 FSP scores/Year 1 Phonic Test • Nursery/reception Profile monitor • Priorities set by SMT from data analysis • cohort, groups e.g: FSM, subject variation

• SEN data • RAISEonline • Fischer Family Trust • Hackney Data Booklet • Report from reading recovery teacher/ numeracy counts • Pupil targets • Action plans from priorities • Year 1 Phonic Test • Under performing groups

Class Teacher

Other Stakeholders

• Class tracking sheets for RWMS with targets for end of year attainment levels

Parents

• APP grids (optional) • Intervention provision map

• Curriculum overview • Learning platform access/website

• Attendance issues

Governors

• Outside agencies involvement

• Report on the school’s standards three times a year

• SEN/D records for action plus and statemented children • Annual review dates for children with Statements of SEN • LAC if any in school • EAL fluency levels • Under performing groups

• Priorities for improvement • Current standards and achievement including summary of under performing groups • School Improvement Plan • Use of pupil premium grant

assessment cycle

[APS = 27]

Year 6

[APS = 24]

Year 5

[APS = 21]

Year 4

[APS = 18]

Year 3

[APS = 15]

Year 2

[APS = 11]

Year 1

n/a

KS1 APS

Age APS

Reading

Age APS

Age level

Gap to AE

Gain

3A/4C

Age APS

Actual

3B/3A

Age level

Gap to AE

Gain

Actual

2A/3C

Age level

Gap to AE

Gain

Actual

2B/2A

Age level

Gap to AE

Gain

% AE

Actual

Age level

Gap to AE

Gain

% AE

Actual

Autumn

EPY

4C/4B

3C/3B

2C/2B

Spring

3A/4C

2A/3C

Spring

Summer

Age level

Gain

Total APS

% AE

SSM

GLD (%)

Actual

APS Age APS

3 (%)

Writing

2 (%)

Reading

1 (%)

EoY Target 3A/4C

2A/3C

EPY

Summer

EoY Target 4C

3B/3A

2B/2A

Autumn

4C/4B

3C/3B

2C/2B

Spring

Writing

Age level

Gain

% AE

Actual

Age APS

3A/4C

2A/3C

Summer

Spring

Writing

Summer

EoY Target 3A/4C

2A/3C

3B/3A

2B/2A

Autumn

4C/4B

3C/3B

2C/2B

Spring

Mathematics

Age level

Gain

% AE

Actual

Age APS

Spring

3A/4C

2A/3C

Summer

Mathematics EoY Target EoY Target

Reading

EoY Target

Phonics

100

L4+

100

Achieving

% on track

% at target

% on track

% at target

% on track

% at target

Reading and mathematics

No.

Phonics

Cohort Cohort

assessment cycle Re-tested

EPY (EYFS)

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR SECTION TWO

Standards, progress and GAP tracker 2013–14

1 = Emerging 2 = Expected 3 = Exceeding AE = Age Expected EPY = End of Previous Year APS = Average Point Score SSM = Shape, Space & Measure GLD = Good Level of Development

Achieving

SESSION TWO

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

SIMS Assessment Manager Assessment Manager is part of the Capita product used for managing schools’ information. Its specific function is to develop and maintain a database of assessments, covering National Curriculum records, examination data (such as forecast grades and results), together with those defined within the school. SIMS Assessment Manager allows you to: • implement and monitor the outcomes of a school wide assessment policy; • identify and define the assessments to be made and record progress using definable criteria; • record assessments for pupil/students as marks, ages, grades and comments; • maintain a historical record of individual assessments; and • review group performance. There is no limit to the types of assessment that can be carried out and recorded, provided the result can be expressed in terms of a mark, grade, age or comment. Records can be stored on the basis of effort, conduct, reading age, the number of times an activity takes place and so on. Examples of reports generated by Assessment Manager

Year 2 result

Age expected level

Reading

Writing

Mathematics

48%

43%

57%

This table shows the percentage of students currently in Yr 2 who achieved the age expected level in reading, writing and mathematics.

Year 3 Year 2 result

Reading

Writing

Mathematics

National benchmark

National benchmark level

84% at 2C+

80% at 2C+

90% at 2C+

This table is again showing the results attained by Yr 3 at the end of Yr 2, but this case shows the percentage of students achieving the national benchmark in each subject. These reports may be produced for all years, and filtered to show results for specific identified groups within a year group.

assessment cycle

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

SECTION TWO

Data collection These are the basic data collection and interrogation mechanisms of Assessment Manager. Students’ names are automatically associated with mark sheets from the SIMS core data base. It is possible to enter information into a number of extra fields in a mark sheet automatically. In this example, the ethnicity, SEN status, G+T, EAL and percentage attendance fields have been selected.

At the point of calculation, the coloured ‘traffic light’ columns are generated. Green and Yellow indicate acceptable progress; Red highlights difficulties. If the “summary” choice is selected the mark sheet will display a statistical summary of the record at the bottom of the page. This will include the APS of the cohort at milestones through the academic year. The group filter enables the mark sheet to be drilled down to show only specifically selected subgroups. It is possible to apply more than one filter at the same time.

assessment cycle

SECTION TWO

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

Class tracking sheets Tracking sheets collect and store all assessments made for a student throughout their school career.

If the summary option is selected, the mark sheet will display a statistical breakdown of the record at the bottom of the page. This makes it possible to track an individual’s and a cohort’s progress during their school career. Use of the group filter allows the option to drill down to specific sub groups.

assessment cycle

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

SECTION TWO

The above template shows pupils achievement in English and Mathematics combined.

assessment cycle

SECTION TWO

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

Venn diagrams Identification of pupils on track to achieve combined level 4 in English and mathematics.

Enter the names of pupils only on track in reading, writing and mathematics

Enter the names of pupils only on track in reading and writing

Writing

Reading

Enter the names of pupils only on track in writing

Enter the names of pupils only on track in reading

Mathematics

Enter the names of pupils only on track in writing and mathematics

Enter the names of pupils only on track in mathematics

Enter the names of pupils only on track in reading and mathematics

Enter names of pupils not on track in all subjects

assessment cycle

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

SECTION TWO

An example of a year group which can be automatically generated with information from SIMs

assessment cycle

SECTION TWO

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

Progress of pupils who are on p levels The Progression Guidance, aims to improve data in order to raise attainment and maximize progress of learners with special educational needs, learning difficulties and disabilities [SEND/LDD]. It is based on three key principles: • High expectations are key to securing good progress

Key questions to consider when analysing P level data

• Accurate assessment is essential to securing and measuring pupil progress

• Do you know if intervention has helped to narrow the attainment gap between SEN/ LDD learners and their peers?

• Age and prior attainment are the starting points for developing expectations of all pupils.

• Do you know if the progress of SEN/LDD learners is similar or better to that of their peers?

The starting point for comparisons of progress and for setting targets should not be type of need, stage of the Code of Practice or the type of school in which the learner is placed. Age and prior attainment form the most objective basis for comparing the progress of groups and should also be used for setting targets. National data shows that most pupils make two progress jumps i.e. they progressed 2 P levels across Key Stage 2. This could be considered as ‘expected progress’.

A progress jump is a discrete and small improvement step One jump could be • from P2i to P2ii, P3i to P3ii • or from P4 to P5, P6 to P7

• Does the progress match or better the pupils’ previous rates of progress?

Target setting It is crucial to the progress of SEN/LDD learners that there are appropriately high expectations of them. In developing targets for all pupils with the same age and prior attainment, sights need to be set on the outcomes for learners above the median. For some, the additional challenge might be best realised by aiming for the rate of progress made by pupils in the upper quartile. For pupils with SEN/LDD, the national expectation is at least two progress jumps in each Key Stage. We suggest that you aim for three or more where possible.

• and 1C to 1B for example. The diagram on the next page shows a continuum from P levels to National Curriculum attainment levels. Schools should use this guidance. You will need to select the correct data set for each core subject. This makes it possible to show what ‘good’ progress looks like for learners on a range of trajectories for core subjects.

assessment cycle

SECTION TWO

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

Continuum from P levels to National Curriculum levels Scale

Level jumps

Whole and sub levels

Point scores

APS ranges

P1 i

P1i

0.5

>=0 and <0.6

P1 ii

P1ii

0.7

>=0.6 and <0.8

P2 i

P2i

0.9

>=0.8 and <1

P2 ii

P2ii

1.1

>=1 and <1.2

P3 i

P3i

1.3

>=1.2 and <1.4

P3 ii

P3ii

1.5

>=1.4 and <1.6

>=1.6 and <2.4

>=2.4 and <3.4

>=3.4 and <4.4

>=4.4 and <5.4

>=5.4 and <6.4

Overview of expected progress â&#x20AC;&#x201C; from the national strategies data sets Subject

Target

Year 3 starting level

English

Must achieve

Subject

Year 6

Number of levels

Should

Could

Target

Year 3 starting level

Year 6

Number of levels

P2i

P3i

Should

P2i

Could

P2i

Mathematics Must achieve

Year 4

Year 5

More information about CASPA can be found at www.sgasystems.co.uk Resources to support the assessment of children with SEN: www.bsquared.co.uk www.sgasystems.co.uk for CASPA

assessment cycle

SECTION TWO

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

Science assessment overview Children’s science enquiry (SC1) skills should be assessed regularly to allow both senior leaders and subject leaders to monitor children’s progress as they move through the school. It is also crucial for class teachers, as they need this information to plan for the next steps in their pupils’ learning. This assessment should be integral to the regular teaching of science and can be achieved through the effective use of assessment for learning techniques. Evidence gathered on a day to day basis will be used to inform periodic levelling, through APP or a similar approach: Day to day

• choose 3–6 children with a range of abilities • gather evidence from a range of sources, including observation of practical work, to support the levelling of these pupils • use the Hackney levelling booklet/APP assessment guidelines (which can be found on the Kaleidos Learning Platform in the Science Interest Space, under the Assessment and Tracking tab) to support teachers’ understanding of the level descriptors • teachers in year 1 classes can also use the EYFS Understanding the World point scale statements to support levelling pupils below level 1 Teachers use APP evidence collected during day to day assessment to:

End of half term

• identify areas that need to be taught next • plan next steps for groups of children • set targets • level all pupils’ SC1 skills • record attainment on a tracking sheet or SIMs

End of term

• moderate teachers’ levelling during a staff meeting. This is crucial to ensure accuracy and consistency of levels throughout the school • carry out a pupil progress meeting for science • co-ordinator analyses tracking data • SLT discuss data and intervention, such as additional adult support for underachieving groups As end of term, plus:

End of year

• levels are passed on to the next teacher and discussed at the transition meeting

Science Enquiry Assessment Resources: Hackney SC1 Levelling Booklets and science APP Assessment materials: www.klp.rm.com Once logged in, go to Science Interest Space and look in the Assessment and Tracking tab. 38

assessment cycle

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

SECTION TWO

Moderation – good classroom evidence

Summative Assessment: November, March and June

Standardisation by staff meeting in schools

This could take the form of QCA optional SATS, NFER, NSI, GOAL, Collins, APP.

SLT to support alongside teachers at a designated staff meeting. This is an essential part of the assessment system. Teachers are involved in the moderation process to ensure agreement on criteria for levels. Standardisation could involve: • Using the QCA, APP and SATS exemplification materials

Moderation by SLT/ Subject Leads If not accurate

• Attending LA moderation meetings (KS1 and KS2) If accurate

Review a larger sample of children

• Support from the LA

A sample of between 10–20% of books/test papers from each year are moderated by SLT in order to provide quality assurance of levels.

Data validated - entered on tracking system Which pupils have made expected/or accelerated progress?

Pupil progress meetings

Who has not made expected progress? What do you know about this child/group of children? How could this inform your planning? Are a certain group of children underachieving? What could you do to address this?

Assessment to inform planning

Actions What will your focus be in Maths, Writing or Reading? Who will your key children be? What strategies will you put in place to ensure these children make progress?

assessment cycle

SECTION TWO

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

Mathematics Sources of evidence for making and moderating summative teacher assessments What is suitable as good evidence?

What is not?

• Pupils’ maths books and other written work

• Pages of calculations - with ticks as only form of marking

• Summative tests e.g. QCA, NfER • Photocopies of working on mini-whiteboards • Pupils’ self-assessments e.g. against Learning Intentions/at end of block • Record of attainment in mental maths • APP – referenced to individual pieces of work • Notes of responses during focus group work • Annotated teacher plans

• Marking which does not indicate next steps • Children not given opportunity to act on marking • Level 3 work not demonstrated in either planning or in books in Year 2 • Level 3 work in one strand only e.g.: shape, but level 3 awarded to pupil in Year 2 • Children on cusp of 1a/2c- not demonstrating that 2c work can be achieved independently other than test score in Year 2

• Records based on key objectives • Evidence of maths attainment in other subjects e.g. science • Experience of problem solving including reasoning

• Lots of work sheets and no actual demonstration of applying skills

Mathematics When does marking in mathematics provide good evidence? When it...

…provides children with opportunities to reflect on their understanding

…provides children with opportunities to demonstrate that they have the ability to work at a higher level

Example

If a child has successfully completed work on near doubles to 20 ‘Why does 30 + 29 + 31 equal 90?’ If a child has successfully rounded 2-digit numbers ‘I’m thinking of a number. When I round it to the nearest ten I get 460. List the numbers I could be thinking of.’

…encourages children to explain how to find the answer to a calculation, rather than give another calculation to solve

If a child has been working on finding fractions of a number

…encourages children to explain their reasoning

If a child has been sorting odd and even numbers

…encourages children to use known facts to calculate new ones

‘How does 7 + 8 =15 help you to work out 150 – 80?’

‘How do you find 2/3rds of 24?’ ‘Why is 16 an even number?’

assessment cycle

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

SECTION TWO

Reading Sources of evidence for making and moderating summative teacher assessments What is suitable as good evidence?

What is not?

• APP grids

• Test only

• Guided reading records with assessment foci

• No reading records available

• Annotated reading plans

• No evidence of regular tracking of reading available

• Task Running Record

• No evidence of level 3 reading covered in teaching but test score at level 3

• QCA test/reading assessment • Phonics and literacy planning • Phonics assessments • PM bench marking running records • Hearing children read

Writing Sources of evidence for making and moderating summative teacher assessments What is suitable as good evidence?

What is not?

• APP – annotated with date and references to location

• Assessment predominantly based on tests

• Book work (cross curricular writing) • Annotated writing samples • Termly writing assessments

• No cross curricular evidence • Only assessed in one genre • Little evidence of independent writing in books

• Annotated planning – shows context • Writing samples • Writing books • Read Write Inc booklets • Pupil made books

assessment cycle

SECTION TWO

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

What does good practice in summative assessment involve?

All assessments of children’s attainment should be based on a range of evidence (building a picture). It should involve moderation of work in books as well as summative assessment to build accurate pictures of children’s attainment.

Assessments are standardised in staff meetings/phase group meetings to ensure agreement.

Results of these are moderated by the SLT and subject leaders to quality assure the levelling. • Triangulating • Test scores with teacher assessment (TA) • Work in books • Talk to pupils • Look at pupils response to marking • Pupils’ ability to work independently

Assessments are used: • To inform pupil progress • To identify teaching and learning techniques to accelerate the progress of individual/groups of children. • To ensure subject leaders are in a better position to support colleagues in the development of specific areas and teaching and learning strategies to support progress. • Report to governors.

assessment cycle

SECTION TWO

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

Example of a Termly Achievement Report Year 1 progress and % on track Reading progress and percentage on track: Year 1 APS Reading

Year 1 Percentage Reading Summer

Autumn

Spring

All

97%

93%

77%

9.3

Girls

93%

94%

69%

8.7

11.3

Boys

100%

93%

86%

3.5

5.7

6.8

SEN

92%

87%

67%

EAL

7.1

9.6

EAL

94%

81%

FSM

5.8

9.6

FSM

90%

91%

Summer

Autumn

Spring 9

All

10.2

Girls

9.3

Boys

7.9

SEN

Summer 11

Summer

Writing progress and percentage on track: Year 1 APS Writing

Year 1 Percentage Writing Summer

Autumn

Spring

All

97%

87%

8.3

Girls

92%

94%

88%

8.4

Boys

100%

86%

2.8

6.2

SEN

92%

93%

73%

EAL

3.3

6.5

7.8

EAL

94%

88%

FSM

2.4

5.1

7.2

FSM

70%

91%

Summer

Autumn

Spring 9

6.9

8.3

Girls

3.5

6.9

Boys

6.8

SEN

All

Summer 11

Summer

Mathematics progress and percentage on track: Year 1 APS Writing

Year 1 Percentage Writing Summer

Autumn

Spring

97%

93%

87%

Girls

94%

7.9

Boys

100%

80%

3.4

6.2

SEN

93%

73%

EAL

5.1

7.4

EAL

94%

82%

FSM

3.9

8.6

FSM

91%

Summer

Autumn

Spring 9

8.2

All

Girls

5.6

8.5

Boys

5.7

SEN

All

above standards

assessment cycle

Summer 11

Summer

below standards

SECTION TWO

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

Commentary: Year 1 Termly achievement Reading – above age expectations in attainment and in progress Writing – in line age expectations in attainment – progress slightly below Maths – in line age expectations in attainment – progress slightly below SEN pupils Percentage on track has decreased but progress is above expected. Gender Girls are above attainment in maths and writing but below boys’ attainment in reading Boys attainment and progress is good in reading and average in maths and writing. FSM pupils No significant difference in attainment and progress. EAL pupils Attainment is good in reading and writing and slightly below in maths. Progress is above in reading and slightly below in writing and maths although progress through year has been good. What works

Impact

Daily supported reading and reading recovery

Gap narrowed, no significant differences in gender differences led to above expected progress in all areas

Mixed ability groupings in writing

More able to support less able pupils and raise higher expectations

What next

Impact

Mixed ability groupings in writing

Continue and monitor – looking at impact and extension

Focus on techniques of writing a text in reading for more able

More able pupils develop improved analysis of authors literary techniques

Extra numeracy support group for lower ability

Target children who are not making as much progress and then look at impact at end of Summer

SEAL friendship group to support

Work with children whose learning is affected by behaviour – check impact

assessment cycle

SECTION TWO

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

Year 2 progress and % on track Reading progress and percentage on track: Year 2 APS Reading Summer 11 Autumn 12 Spring 13

Year 2 Percentage Reading

Summer 15

Summer

Autumn

Spring

All

7.5

11.6

All

57%

67%

Girls

11.7

12.6

Girls

67%

Boys

7.2

9.8

11.2

Boys

52%

67%

SEN

5.1

7.3

8.6

SEN

29%

43%

EAL

10.4

11.4

EAL

53%

75%

FSM

8.2

10.4

FSM

62%

54%

62%

Summer

Writing progress and percentage on track: Year 2 APS Writing Summer 11 Autumn 12 Spring 13

Year 2 Percentage Writing Summer 15

Summer

Autumn

Spring

All

8.5

10.2

11.7

All

57%

70%

77%

Girls

10.1

12.1

13.4

Girls

78%

89%

Boys

7.8

9.4

Boys

62%

63%

71%

SEN

7.7

9.9

SEN

36%

43%

51%

EAL

8.4

10.1

12.1

EAL

67%

72%

83%

FSM

9.3

11.5

FSM

50%

67%

77%

Summer

Mathematics progress and percentage on track: Year 2 APS Maths Summer 11 Autumn 12 Spring 13

Year 2 Percentage Summer 15

Summer

Autumn

Spring

All

9.2

14.4

All

63%

69%

90%

Girls

9.9

12.1

14.8

Girls

67%

78%

Boys

8.9

8.4

14.2

Boys

62%

24%

95%

SEN

7.6

9.4

12.3

SEN

36%

40%

86%

EAL

10.9

EAL

59%

67%

83%

FSM

8.8

10.8

FSM

67%

62%

92%

above standards

assessment cycle

Summer

below standards

SECTION TWO

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

Commentary: Year 2 Termly achievement Reading – attainment and progress is below national expectation Writing – attainment in line with expectation but progress is below Maths – above expected progress in line with age expectations and above attainment SEN pupils Reading – percentage on track has increased and progress made but still below expectation Writing – percentage on track has increased and progress made but still below expectation Maths – percentage on track is high and also progress made is good Gender • In reading: no difference in attainment between boys and girls • In writing: girls attainment and progress is good and in line with expectations, boys attainment and progress is below girls • In maths: progress and attainment for both boys and girls is good – attainment is excellent for boys and in attainment and progress throughout the year has been excellent FSM pupils No significant differences in percentages or progress from all children in areas although progress is still below where expected EAL pupils Reading – progress is below national expectation and attainment is in line with expectation Writing – progress is slightly below national expectation but above class progress. Attainment is good Maths – attainment and progress is good in maths and above national expectation What works

Impact

1–1 reading, daily reading sections, 15 minute reading sessions

Children with EAL improved and maintaining gains – work on comprehension

Additional – reading group with children

Working on fluency and comprehension

Writing – guided writing group

Developing self correcting and sentence structure especially for SEN and EAL pupils

ECC

Improved progress evident in EAL, SEN and boys – gap is closing

What next

Impact

Writing scaffolding

Continue and monitor – looking at impact and extension

Maths

Develop maths vocabulary – begin to see evidence of using and applying

assessment cycle

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

SECTION TWO

Class floor books A floor book is a written record of children’s comments in the form of a ‘home-made’ book. Floor books are used as a strategy for recording and assessing children’s understanding of science. They are particularly helpful to younger children, or children who have limited writing skills. However, they provide a rich bank of evidence for teacher assessment of all pupils. A CPD unit is available on AstraZeneca’s web site for anyone who would like further information: http://azteachscience.co.uk/resources/cpd/floorbooks.aspx

Astra Zeneca Floor Book CPD Module

assessment cycle

SECTION TWO

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

EXAMPLE MAPPING PROVISION BY NEED ACROSS THE WHOLE SCHOOL Area of Need

All pupils, where appropriate

Catch up

SEN

Cognition and Learning

• Differentiated curriculum planning, activities, delivery and outcome

• Booster groups

• Intense literacy or numeracy support

• Increased visual aids/ modelling etc

• Additional keyboard skills group

• Visual timetables

• Individual reading with TA/CT

• In class support from TA

• Illustrated dictionaries

• Adapted catch up programmes • Additional phonics programmes • Additional individual reading • Paired reading

• Use of writing frames

• Memory skills training

• Access to word processor

• Peer tutoring

• In class support from TA • Focused group work with CT e.g. guided reading Communication and Interaction

• Differentiated curriculum planning, activities, delivery and outcome e.g. simplified language • Increased visual aids/modelling etc

Emotional, Behavioural and Social

• In class support from TA with some focus on supporting speech and language

• Speech and Language support from SALT, followed up in school

• Additional use of ICT e.g. Clicker 4

• Input from Autism Outreach Team

• Visual timetables

• Support for alternative forms of communication e.g. Makaton

• Use of symbols

• Visual organiser

• Structured school and class routines

• ICT – Writing with Symbols

• Whole school behaviour policy

• Small group Circle Time

• Individual counselling

• Whole school/class rules

• Group reward system

• Individual reward system

• Class reward and sanctions systems

• Support for unstructured times

• Nurture group • Anger management training

• Circle Time/parachute games

• Peer mentoring • Social skills training • Circle of Friends

Sensory and Physical

• Flexible teaching arrangements

• Additional keyboard skills

• Staff aware of implications of physical impairment

• Additional handwriting practice

• Medical support • Brain gym exercises

• Access to equipment e.g. writing slopes

• Motor skills programme for small group • Individual support in class during PE • Physiotherapy programme • Access to ICT e.g. PC with switch • Sensory room

assessment cycle

SECTION TWO

ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

Provision mapping Interventions should contain individual targets, be updated regularly and their impact evaluated at specific intervals, especially following Pupil Progress Meetings. Provision

Reception

Year 1

Year 2

Year 3

Year 4

Year 5

Year 6

Literacy Phonics Reading Writing Intervention Speaking and listening

Mathematics Intervention

EAL

Behaviour Support

assessment cycle

Child C

Child B

Child A

Communication and interaction

• To be directed to quiet room at lunchtime

• Toilet training programme

• Visits from home school liaison worker.

Specialists Interventions 1:1

• Visual timetable

• Multi sensory teaching

• Makaton

• Social skills

• Seating plan

• Differentiated curriculum

• Multi sensory teaching

• Visual timetable

• Makaton

• Visual timetable fine motor skills programme specific behaviour management plan.

• Hearing aids put in and taken out daily

• Hindolo is able to use signing in different contexts

Assessment

• Social skills

• Target setting

• Common strategies for signing throughout school.

Teacher + support

• Drinking programme

• Target setting

• Learn 4 signs a week

• Target setting

Assessment

• Seating plan

• Differentiated curriculum

• Multi sensory teaching

• Visual timetable

• Makaton

• Social skills

• Seating plan

• Differentiated curriculum

Quality First Teaching

Wave 1 – normal curriculum and organisation to meet the needs of the student, and how is this assessed? – all students receive this input. Wave 2 – some additional support to the normal curriculum and how we know when this has been successful – some students receive this as part of small group. Wave 3 – 1:1 support and special prog ramme and what will the assessment be, individual programme to meet unique needs.

Additional to and different from

Audit of needs

Example of an Audit of Needs

• Initiate and action after an instruction

• To engage in task

• To be able to focus on task for up to 15 minutes.

• Will be able to hold a pencil and colour.

• Will be more cooperative

• To drink H2O, and ask for water

• To ask to go and use it

Assessment

SECTION TWO ASSESSMENT READY FOR THE BEGINNING OF THE NEW SCHOOL YEAR

assessment cycle

SECTION THREE

pupil targets

SECTION THREE

PUPIL TARGETS

Targets in a school context: making progress Satisfactory schools over a three year trend or below the 65% floor target need to set an APS target for children so that they reach expected APS levels for their year group. In some schools a plethora of targets has developed, making it very difficult for teachers to evaluate outcomes and for pupils to understand what the next steps are. Here are examples of targets currently seen in schools.

Year/Phase specific priorities, i.e. times tables, handwriting

Whole school

Pupil level next

priority, i.e. number bonds, writing genre

steps in learning, i.e. marking and feedback â&#x20AC;&#x201C; precise, subject-specific next steps with a pupil response required

TARGET SETTING Individual and specific group goals

IEP targets and PSP for specific individuals

based on APS targets and age-related expectations Planning for progress adjusting teaching and adapting LOs, SC and differentiation

We recommend using targets given through marking and feedback and where required some whole school/specific group targets. However, if a number of pupils in a class are failing in a specific strand of learning as seen from a pupil progress meeting it is worth investigating if the teacher has a problem in delivering/planning that area. Thus, specific support should be targeted at the teacher to improve the teaching of that area.

assessment cycle

SECTION THREE

PUPIL TARGETS

Learning walls – some examples 1

1. Learning focus in child friendly language

2. Success criteria to support pupils in next steps to achieving the learning focus

3 2

3. Vocabulary to support the language associated with the learning focus

1. Models of time – using and applying

1 2. Model/image of digital time – can be changed daily

3 2

3. Prompt for pupils to support learning about time

4. Model/image of analogue time

assessment cycle

SECTION THREE

PUPIL TARGETS

1. Modelling the process of writing â&#x20AC;&#x201C; planning through to publishing

2. Example of whole class modelling planning

3. Prompt from guided work

4. Example of the final outcome â&#x20AC;&#x201C; demonstrating to pupils what the end will look like

assessment cycle

PUPIL TARGETS

SECTION THREE

Pupil views Pupil views are part of reviewing the effectiveness of learning in a school. These are collected in many ways both informally and formally. Pupil interviews are formal ways of reviewing how pupils experience life in the classroom and the more frequently they are conducted the better pupils become at expressing their thoughts and organising their opinions. In the strategic planner formal views are sought once a week from a small sample of specific pupils. Below are some examples of questions which might be used.

Questions on learning 01. Tell me about a lesson you have had today? How did it start? 02. Do you know what you are trying to learn in each lesson? What does the teacher do at the start of the lesson? 03. Do you usually know what you are trying to learn? 04. After you complete work in your book do you read what the teacher writes? What sort of things does your teacher write? 05. What kind of comments do you find most helpful in your books? 06. If you don’t know something in class, what do you do? 07. Do you like whole class learning? Why? Which is better whole class teaching or teaching in a group? Why? Do you like working with a partner or on your own? Why? 08. What do you think could be done to make learning easier for you? 09. What do you do to help your learning? 10. How does your teacher let you know you’re on the right track? 11. What’s your favourite thing that you do in school? Why? 12. Do you find anything difficult in mathematics such as fractions or decimals? What helps you to improve your understanding?

Other views to take into account: 01. Focus Groups 02. Learning Council 03. Parent Views

assessment cycle

SECTION FOUR

day to day assessment

SECTION FOUR

DAY TO DAY ASSESSMENT

The Assessment for Learning journey Assessment for Learning (AFL) is a good teaching and learning tool. It should be evident in all planning, delivery and assessment a school carries out.

ASS E

AN PL

LIVER

How to implement AFL AFL principles depend heavily on each other. As soon as you introduce a principle other elements of AFL start to happen in classes. AFL should be introduced in the following order: conditions for learning, learning intentions, success criteria, questioning, peer self-assessment and marking and feedback. The principles build on one another and rely on elements of the previous for the next to be successful. The diagram on the next page show CPD activities and monitoring that will need to be carried out for each principle of AFL. Not all of these actions will need to be carried out for every AFL principle. Schools will need to decide what suits their current monitoring, CPD and assessment cycles. AFL principles depend heavily on one another. As soon as you introduce a principle other elements of AFL start to happen in classes. The suggested order to introduce AFL to a school are: • Safe and Secure Classroom Climate • Learning Intentions • Success Criteria • Questioning and Feedback • Peer and Self Assessment • Marking and Feedback • Target Setting The principles build on one another and rely on elements of the previous for the next to be successful. AFL practice can be classified in the below categories. Schools and individuals may move through these categories at different times. Each of the different AFL principles ‘looks’ different at each of these stages. Key for the AFL journey FOCUSING

DEVELOPING

ESTABLISHING

ENHANCING

assessment cycle

SECTION FOUR

DAY TO DAY ASSESSMENT

HIGHLY SKILLED SENIOR LEADERS

REVIEW, EVALUATE AND NEXT STEPS

• Familiar in all elements of AFL • Understand pedagogy of AFL principles • Recognise value of AFL in the teaching and learning cycle

• Review strengths, share and build on them • Find weak areas and support them • Decide next steps and action plan

LEAD AFL PERSON

BUILD A COLLABORATIVE LEARNING ENVIRONMENT

• Class based teacher identified as strong AFL practitioner • Attend training, develop materials, deliver Inset, and share good practice, support colleagues

• Build in time for teachers to work collaboratively • Build in time for reflection

ACTION PLAN • For year • Realistic timescale – one Inset per half term • Secure time and person to monitor and support throughout WHOLE SCHOOL COMMITMENT • Share the pedagogy, why we need to do this • Share action plan • Provide reading and research STAFF TRAINING • Focusing on one AFL principle • Explanation of why, provide evidence that current practice needs improving • Review a variety of methods, decide on several as a school to trial SHARE GOOD AFL PRACTICE

AFL ACROSS THE CURRICULUM • All curriculum areas and schemes of work support AFL in planning, delivery and assessment ADAPT MONITORING MATERIALS • Planning scrutiny proformas – all subjects • Lesson obs proformas • Book looks to include AFL principles GROUP PLANNING AND WORK BOOK SCRUTINY • Complete as a staff • Celebrate strengths and share with successes with staff • Set whole school AFL targets SELF ASSESS AFL PRACTICE AND SET TARGETS • Reinforce AFL principles with staff, find out what they know and what they don’t know • Provide checklists and self review materials

• Notice boards • Share good planning • Show books in staff meetings • Walk and talk new AFL principle

TRAIN NON-TEACHING STAFF IN AFL PRINCIPLE

AGREE WHOLE SCHOOL APPROACH

FORMAL LESSON OBSERVATIONS

• Review elements everyone has trialed • Listen and celebrate successes • Decide on best fit to the school • Agree roles and responsibilities of all members of the school community

• Share criteria teachers are to work towards • Focus obs on AFL practice being developed • Use AFL criterion grid to feedback • Set AFL targets

• Introduce principles one at a time • Define role of adult in supporting AFL principle

PEER COACHING MODEL GOOD AFL PRACTICE • Agree element for teachers to watch • Plan together • Observe using proforma based on element being modeled

• Pair strong AFL practitioners with the ‘nearly there’s’= quick wins • Lesson study approach • Watch video footage of lessons and discuss AFL principles • Professional development partners

DEVELOP MIDDLE/ SUBJECT LEADERS INTO EXPERTS

INDIVIDUAL MONITORING AND FEEDBACK

• Ensure more senior members of staff are confident in the principles of AFL • Additional training/consultant support • Embed and enhance AFL in own subject • Develop subject specific materials to support

• Planning - before lessons are taught • Book looks carried out with teachers and planning • Suggest use of AFL in lessons, model this in planning • Give verbal and written feedback where possible • Set useful targets to move AFL practice on • Agree date for review

assessment cycle

SECTION FOUR

DAY TO DAY ASSESSMENT

Assessment for Learning Criteria Observation Grid Name: Class/Subject: Date:

Observed by: FOCUSING

DEVELOPING

• Conditions for Learning – children have positive attitudes

• Expectation that all children will take an active part in learning.

• Display emphasizes and supports learning

• ‘Can Do’ culture is promoted • Layout of class supports inclusive, interactive approach

ESTABLISHING • Range of approaches and collaborative culture. • Children know where they are in learning and what they have to do

• Learning Intentions (LI) explicitly shared with pupils

• Display reflects process, content and product of learning

• Opportunities for reflection, discussion

• Mini plenaries support peer and self assessment

• Children receive feedback in a range of ways – know ‘what makes good’ and are motivated to be ‘The best that I can be’

• Plenary planned

• Teaching process promotes and guides talk

• Explicit links between current and previous learning

• They are contextualised and shared at the start of the lesson.

• Teacher outlines overview of unit

• Teacher defines success criteria for meeting LI

• Children involved in defining S/C linked to LI

• Children begin to identify Success Criteria (S/C) and set targets

• Success criteria regularly used by children

• Variety of techniques to ensure maximum participation (No hands up, wait time, snowballing...)

• Differentiated questions to specific pupils

• Reviewed in the plenary • Range of questions from knowledge to evaluation • Key questions identified in planning • Specific questioning in plenary to assess learning

Peer Self-Assessment • Clear expectation of roles

• Pupils are given opportunities to discuss their work

• Self assessment regular, frequent and familiar strategy

• Pupils are observed discussing S/C and working with their peers

• Plenary planned and is used to recap and extend LI or address misconceptions

• High expectations of learning • Supportive atmosphere – children learn from mistakes

• Learning Intentions are clear, appropriate and challenging.

• Focused questioning to check progress

• Expectation that learning is important and enjoyable – everyone can improve

• Resources promote shard involvement and learning

• Children talk about learning

Questioning

ENHANCING

• Pupils ask questions of teacher and each other

• S/C visual and accessible to children

• Questioning refined to explore understanding and engage in sustained dialogue • Pupils formulate own questions

• Children work individually and then with response partners to identify success against LI and S/C • Plenary used effectively as opportunity for children to assess their own learning

• Children encouraged to evaluate and improve work using S/C • They are able to support each other and identify next steps • Pupils actively engage in personal target setting and understand what they have to do

assessment cycle

SECTION FOUR

DAY TO DAY ASSESSMENT

FOCUSING Marking and Feedback • Established school procedures e.g. 3 Stars and a wish or S/I Comments

Regulating Learning • Clear expectations and time targets shared with pupils Teacher and Focus Group • Quick accurate assessments of class progress

assessment cycle

DEVELOPING

ESTABLISHING

ENHANCING

• Use of exemplars to share different standards and articulate what needs to be done to improve

• Marking refers to LI and S/C

• Pupils are given time to respond to feedback and make improvements in their work.

• Oral and written feedback provided to children on progress

• Teachers intervene at timely intervals throughout the lesson to ensure pupils remain focussed.

• Feedback is well focussed, diagnostic and helps pupils to see how to improve • Written and oral feedback against success criteria (S/C)

• Teachers identify success and illustrate how further progress can be made. • Insights from day to day assessment inform planning

• Planned time to review progress against S/C and provide oral feedback • Children able to articulate success in relation to targets. • Planning for guided/group work is explicitly linked to targets for different groups/ pupils • Opportunities for reviewing progress integrated into short term planning.

SECTION FOUR

DAY TO DAY ASSESSMENT

Assessment for Learning in Classroom Practice AFL must be introduced and established in this order Classroom Climate www.ciea.org.uk/upload/PDFs/spring_2007/problemsolver.pdf

Preparation for Learning Teacher aware of abilities and behavioural, learning and social needs of pupils Ability groups and mixed ability groups identified, to be used when appropriate Positive behaviour management system established in class including rules, rewards and consequences Classroom routines set to ensure classroom is safe and secure: 1,2,3 for movement, lining up expectations, zero noise signal Resources organised, labelled and accessible for children to access independently to support their learning Learning standards set: active listening, help and encourage others, everyone participates, explain and tell why in full sentences, complete tasks Talk partner rules and expectations set. Methods of feeding back established: thumbs, lollipop sticks, feedback partners’ response Mistakes accepted as part of learning culture. A question asked to everybody, answered by everybody introduced and established. ‘No hands up’ to answer questions Find out what they know and don’t know – turn the don’t knows into knows Starting Points • Mind maps/thought showers • True/false quiz • Goal assessment tests • Observe Assessment tasks • KWL grids

assessment cycle

DAY TO DAY ASSESSMENT

SECTION FOUR

Learning Intention http://services.bgfl.org/services/assess/a4learn.htm www.assessment-reform-group.org/publications www.eriding.net/assessment/assessment_for_action.shtml#mark LI states what you want the children to learn in that particular lesson and is not contextualised LI drawn from scheme of work and listed in planning and put into child friendly language LI is woven through each part of the lesson: discussed, explained, modelled, children are given the opportunity to achieve and reviewed in the plenary All children are given the opportunity to meet the LI. Activities differentiated to meet needs of individuals

Success Criteria www.kcl.ac.uk/schools/sspp/education/research/groups/assess.html www.lancsngfl.ac.uk/nationalstrategy/literacy/getfile.php?src=12

SC is planned from the LI SC is in child friendly language and displayed throughout the lesson and referred to when needed Examples of SC modelled and explained, children are given the opportunity to complete the SC, SC reviewed in plenary Children involved in developing the SC wherever possible from the LI Poorly achieved SC informs planning and become new LIs Types of Success Criteria • Instructional • General • Skill • Prior Knowledge • Extension

assessment cycle

SECTION FOUR

DAY TO DAY ASSESSMENT

Questioning www.lancsngfl.ac.uk/curriculum/assessment/getfile.php?src=193/Talk+Partners+July+06.doc

Open questions used to engage and develop understanding Questions displayed and used as prompts for discussion Questions asked to everyone and answered by everyone in talk partners Wait time is given so children can discuss ideas and formulate responses Children are trained in how to be a good talk partner and methods of feeding back established Questioning Methods • Who, what, why, where, when, how, if • Higher order questions • Fat and skinny questions • Talk partners to respond • Post it note responses

Peer and Self Assessment www.aaia.org.uk www.teachingexpertise.com/articles/peer-and-self-assessment-2867 Whole class assessment against LI and SC modelled regularly so children know what ‘good’ is Meaningful paired and group dialogue is planned for regularly and facilitated Methods of assessing established Children are trained to reflect on their own and others learning against the LI and SC: mini plenaries, rubrics, peer marking, peer tutoring Children inform teacher of what they have done well and what they feel they need more work on Class next steps always identified in plenary Peer and Self Assessment Methods • 2 stars and a wish • Tickled pink and green for growth • Traffic light LI and SC • Rubrics

assessment cycle

DAY TO DAY ASSESSMENT

SECTION FOUR

Marking and Feedback www.shirleyclarke-education.org/index. www.effectivemarking.co.uk/ www.eriding.net/resources/assessment/020312_jmundy_assess_marking_feedback.doc

Marking relates to the LI and SC Written and oral feedback is done with children where possible Time is planned into lessons for children to use marking comments and make changes Different colour pen is used to show improvements to work Marking informs future teaching: when the LI or SC is not met this becomes a future LI Marking and Feedback • Praise – positive reinforcement against the LI and the SC • Moving on comments – suggestions to correct or improve work based around the LI or SC • Housekeeping – comments addressing general inaccuracies

Target Setting www.aaia.org.uk/pdf/AAIAShirleyClark.PDF www.ltscotland.org.uk/assess

Guided sections ensure teacher and child look at areas for development – set and review targets together Opportunities are planned for children to achieve targets and review their progress Individual, group or whole class modelling of targets is undertaken What makes ‘good’ is regularly reinforced in modelled sections Marking and Feedback • Praise – positive reinforcement against the LI and the SC • Moving on comments – suggestions to correct or improve work based around the LI or SC • Housekeeping – comments addressing general inaccuracies

assessment cycle

SECTION FOUR

DAY TO DAY ASSESSMENT

EAL Assessment Bilingual pupils do not acquire language proficiency straightaway. Tim Cummins distinguished between basic interpersonal communicative skills and cognitive and academic language proficiency (CALP). Children learning an additional language can become conversationally fluent in the new language in two to three years. It takes between five to seven years to develop cognitive and academic language and be fully proficient in English (CALP). Some bilingual learners can take up to ten years to catch up with monolingual peers.

Assessments • Fluency levels assessed for EAL learners at points throughout the school year. • Teachers use a range of day-to-day assessment and APP evidence to carry out EAL assessments. Children are assessed using the QCA language in common/Moving On fluency levels. All children in yrs 1–6 are assessed in five areas- spelling list, reading, writing and language in mathematics. • EAL assessments are used to plan for all EAL needs in the classroom. An appropriate range of planned speaking and listening activities should be taught. • Newly arrived EMA children, especially those direct from the Caribbean, should be assessed using QCDA Language In Common fluency scales. • The Inclusion Manager manages and supports teachers as they assess EAL learners. A best-fit level is used for PLASC purposes only.

Day to day assessment and support specifically for EAL learners In addition to AFL

Barrier Games

Oral Language Samples

Dictogloss

Multilingual Classroom

Pg 51 Unit 2 PNS Excellence and Enjoyment: learning and teaching for Bilingual children

Cultural Inclusive Environment and Culture supports AFL. A language based curriculum develops the learning culture of the classroom

assessment cycle

SECTION FOUR

DAY TO DAY ASSESSMENT

EAL Mid Term Admissions

Resources

Newly arrived children are assessed in literacy, numeracy and science when they are settled in school. Parents’ knowledge of their child, and previous school information gathered at the initial interview, are used to build a picture of what the child can do. Children can arrive at different times during the school year. Induction policies and assessment procedures give clear guidelines about welcoming new arrivals. The learning environment should form part of the welcoming process and be integral in assessing children. The Hackney Welcome All and PNS New Arrival Guidance booklets give guidance to schools. Refer to induction policy.

• Hackney Schools’ e-learning portal, www.learninglive.co.uk

assessment cycle

• NALDIC – National Association for Language Development in the Curriculum www.naldic.org.uk • Primary National Strategy (2006). Excellence and Enjoyment: learning and teaching for bilingual children in the primary years • CiLT – National Centre for Languages www.cilt.org.uk

SECTION FOUR

DAY TO DAY ASSESSMENT

Conditions for Learning Enabling environment checklist Furniture

Y/N

Actions

Y/N

Actions

Can all the children see and hear the teacher clearly during direct teaching at their tables? Is the arrangement of furniture flexible enough to suit different teaching strategies and focuses? Is the seating well-spaced, with adequate workspace for every child, including left handed children? Is all the furniture necessary and fully utilised?

Is there enough space for movement around tables and chairs? Are the tables and chairs at the correct height for children? Carpet area Can all the children be seated in comfort?

Can all the children see and hear the teacher clearly?

Are the flip chart/white board/resources set up in a visible position? Are there objects that are causing management problems? E.g. items which may distract children? Are all the children trained to transfer from the carpet to their independent/group activities quickly, quietly and safely? Are other adults suitably positioned to support teaching and assessment effectively?

assessment cycle

SECTION FOUR

DAY TO DAY ASSESSMENT

Storage

Y/N

Actions

Y/N

Actions

Is the best use being made of storage units?

Are teacher resources organised into a small area?

Are workbooks/folders stored tidily and easily accessible?

Are there areas of clutter or where clutter might grow?

Resources Are there sufficient resources e.g. books/texts, pencils, pens, of an acceptable quality and easily accessible? Are pencils/pens/rulers stored in containers on the tables to reduce unnecessary movement around the classroom? Are flipcharts, whiteboards, etc. available for focused group teaching?

Are appropriate resources placed on tables ready for the start of the lesson?

Are there clearly designated areas for literacy/ mathematics resources? (See Numeracy Resources List) Are the books organized to reflect their status/level?

Is there an attractive area or book corner, which might include such things as selections of favourite books, books to revisit, books on relevant topics/ themes, author focus, collection of songs, rhymes, and poems, multilingual resources including dual language books to support children in class

assessment cycle

SECTION FOUR

Displays

DAY TO DAY ASSESSMENT

Y/N

Actions

Y/N

Actions

Learning walls support current focus based on the ‘working wall approach’ where teachers’ modelling and prompts are displayed as part of ongoing learning in each classroom. Displays are interactive and can be used to either provide scaffold in a teaching section or to extend learning Vocabulary relevant to the focus of current earning is displayed (and referred to)

Process driven displays should show both draft work and work which is a finished piece and the end result of the teaching and learning process. The use of artefacts, drapes, books etc are used to enhance the display.

Displays include questions to stimulate discussion and curiosity. Challenge questions, puzzles are changed regularly to maintain level of interest. Wall/table displays are at child height wherever possible

Maintenance Are all the children aware of storage and trained to keep the classroom tidy?

Does an adult or do the children have regular responsibility for the maintenance of equipment and resources? Is there regular time set aside to maintain and review the classroom set up and organisation of resources?

assessment cycle

SECTION FOUR

DAY TO DAY ASSESSMENT

Conditions for Learning – Assessing Classroom Environment Teacher’s name: Date:

Requires Improvement

Grade

Use of space and furniture

Learning areas/ resources

a. Furniture set up a. Unclear where specific learning to sometimes support whole class, areas / resources are e.g. book small group and independent learning. corner, maths equipment. b. Some tables and chairs are not at b. Some resources correct height for unorganised and children. not all labelled. Mixture of poor c. Some children do not and high quality have space to move resources. around easily due to c. Some resources too much furniture, teacher resources, and not accessible to children. general clutter.

Display a. Teacher led displays. b. Learning walls do not always support current areas of learning or display curricular targets.

Behaviour Behaviour Management Systems (BMS) routines are set up to support teaching and learning.

c. Displays do not always stimulate learning.

Good

d. Interactive white board not set up to be used by teachers and pupils interactively. a. Clearly defined a. Effective use of learning areas/ classroom space resources e.g. to support whole class, small group or book area, maths equipment. independent learning.

a. Balance of teacher prompts and pupil’s work, sometimes interactive.

b. Tables and chairs are at correct height for children and have writing resources.

b. Learning walls support current areas of learning and display curricular targets.

b. Resources organised effectively and labelled. High quality resources.

c. Children have space to move around easily. c. Resources Teacher resources accessible to organised into small children. area. No mess or clutter. d. Interactive white board has sufficient space for teachers and pupils to use interactively.

assessment cycle

BMS provides opportunities for all pupils to celebrate achievement, reflect and take responsibility for behaviour and outcomes.

c. Stimulating displays support thinking/learning. Use of a range of 2D and 3D resources.

SECTION FOUR

Outstanding

Grade

Use of space and furniture

DAY TO DAY ASSESSMENT

Learning areas/ resources

Display

a. Stimulating, a. Effective use of a. Pupilsâ&#x20AC;&#x2122; work multilingual classroom space celebrated on to support whole learning areas display and such as literacy, class, small group or drafts or quotes independent learning. numeracy and used to show science areas e.g. process where b. Tables and chairs are book areas have appropriate. at correct height for an author focus, Interactive children and have numeracy areas displays a range of writing have questions, accelerating resources. interactive learning. c. Children have space puzzles and Pupilsâ&#x20AC;&#x2122; diversity science areas to move around easily. celebrated encourage Teacher resources through their children to organised into small work. investigate. area. No mess or b. Learning clutter. b. High quality walls support resources d. Interactive white current areas of organised board at correct learning through effectively and height and has interactive labelled. Children sufficient space for displays, good encouraged to teachers and pupils to models and clear take responsibility use interactively. success criteria. for resources. Current curricular targets displayed. c. Resources accessible to c. Vibrant, children to enable motivating, high independent quality displays learning e.g. engage children children can and foster initiate learning thinking. Wide through selecting range of 2D and resources 3D resources appropriately. used e.g. fabrics, books, artefacts.

Behaviour Behaviour Management Systems fully integrated as part of Quality first teaching and used consistently by all staff as part of a whole class ethos, that enables all pupils to practise and embed behaviour for learning, emotional and social skills.

d. Wall / table displays child height where possible.

Early Years refers to Early Childhood Environment Rating Scale (ECERS) www.aplus-education.co.uk

assessment cycle

DAY TO DAY ASSESSMENT

SECTION FOUR

Pupil Work Scrutiny and Marking Feedback Teacher’s name: Year: Subject: Observed by: Date

• Strategies exist to acknowledge the achievement of targets • Children are involved in setting targets for improvement

Outstanding

• There is a very good level of response to personalised comments from teachers • There is some subsequent response from the teacher • Comments from the teacher are particularly focused and diagnostic, revealing very good subject knowledge • Children actively demonstrate understanding of targets set • All pupils use agreed layouts in line with school policy • Quantity of recorded work is in line with school policy for all pupils • All pupils complete the required amount of work in the time given

• All children are set relevant, accurate targets on a regular basis • Self-assessment is a regular activity: children know what they are good at and what they need to do to improve • Children revisit and respond to previous learning through written, post-task questions

Good

• Children respond to personalised comments from teachers • Most pupils use the agreed handwriting style of the school • Most pupils complete the required quantity of work in line with school policy • Most pupils use the agreed layouts within the school policy

• There is sufficient work in the children’s books to allow marking to have an impact (reflecting a well-planned curriculum)

Requires improvement

• Work is marked regularly • Children know how well they have done in relation to the steps to success • Marking helps to build confidence • The majority of marking is about recognising success • Some relevant targets are set • The teacher’s handwriting is easy to read • The teacher’s spelling and use of Standard English is accurate • Some pupils follow the agreed layouts of work in their books • Some pupils follow the agreed handwriting style set out in school • Some pupils completing work on a regular basis

assessment cycle

SESSION FOUR

DAY TO DAY ASSESSMENT

• Marking is likely to be inadequate if it does little to help children to improve. • Work is not marked regularly • Work is simply ticked without feedback linked to the steps to success • Marking is not linked to the objective

Inadequate

• Marking does not help to build confidence • The majority of marking is not about recognising success • No relevant targets are set/targets are poorly chosen • The teacher’s handwriting is not easy to read • The teacher’s spelling and use of Standard English are inaccurate • Work is marked incorrectly • The advice given to children is inaccurate

Next steps

• There is insufficient work in the children’s books to allow marking to have an impact

assessment cycle

SECTION FIVE

Summative assessment NOVEMBER, MARCH AND JUNE

SECTION FIVE

SUMMATIVE ASSESSMENT IN NOVEMBER, MARCH AND JUNE

Evaluation of different tests CATS testing – numerical, non-verbal and verbal reasoning Resource

Claims made by publisher…

What teachers say…

The Cognitive Abilities Test (CAT) is used to test reasoning abilities-numerical, nonverbal and verbal reasoning, as well as an element of spatial ability.

CAT tests provide information that can be used to find out the ways pupils prefer to learn, as well as where they have strengths and needs. A comparison of CAT scores and pupils’ attainment in subjects such as English and Mathematics can also help to identify those whose reasoning ability is average or above, even though general school attainment is low.

CAT is used to understand individual pupil potential and learning styles, CAT will help to inform your decision-making and target-setting. The data that CAT3 provides can be used to enhance all aspects of the teaching and learning process, from organising classes to predicting future educational attainment.

Cognitive Abilities Tests (CAT)

• Provides indicators of outcomes at Key Stages 2.

• A sound basis for year-on-year comparisons. • A measure of the added-value that your school creates for its pupils. www.gl-assessment.co.uk

A pupil’s knowledge of a specific subject such as mathematics could affect how well he/she tests, even if the instrument is designed to capture aptitude. It is important that the results do not affect a pupil’s motivation or desire to achieve. The non-verbal tests require no knowledge of the English language, or the number system and are particularly useful when assessing children with limited English language skills. Can give a good prediction of where the pupil should be at the end of the year. If the test manual is not followed completely accurately by the teacher(s), this could make results and comparisons insecure.

assessment cycle

SECTION FIVE

SUMMATIVE ASSESSMENT IN NOVEMBER, MARCH AND JUNE

Evaluation of different tests Mathematics Resource

Claims made by publisher…

What teachers say…

Achieve tests:

• Online marking reduces teachers’ workload.

• Self-marking interactive tests completed on screen. • Most questions are multiple choice with the opportunity to display the answers. • At the end of each test, children are given a mark and a percentage score, along with details of how long it took them to complete the test. • Also printable ‘SATs-style’ sample Levels 3, 4 and 5 test papers.

Rising stars

Assessment mathematics tests: • Tests for each unit of work (2-3 weeks) reflect the content and structure of the primary framework for mathematics, the scores can be combined each term to provide a more robust and reliable level. • Also end of year tests with mental and written questions; use of calculators is included from year 4. • Scores for both types of test are converted to NC sub-levels and can be used for summative, diagnostic and formative purposes.

assessment cycle

• Online tests do not provide an opportunity to diagnose pupils’ errors/ misconceptions. • The validity of levels generated through multiple choice tests is questionable. • Multiple choice tests do not provide any opportunity for pupils to articulate their own reasoning. • Levels generated from tests are inflated compared to QCA levels. • Matches the primary framework and tests with what pupils have actually been taught. • Testing at the end of each unit is time consuming. • Testing at the end of each unit doesn’t measure retention of knowledge, skills and understanding. • End of year tests are both mental and written, and so aligned to the KS2 SATs.

SECTION FIVE

SUMMATIVE ASSESSMENT IN NOVEMBER, MARCH AND JUNE

Mathematics Resource

Claims made by publisher…

What teachers say…

• Wide range of assessments including end of term, topic and key objectives.

• Reduced teacher workload as tests are marked automatically.

• Different types of tests are available including multiple choice and interactive (such as where pupils type answers).

• Online tests do not provide an opportunity to diagnose pupils’ errors/ misconceptions.

• Teacher can use screening questions to determine the level of assessment for each pupil, or they can use fixed level assessments. • Interactive National Curriculum progress assessments cover three national curriculum levels with 10 questions at each level.

Goal

• The assessments are delivered and marked online and sophisticated reports generated.

• Assessments are aligned with levels, thus supporting target setting and tracking pupils’ progress. • Reports used to support AFL (identifying strengths and weaknesses); assessment of learning (snapshot) and personalised learning (to help plan effective teaching and learning opportunities for each pupil)

• As online tests do not have space for the process/method this sends the message that only the answer is important. • Overview of class performance automatically generated – allows teachers to target misconceptions and areas of weakness. • Gives clear reports for individual pupils • How well do teachers use the reports generated? They need to use the pupil targets with caution as they are broad and often not child friendly. • The number of questions may be low, therefore the level generated may not be reliable. • The validity of levels generated through multiple choice tests is questionable. • Multiple choice tests do not provide any opportunity for pupils to articulate their own reasoning.

assessment cycle

SECTION FIVE

SUMMATIVE ASSESSMENT IN NOVEMBER, MARCH AND JUNE

Mathematics Resource

Claims made by publisher…

What teachers say…

Progress in mathematics:

• Progress in mathematics test paper has fewer visual cues and is intended to be read to pupils, so those for whom English is an additional language, or those who have SEN, may be at a disadvantage.

• Content based on the National Curriculum and scores indicate which NC sub-level a child is currently working at. • Provides rich and reliable diagnostic information, helping teachers to identify pupils’ specific strengths and needs in mathematics. • Administered in an oral format for children aged 4–8, so as not to disadvantage children with reading difficulties.

GL Assessments

• Allows teachers to track progress and value-added within and across phases and set appropriate targets. • Age-standardised scores are easy to calculate Measuring success in mathematics: • Aligns with blocks of primary framework for mathematics. • Tests are differentiated. • Results provide evidence to support teacher assessment as part of APP as well as track whole class progress. • Initial tests for pupils in Year 1 are task based. As pupils progress through the year, mental and written tests are introduced. • In KS2 one mental and one written test for each unit.

assessment cycle

• No mental mathematics test so does not align with KS2 SATs. • Year 1 Progress in mathematics test is time consuming and difficult to administer. • The number of questions may be low, therefore the level generated may not be reliable. • Testing at the end of each unit is time consuming. • Testing at the end of each unit doesn’t measure retention of knowledge, skills and understanding. • As year 1 assessments are initially task based they are more appropriate than a written test. • As the tests are written, pupils have space to show their working out, so there is an opportunity to diagnose pupils’ errors/misconceptions. • Measuring success in mathematics end of year tests are both mental and written, therefore they are aligned to the KS2 SATs. • APP is about on-going assessment, not test performance.

SECTION FIVE

SUMMATIVE ASSESSMENT IN NOVEMBER, MARCH AND JUNE

Mathematics Resource

Claims made by publisher…

What teachers say…

Mathematics Framework:

• Mathematics framework assessments match primary framework and test what pupils have actually been taught.

• Tests align with primary framework with a test for each unit. • Designed to give an individual score at the end of each unit and show the level attained – a simple way to identify strengths and weaknesses. Numeracy by Term: • Termly tests which follow the National Curriculum. Mathematics by Topic: • Tests concentrate on key topics in the National Curriculum.

• Approximately 40 SATs style questions on a single mathematics topic - the ideal way to find strengths and weaknesses.

• Unit tests are time consuming. • Testing at the end of each unit doesn’t measure retention of knowledge, skills and understanding. • No mental mathematics test, therefore pupils at a disadvantage when they sit the KS2 SATs. • Termly tests - some elevation of levels compared to QCA Optional SATs, particularly in the autumn term, as test only covers work done to date. • Topic tests too time consuming to be used regularly.

• They can be used at the start of each term to find out exactly what individuals, groups or classes already know on a single topic. This makes future planning far more effective. • An easy way to assess the effectiveness of teaching and learning in a single strand. • Can be used in schools with mixed age classes that have had to adapt the yearly teaching programmes. • Designed to look like SATs papers so that they are familiar to those taking SATs which increases their confidence when taking the tests.

assessment cycle

SECTION FIVE

SUMMATIVE ASSESSMENT IN NOVEMBER, MARCH AND JUNE

Evaluation of different tests Science Resource

Claims made by publisher…

What teachers say…

• Uses latest Flash technology in order to assess a wide range of pupils’ knowledge, skills and understanding.

• Reduced teacher workload

• Allows teachers to assess their pupils against National Curriculum levels at KS1, 2 and 3. • Option to screen questions to determine the level of assessment for individual pupils.

• Overview of class performance automatically generated – allows teachers to target misconceptions and areas of weakness. • Give clear reports for individual pupils • Very few questions on science enquiry skills

• Alternatively, fixed level assessments can be selected.

Goal

• Different ways of answering can be built in to the design of the questions, such as drag and drop, tick boxes, direct entry of text and numbers and highlighting words or relevant areas of a picture. • Most of the questions include some animation, which helps engage pupils with the assessments and helps illustrate some of the concepts being assessed.

assessment cycle

SECTION FIVE

SUMMATIVE ASSESSMENT IN NOVEMBER, MARCH AND JUNE

Science Resource

Claims made by publisher…

What teachers say…

• The Science Assessment Series helps you to assess pupils’ progress in science, measuring both knowledge and conceptual development.

• Useful for upper KS2

• Nationally standardised, enabling you to compare your pupils’ results to national average performance.

• Paper based, too much time spent photocopying and marking tests. • Doesn’t test skills sufficiently to provide an accurate level.

• Based on the National Curriculum requirements for England and Wales, the Environmental Studies 5–14 review documentation for Scotland and the Science Orders for Northern Ireland. • Multiple-choice questions and a problem-solving format, enable children to investigate and experiment.

NFER

• Pupil-friendly design – the booklets are very visual, containing a high level of illustrations.

• Modular format means these assessments are easy to accommodate in the science curriculum.

assessment cycle

SECTION FIVE

SUMMATIVE ASSESSMENT IN NOVEMBER, MARCH AND JUNE

Science Resource

Claims made by publisher…

What teachers say…

• Science assessment packs for the QCA Scheme of Work for Science from Years 1 – 6 covering Sc2, Sc3 and Sc4 and all incorporating Sc1.

• Paper based, too much time spent photocopying and marking tests.

• Each year has an easy-to-use teacher marking pack that give individual NC levels (graded c to a) for each topic within Sc2, Sc3 and Sc4. • NSI optional practice papers are available for Years 2 – 5.

• Doesn’t test skills sufficiently to provide an accurate level. • Periodic levelling may be difficult as levels are based on more than one QCA unit, which children may not have covered at the time of testing.

• Enable an annual assessment under test conditions.

NSI

• These papers are supplied as individual pupil booklets (Papers 1 and 2) and cannot be photocopied.

assessment cycle

SECTION FIVE

SUMMATIVE ASSESSMENT IN NOVEMBER, MARCH AND JUNE

Red, Amber, Green – Traffic Light Analysis This sheet is a whole-school summary, taken from the attainment overviews. It allows the school to record the attainment profile for each year group. Please include the number and percentage for each attainment category. Ensure results are moderated before being entered onto this sheet.

EYFSP 1–3

EYFSP 4–6 APS 3

APS 7

APS 9

APS11

APS13

APS15

APS17

APS19

APS21

APS23

APS25

APS27

APS29 APS31+

End of Year

Y1 Y2 Y3 Y4 Y5 Y6

EYFSP = Early Years Foundation Stage Profile APS = Average Points Score Age-expected level and above Approaching age expected level Progress stopped

assessment cycle

SECTION FIVE

SUMMATIVE ASSESSMENT IN NOVEMBER, MARCH AND JUNE

Class tracking sheet for mathematics The end of year level/target should be set individually for each child, rather than giving all a target of two sub-levels of progress. School: Class:

Year:4

Teacher:

Period:

4b APS 27 4c APS 25 3a APS 23 3b APS 21 3c APS 19 2a APS 17 2b APS15 2c APS 13 1a APS 11 Number in class

KS1 results

assessment cycle

Summer Y3 APS Attainment

End autumn APS

End spring APS

Summer APS

Summer June Target APS Progress

SECTION SIX

pupil progress

SECTION SIX

PUPIL PROGRESS

Pupil progress meetings before half term During the week before half term the performance of groups of pupils, or individual pupils, who were behind in their performance at the start of the school year is reviewed. This could include underperforming groups identified on the basis of gender, ethnicity or ability. Early alerts may come from: • Low attainment on entry/slow progress over time • Concerns about attitude/behaviour • Low attendance • Lack of work in books • Concerns from teachers and from classroom observations • LAC pupils • Low attainment at the beginning of the year

Suggested steps for a pupil progress meeting before half term 01. Identify under-performing pupils with teachers [ethnic groups/gender/FSM/attendance/SEN etc.] 02. Choose a sample of up to 20 pupils across the school 03. Look at their books 04. Interview a sample of pupils to get their views on their experiences 05. Observe their learning in class, either through ‘a day in the life of’ a couple of children or a learning walk carried out across a week 06. These findings are brought to a formal PPM 07. Brief summary of decisions are recorded on the form below. Issue highlighted

Action to be taken

Responsibility/ time line for review

Any other comments:

assessment cycle

PUPIL PROGRESS

SECTION SIX

End of term whole class pupil progress meetings Responsibilities of class teachers, Senior managers, subject leaders, pupils 01. Prior to a PPm class teachers must: • Update tracking sheets • Provide updated lists of SEN and EAL children • Identify the impact of previous interventions • Consider the questions due to be asked as prompts during the PPM (see below)

02. Prior to a PP meeting Senior managers / subject leaders must: • Ensure judgements made about a pupils performance on updated tracking are accurate and robust by looking at pupil’s work samples. • Decide on what needs to be discussed at length in the meeting; Is it all subjects? Just mathematics? Only pupils who are not making progress? • Make decisions on what evidence needs to be brought to the PPM – This could include writing samples, reading records, reading assessments, observations of children, tracking sheets, assess and review notes, progress against curriculum spotlights, learning logs, examples of work in books or photos for each child within the targeted group.

03. Prior to a PP meeting: • Be provided through interviews on what they feel they have been learning and what would make things better • The class teacher (and where possible the TA) and at least one member of the leadership team should attend • When the process is well established then several meetings could be held in parallel with members of the SLT chairing each one. Other post holders (e.g. SENCO, Maths and Literacy co-ordinators, EMAG co-ordinator) could attend the meetings where there are known or anticipated issues. • Length of the meeting needs to be agreed and who attends • Decide who will take the minutes of decisions • Decide what paperwork is needed

Questions to ask of the target group? • What is the progress of each child in this group? • How has the teacher/TA input focused on this group? • What are the key factors that have impacted on this group? • What additionality has been/is planned to support this group further? • Can you identify examples of where children have made above expected progress? • What are the key factors that have impacted on this group? • How do you intend to build on this accelerated progress? • Can you identify examples of where children have not made expected progress? • How will teacher/TA input be focused on this group?

assessment cycle

SECTION SIX

PUPIL PROGRESS

• What will you do next? • What does the school need to do to support you?

Successful Pupil Progress meetings PPM will only be useful and successful if they have an impact on pupil progress. To ensure impact of PPM agreed actions must be recorded by the SLT/ subject leaders for class teachers. Clear lines of responsibility and actions must be agreed upon such as: • Target groups / individual pupils support is agreed • Co-ordinators support colleagues in the development of specific activities, teaching and learning strategies and resources to support progress • Provision map revised and redistributed • Support from members of the leadership team distributed appropriately • A plan for the following term tightly focused on the needs of specific pupils The following proforma is one way of presenting information for a whole class review of pupil progress.

assessment cycle

Name of Pupil

assessment cycle

Dec R

Dec W

Dec M

Writing Tutorials 1–1 Maths

Writing Tutorials

Writing Tutorials 1–1 Writing

Writing Tutorials

1–1 Maths

Writing Tutorials 1–1 Reading

Writing Tutorials

Writing Tutorials 1-1 Reading/Maths

Writing Tutorials

Volunteer reader each week

Writing Tutorials

Support additional to QFT

Pupils need more opportunities to respond to teacher comments.

Marking and feedback needs to be linked to the learning intention and opportunities to scaffold marking need to be more evident.

Work in books is good.

Work in books

Next steps/adjustments to QFT

Hackney Primary School: [DATE & TIME]

PUPIL PROGRESS SECTION SIX

Pupil progress pro forma Present for the meeting: [NAMES]

SECTION SIX

PUPIL PROGRESS

Agreed actions by Senior manager/subject leaders/class teachers could be from a year 6 PPM Below is an example of the outcomes of a PPM from a Hackney school: 01. Targets for the class revised to: • Reading 85%, Writing 75%, Maths 78% for pupils to achieve a Level 4. • Combined L4 revised to 75% for English and Maths. • Two levels of progress from KS1 revised to – English = 90% and Maths = 88% 02. Setting for mathematics reduced to two groups from three groups – so there is less disruption, wasted time and disjointed learning. Y6 teachers to review setting for literacy on Thursday XXXX with HT. 03. SEAL/Circle time needs to be planned so that activities support learning and improve attitudes to learning and interpersonal relationships. SEAL coordinator and Hackney Learning Trust to devise an appropriate plan. 04. All Year 6 teachers to plan and deliver guided learning lessons – using Securing L3 and Level 4 materials for maths with support from Hackney Learning Trust/subject coordinators. 05. Next steps in learning/EAL lessons for Bi lingual learners used (See EAL co-ordinator – lessons for Y5 and Y6). 06. All Year 6 pupils home work provided over half term – use of ReviseWise and selected activities to complete chosen by maths and literacy subject coordinators. 07. Reading journals to be used and monitored by: ..................................................................................... 08. Intervention focus groups revised for new targeted pupils, timetables made and staff allocated by Inclusion manager. 09. Parents of .......................................... asked to meet with ..................................... to discuss progress/ attendance/attitude/of their child with HT. 10. One to one tutorials for .................................... are not making an impact. Discussion with pupil and tutor arranged on Friday xxxxx with HT/DH.

assessment cycle

SECTION SIX

PUPIL PROGRESS

Pupil progress meeting â&#x20AC;&#x201C; two models

Class teacher with HT or SMT

Team/ phase meeting

Benefits

Next steps

Involves all teachers and can involve TA

Follow up any CPD

Promotes teacher accountability

Revise provision for pupils and redraft provision map

Can help to identify individual teacherâ&#x20AC;&#x2122;s CPD Promotes professional discussion of individual pupils and the learning in class

Identify any common patterns across the meeting for the next term Follow up agreed actions

Helps to identify any whole school issues

Carry out where possible PPMs before parent consultations

Allows detailed discussion about factors affecting a cohort or key stage

Follow up any identified areas for team/ individual CPD and peer support

Can lead to group specific CPD

Lesson studies to explore further the learning experiences of identified pupils or under-performing groups

Strengthens the leadership role Promotes accountability across a year group Builds the quality of teacher talking with each other and peer support.

Follow up actions with SMT Discuss common patterns with SMT to inform whole-school discussions

Is useful in larger schools

assessment cycle

SECTION SEVEN

RAISEonline and fischer family trust

SECTION SEVEN

RAISEONLINE AND FISCHER FAMILY TRUST

Essential tools for online reporting and evaluation RAISEonline and Fischer Family Trust (FFT) Two important analysis tools that are used widely by schools are RAISEonline (www.raiseonline.org) and Fischer Family Trust (www.fftlive.org). Both enable schools to compare their own data against national data. RAISEonline and FFT only have data that schools have submitted-they do not therefore have individual school data that the school itself does not have.

RAISEonline Reporting and Analysis for Improvement through School Self-Evaluation RAISEonline supports schools in: • exploring their performance data in depth down to individual pupil level as part of the selfevaluation process • saving and updating data to take account of the latest attainment and tracking information. RAISEonline includes reports and analysis covering the attainment and progress of pupils with interactive features allowing exploration of pupil and school performance. You will find: • contextual information about the school, including comparisons to schools nationally You can import National Curriculum test scores to enable: • question-level analysis, allowing schools to investigate the performance of pupils in specific curriculum areas Key questions about average point scores/threshold measures • How much variability is there in attainment in different subjects? • How does the gender gap in core subjects in the school compare to the gender gap nationally? • How does the attainment of FSM pupils compare with the school average for all children? For non-FSM children? Is the gap narrowing, or getting wider compared to previous years? • How well do children on the SEN register do, compared to the school average? Is the gap narrowing, or getting wider, compared to previous years? • Are sufficiently ambitious targets set for children from underachieving ethnic groups? If children meet their targets, will this result in a narrowing of the gap between disadvantaged groups and their peers? • How are groups that have underperformed historically being targeted for additional support?

assessment cycle

RAISEONLINE AND FISCHER FAMILY TRUST

SECTION SEVEN

Value Added VA reports are based on prior attainment at a previous Key Stage. VA reports in RAISEonline compares the actual outcomes of individual children with predicted outcomes that are based on their prior attainment. Key questions about VA reports • How much variability in attainment is there across different subjects? • How many children lie above the 10th percentile line, or below the 90th percentile line? Is either of these groups dominated by a particular group of children (e.g. boys, girls, FSM children, children from minority ethnic groups)? • Is there a difference in the pattern of progress in core subjects for lower-attaining children (expected score below 21 (level 3b) at Key Stage 2) and that of their peers? • Is there a difference in the pattern of progress in core subjects for higher-attaining children (expected score above 27 (level 4b) at Key Stage 2) and that of their peers? • Does school analysis make effective use of the ‘subject’ and ‘group’ menus when analysing progress?

Conversion charts/graphs These are presented as bar charts, graphs and matrices showing prior attainment, using NC levels, and final attainment for a key stage. They are useful in detecting the proportion of pupils who made expected progress (2 levels from Ks1–2), better than expected progress (3 or more levels from KS1–2), just 1 level of progress and those who are stuck. Key questions about conversion charts • Which groups of children in the school are stuck? • Which groups made slow progress? • Which groups made expected or better progress, but still fail to reach important threshold measures? • Does school tracking accurately identify children who are falling behind in the early years of a key stage? • How rigorously is the impact of interventions designed to raise attainment in core subjects evaluated? • How does the percentage making expected progress and the percentage exceeding expected progress compare wth national figures?

assessment cycle

SECTION SEVEN

RAISEONLINE AND FISCHER FAMILY TRUST

Fischer Family Trust (FFT) Fischer Family Trust (FFT) provides schools and local authorities (LAs) with a range of online reports to support self-evaluation. Analyses are based upon matched pupil data and provide a range of estimates of likely attainment. There are two models for FFT estimates: • the prior attainment model (model PA) • the socio-economic model (model SE) Estimates • Type A, based upon pupils’ prior attainment, gender and age. • Type B, based upon pupils’ prior attainment, gender, age and school context. • Type C, based on Type B and then taking into account the improvement needed for national or locally negotiated local authority targets. • Type D, based on Type B and then adjusted to ensure it is consistent with the ‘top 25%’ of schools (value-added). FFT Live pupil reports are not predictions or targets; they are estimates on what has happened in previous years. If attainment gaps are going to narrow, groups that have historically underperformed need to improve their rate of progress more rapidly than their peers, and therefore greater ambition and challenge needs to be injected when setting end-of-year and end-of-key-stage targets. Key questions about FFT pupil estimate reports • Do managers have a thorough understanding of the difference between estimates and targets? • How is information about individual children’s expertise and interest in a subject taken into account when using FFT estimates (that are based on prior attainment in core subjects)? • How is additional challenge incorporated in individual children’s targets to ensure that attainment gaps are narrowed for groups that have underperformed historically?

assessment cycle

RAISEONLINE AND FISCHER FAMILY TRUST

assessment cycle

SECTION SEVEN

RAISEONLINE AND FISCHER FAMILY TRUST

Using estimate reports with pupils (KS2 example)

Using reports appropriately and effectively. Probabilities are included for all levels from 2 to 5+ and will in future,include probabilities for level 6. The colour coding shows the most likely grades within the top 5, 10, 15, 20 or 25% (as selected by the user) in green and the grade with the highest probability in orange. When looking at potential progress for individual pupils (or a group of pupils) the estimates and colour coding can be used to support the process of target setting but should not take the place of target setting. Take the example of Nina Caesium to the left. Think for a moment about what the information is telling you. Whilst her highest probability level in English is a 4 (73% and highlighted in orange), the estimates are telling you that last year, 19% of similar pupils (nearly 1 in 5) attained level 5 (shaded green as these grades are within the top 25%). With support could Nina be one of those 5 or could she actually attain a level 5 quite easily? It’s rarely as simple as just using the ‘highest probability’ or ‘most likely’ grade! The data shows that there’s a chance that Nina may be able to attain far more but what other questions would you need to consider when setting a target for Nina? • What do you think Nina could achieve? • What are your aspirations? What are Nina’s aspirations? • What other data is available to help you set an ambitious but appropriate target for Nina? • What additional work would Nina need to do to achieve a level 5? • Which areas of the curriculum is Nina strong/weak in? • What additional resources would be required to ensure that Nina (and similar pupils) have a chance of achieving a level 5 in English? Remember, use the reports ALONGSIDE other data, your own professional judgement and aspirations AND THE ASPIRATIONS AND MOTIVATIONS OF CHILDREN THEMSELVES

100

assessment cycle

SECTION EIGHT

assessment of foundation subjects

SECTION EIGHT

ASSESSMENT OF FOUNDATION SUBJECTS

Assessment of foundation subjects There is an increased focus on the spiritual, moral, social and cultural development of pupils within the new Ofsted inspections, which forms part of the ‘overall effectiveness’ judgement. Therefore, now is a good time for schools to consider their foundation subject curriculum as well as their assessment opportunities and strategies for monitoring progress within foundation subjects. The National Curriculum requires the study of certain topics as well as the coverage and development of specified subject skills. The Hackney Learning Trust has developed Assessment Tools for each of the foundation subjects. They specify how each skill develops and progresses and are aligned with the level descriptors as specified in the national curriculum. These can be used in a variety of ways to enable teachers to plan, monitor and evaluate the progress of pupils in these subjects:

Planning Learning Learning should be planned so that as pupils progress up the curriculum they are building on and developing their skills in each of the foundation subjects. Plans should therefore indicate what skills pupils will be learning as well as what knowledge or objectives and content within a topic will be covered. The skills in each subject have been subdivided into key areas or groups. Planning could indicate which of the key areas, or assessment foci, is being developed specifically through an individual mid-term plan or scheme of work. Although effective teaching will develop the learning of all the skills, the teachers would only need to assess one aspect of the subject’s skills per unit, thus making marking more manageable.

Assessing Learning Pupil work can be assessed against/using these Tools. Schools can also use the Tools to support moderation sections, ensuring that all teachers are able to identify the skills and mark work accurately. The Tools can also be used to support the provision of pupil feedback, which specifies the skills demonstrated in the work and suggestions of how the work can be improved. These Tools therefore support the effective feedback element of Assessment for Learning.

Monitoring Progression These Tools can be used to indicate what skills have been evidenced in individual pieces of work. They can also be used as an audit tool to ensure that all skills groups are being covered across curriculum planning and delivery. This will mean that teachers will be better able to use assessment data which is accurate, to review their planning and to inform their future planning.

Reporting on Progression It is a requirement for schools to report on the progress of students in all subjects. The Tools will help teachers to specify in school reports how their pupils have progressed in skills, as well as just explaining what knowledge or content has been studied. These Tools, and support training available from Hackney Learning Trust.

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assessment cycle

SECTION EIGHT

ASSESSMENT OF FOUNDATION SUBJECTS

Example taken from Assessment Tools History

Level

Assessment Focus 1 Knowledge, skills and understanding 1+2 • Recognise the difference between their present lives and the past

Assessment Focus 1 Knowledge, skills and understanding 3

Assessment Focus 3 Knowledge, skills and understanding 4+5

• Recount events from the past

• Begin to use given sources to find answers to simple questions about the past

• Recognise differences between the past and present

• Suggest reasons why people acted in the way they did

• Use given sources to find answers to questions about the past

• Describe past events, periods and people in time order

• Identify some of the ways the past has been represented

• Identify some features (including beliefs, experiences, and values) of past societies and put these in a chronological framework

• Identify ways in which people have interpreted the past or people from the past

• Place a few events and objects in to order

• Identify similarities and differences between periods of history • Identify some causes and consequences of events and changes

assessment cycle

• Find relevant information from sources • Identify different types of sources • Ask questions about the past • Include key terms and some relevant information in a presentation

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SECTION EIGHT

ASSESSMENT OF FOUNDATION SUBJECTS

Example taken from Assessment Tools Expressive Arts (Art and Design Technology)

Level

Assessment Focus 1 Exploring and Investigating Art/D 1 and 4 – D/T: 4

Assessment Focus 2 Planning and Designing Art/D 1 – D/T: 1

Assessment Focus 3 Assessment Focus 4 Creating and Making Reviewing and Evaluating Art/D 2 – D/T: 1 +2 Art/D 3 – D/T: 3

• Recognise and identify how features, patterns and combinations of these create the intended effect or meaning

• Draw detailed, accurately labelled diagrams/ representations of their designs, with clear and accurate

• Choose appropriate elements, materials and techniques to refine and improve their work to adapt and effectively use, successfully express their intended effect or meet specific needs

• Decide and describe how well products, chosen features, materials and techniques were used to create the desired effect or meet specific needs

• Draw detailed, accurately labelled diagrams/ representations of their designs, with clear and accurate

• Consistently employ devices, techniques and skills to achieve desired effect, and effectively apply and adapt these to varying contexts and styles

• Make practical suggestions of how others could improve their work/product

• Suggest how products/ technologies may impact on people’s lives

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• Identify how devices, features and patterns across times and cultures have been combined in a range of music, art or drama styles across time, place and culture • Describe how products/ technologies/ pieces of art and music have evolved over time, and may reflect culture and society

• Show improvement and refinement in own work following feedback

assessment cycle

ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Book Look pro forma Class:

Teacher:

Date:

Subject:

Names of pupils:

Usually

Sometimes

Rarely

Objectives consistently met across the class There is evidence of differentiation (e.g. extension, support EAL,SEN activities) Outcomes are suitably challenging and age appropriate Work is presented in a variety of ways Activities consistent across the year group Evidence of the use of ICT Book is well cared for There is age appropriate handwriting Rulers are used carefully Work is dated Learning intentions are noted on work Marking All marking is up to date Formative teacher comments are made Marking indicates targets for improvement Comments effectively extend or explore pupil understanding Pupils have responded to marking in green pen The marking code is being used consistently Areas of strength:

• • • Areas for development:

• • •

Pupil interview comments:

Signed: Review Date:

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ASSESSMENT CYCLE FOR EYFS KEY STAGES ONE AND TWO

Learning Walk pro forma Date and time:

Who:

Focus:

Class

Evidence of agreed actions Strengths

Actions

Positives:

• • • •

Actions:

• • • •

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assessment cycle

Hackney Learning Trust 1 Reading Lane London E8 1GQ T. 020 8820 7000 learningtrust.co.uk hackneyservicesforschools.co.uk