Assessment Practices at Longwill School: How do we ensure Progress and Attainment are robustly monitored, challenged and supported?

Alison Carter

The ‘ingredients’ needed to create an accurate and robust attainment and assessment pie...

Teachers who know their children well Assessment Systems and processes known to all Assessment for Learning A diverse range of evidence sources Self Evaluation embedded throughout school Open culture and ethos

ATTAINMENT LEVELS & TARGETS: WHY DO WE HAVE THEM?

To understand what children can already do or know in order to indicate next steps for learning.

To measure progress

To raise expectations – CRUCIAL – low expectations can only mean low achievement.

The government has always had expectations for pupils working at National Curriculum Levels and now these have been implemented in a more or less parallel way for pupils working at all P levels.

TARGET SETTING: HIGH EXPECTATIONS!Something we all get involved in!

Progression Guidance Ofsted expectations School Improvement Partner / Headteacher /L.A. / TOD Target setting: Prediction + challenge (and knowing the child) Annual End of Key Stage

Ownership!

ANNUAL AND END OF OF KEY STAGE TARGET SETTING

READING

2008

2009

2010

2011

2012

1 Year Target for 2013

English End of Key stage Target for

2010-2014 P6a 1Bb 2Cc 2Bc 2Ac 3Bc 4C MQ

P5a P8c 1Cc 1Ca 1Cc 2Ca 3C LQ

P6c 1Ca 1Bb 1Ab 2Bc 2Aa 3B LQ

P6c P8a 1Cb 1Bb 1Aa 2Bb 3C LQ

P5a P8a 1Ca 1Ac 2Cc 2Ac 3C LQ

P7a 1Cb 1Ba 2Cb 2Ac 3C LQ

1Aa 2Bb

WRITING

2008

2009

2010

2011

2012 1 Year Target for 2013

English End of Key stage Target for

2010-2014 P6a 2Cc 2Cc 2Ca 1Aa 2Aa 4C MQ

P5b P7a P8a 1Ca P8b 1Ca 2C MQ

P6b 1Ba 1Ba 1Aa 1Aa 2Aa 3B LQ

P6b 1Cc 1Ca 1Ca P8a 1Bb 3B LQ

P5b P8c 1Cc 1Bc P8a 1Bb 3B LQ

P6a P7a 1Cb P8c 1Bc 2C UQ

1Ac 2Ca

MATHS

2008

2009

2010

2011

2012 1 Year Target for 2013

English End of Key stage Target for

2010-2014 P6a 1Bb 2Cc 2Bc 3Cb 3Ac 4B MQ

P5a P7b 1Cc 1Ca 1Bc 2Ca 3C LQ

P6a 1Ca 1Ab 2Cc 2Bb 3Cc 3B LQ

P6b 1Cb 1Bc 1Ba 2Cc 2Ba 3B LQ

P5b P8c 1Cb 1Ba 1Aa 2Ba 3B LQ

P7b 1Cb 1Ab 2Ca 2Ab 3C LQ

2Ca

HOW DO WE KNOW WE HAVE GOT IT ALL RIGHT?

Termly moderations (Reading, Writing and Maths) Moderate with other mainstream colleagues Monitoring & Support from subject and phase leaders Reporting to Governors (who ask lots of questions!) Literacy and Numeracy Tracking Pupil Progress Meetings Performance Management (link to Teachers Standards)

LITERACY AND NUMERACY TRACKING

Y2 Moderated

J une 11 Reading T

Moderated

J une 11 Writing T Moderated

J une 11 Speaking & Listening T Comments

Y2

Fiza Aftaj P8a P8a 1Cc 1Ca P8a P8a P8a P8a +

SATS Moderated

P8a P8a 1Ca 1Aa

Oct ’’12 – currently on red reading level Feb’12 – currently on yellow reading level Can read 60 HFW’s May’12 – currently on Green reading level May’12 Can read 146 HFW NOT ENOUGH EVI DENCE OF L1 BUT MODERATI ON AGREED SHE I S BEYOND P-LEVEL

J oshua Aihe

P7c P7c P7b P7a P6a P6a/ 7c

P7b P8c SATS

Moderated P6a P6a P7b P8a

- I s beginning to tick lots of P8 boxes. - Listening P7c - Speaking P7b Oct’12 – currently on pink reading level Feb’12 - Reading ability is pink – moved to Can read 15 HFW’s May’12 - RED to stimulate interest May’12 Can read 55 HFW’s

Tyrese Dibba

P8a P8a 1Cc

1Ba SATS

Moderated P8a P8a 1Cc

1Bb SATS

Moderated P8a

P8a/ 1Cc

1Ac 1Aa

Oct ’’12 – currently on red reading level Feb’12 – now on yellow level Can read 105 HFW’s May’12 currently on Green Reading level May’12 Can read 141HFW

Shoaib Khan

P7b P7b/ a P8a 1Cb P7b P7b/ a P8b

P8a + SATS

Moderated P7b P7b 1Cc 1Bb

Oct ’’12 – currently on pink reading level Feb’12 - move up to yellow reading level Can read 88 HFW’s May’12 Can read 163 HFW’s Reads very well but is unable to answer questions or infer NOT ENOUGH EVI DENCE OF L1 BUT MODERATI ON AGREED HE I S BEYOND P-LEVEL

Oliver Daniel

P8a

P8a 1Cc 1Cb P8a P8a P8a P8a +

SATS Moderated

P8b P8a 1Cc 1Ba

Oct ’’12 – currently on red reading level Feb’12 – now on yellow reading level Can read 52HFW’s May’12 currently on Blue reading level May’12Can read 144 HFW’s NOT ENOUGH EVI DENCE OF L1 BUT MODERATI ON AGREED HE I S BEYOND P-LEVEL

Oct’11 Pupils crossing over f rom P-scales to level 1 in many cases are beginning to demonstrate level ‘oneness’ but have not shown enough to be able to say that they are definitely a 1C. I n other cases not enough evidence has been seen to demonstrate giving a higher score at this stage - this could be attributed to the 6 week break. Feb’12 Daniel and Fiza have both made a lot of progress with respect to quantity and quality of writing (i.e. no longer writing nonsense words, longer texts, relevant content, punctuation, accuracy in spelling). However, due to the large gap between P level and Level 1, they are not demonstrating enough accuracy and content to be considered working at level 1.

Feb’12 – Daniel, Fiza and Tyrese - READI NG The whole class have issues with blending and decoding unfamiliar words which means that while reading behaviour is at a level 1C they are barely reaching a 1Cc f or AF1 (which is a core requirement). We are doing lots of basic skills to improve this area.

PUPIL PROGRESS MEETINGSPupil progress meeting: Whole School Overview

27.03.13

N= 39

WHOLE SCHOOL OVERVIEW Reading % on track to meet EOY target or above

Writing % on track to meet EOY target or above

Number % on track to EOY target or above

53.8%

28 %

72%

The following percentage of pupils are identified as making sufficiently good progress that they are on track to achieve their end of year target (which were based upon progression guidance or Ofsted definitions of good progress).The teachers and I have been very cautious with these predictions and so I am hopeful that the progress in the summer will be better than demonstrated here.

READING

Percentage of Pupils in each year group who are online to achieve or exceed their targets by June 2013

44%

60%

40%

57%

37%

50%

WRITING

Percentage of Pupils in each year group who are online to achieve or exceed their targets by June 2013

56%

80%

0%

14%

37%

0%

NUMBER

Percentage of Pupils in each year group who are online to achieve or exceed their targets by June 2013

56%

80%

40%

71%

62%

51%

. All Teachers are working incredibly hard to put in place planned strategies to improve these forecasts still further and I am hopeful that these percentages will go up further in June 2013. AC

o Half termlyo Writing focuso Teachers evaluate progress

and act upon their findingsPupils identified as making good progress

Points of discussion e.g. strategies that have had an impact, barriers to learning.

Agreed action e.g. disseminating effective practice, further developments.

Pupils identified as making slow progress or stuck

Points of discussion e.g. strategies that have had an impact, barriers to learning.

Agreed action e.g. adaptations to provision

Child 1

Child 2

Child 3

Handwriting Handwriting Reading widely so should impact upon writing! Sentence openers Reading widely so should impact upon writing!

Basic Skills will be sharply focused upon handwriting for them Sparkly pencils to act as a motivational tool! Use exciting texts to expose them to ‘conditional, future and past tense’

Pupils identified as falling behind

Points of discussion e.g. strategies that have had an impact, barriers to learning

Agreed action e.g. adaptations to provision.

Child 4

Child 5

In Pakistan for end of summer term through to late September. During which time there will have been little ‘quality’ BSL input or even effective communication in any language. Physio – Now that he has a sitting ‘splint’ he will be much steadier working in the classroom, which will impact positively upon his writing. It’s the ‘tricky jump between P8a and 1C

AC to liaise with BD to set up some further intensive support for parents so that they can recognize the need to develop their own communication skills with their son. HC will encourage the use of the PSP in writing so that he has to think of a sentence, verbalise it and then record. Chunking up tasks should help him apply his learning. Full stops and capitals Pre tutor her prior to lit lesson each day so that she feels confident to join the ‘more able’ group. There, she will be exposed to hgher expectations. Pre tutoring to take place in basic skills.

CORE STANDARDS FOR ASSESSMENT AND MONITORINGTS: CORE STANDARDS FOR ASSESSMENT AND MONITORINGProfessional Knowledge and Understanding

C11 Know the assessment requirements and arrangements for the subjects/curriculum areas they teach, including those relating to public examinations and qualifications.

C12 Know a range of approaches to assessment, including the importance of formative assessment.

C13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of

attainment. C14 Know how to use reports and other sources of external information related to

assessment in order to provide learners with accurate and constructive feedback on their strengths, weaknesses, attainment, progress and areas for development, including action plans for improvement.

Professional Skills C31 Make effective use of an appropriate range of observation, assessment, monitoring and

recording strategies as a basis for setting challenging learning objectives and monitoring learners’ progress and levels of attainment.

C32 Provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners’ attainment, progress and areas for development.

C33 Support and guide learners so that they can reflect on their learning, identify the progress they have made, set positive targets for improvement and become successful

independent learners. C34 Use assessment as part of their teaching to diagnose learners’ needs, set realistic and

challenging targets for improvement and plan future teaching.

WE NEED TO BE ABLE TO ‘TELL THE STORY’...NUMBERS AND LEVELS ARE SIMPLY NOT ENOUGH...

Small cohorts...

Children don’t progress along Ofsted, or PG lines all the time...

Linguistic challenges to face

Other forms of Evidence... NC/P levels don’t tell us everything!

Writing trawls (termly) Lesson Observations Dot monitoring of writing Parents views ECM Profile Reynell, BPVS, Reading Tests Reading Profiles HaFGraphs Blue Portfolios APP

Longwill School Literacy 07

Reading Record – level two

Name……………………………………. DOB……………………………………..

Purple Books L2C

Gold Books L2B

Star-White Plus Books L3

WhiteBooks L2A

HALF TERMLY PUPIL INTERVIEWS FOR WRITING: “DOT MONITORING” 2012-2013

Child: Hasan Hasanur Year: 5 Date: 14.12.12 Questions:

What is your target? LO of most recent written

piece? What have you enjoyed? What do you find

difficult? What would help you?

I saw his final draft of the Warwick Castle recount, which was beautifully presented! He read it to be fluently, incorporating past tense markers and some other SE features. He was able to translate SSE phrase into BSL accurately (the eagle flew over my head). On further discussion with ES I have also been really impressed by the quantity of writing Y5 do AND that the writing transcends all curriculum areas.... excellent (Topic book, big writing book, literacy and news journal).

Notes from our conversation: This is perhaps one area that I would like him to be a bit more chitty in! I asked if he enjoyed his writing and it was quite hard to elicit any comments from him about literacy and his views towards it ( I think he thought I was trying to catch him out!). Beautiful handwriting! He write using the past tense accurately in writing and speech (ate, drove, saw), using connectives (and, next, then, because) and is making some really great phonic stabs at some words (muesm for museum, peacl for peacock, arrden for arrived, mosc for mosque). Clearly, he is enjoying his learning and writing in particular. He has progressed since September! Evidence of Progress:

Since September he is writing much longer pieces which include some interesting vocabulary. Also, he has a much better sense of correct English sentence order (less BSL order). There is extensive evidence of Hasan as a independent writer He is now using commas and exclamation marks independently (and “..”) He is using the past tense very effectively and not just by adding –ed but with many irregular

verbs such as saw, drove, said. He loves writing, clearly and enjoys creating interesting pieces and using interesting vocabulary

(exhausted)

Comments: What a great little writer! My only comment would be handwriting...needs a bit of a push as

sometimes I am sure both you and he find the od word tricky to read. Hasan still needs to remember to use a capital at the start of a sentence sometimes! Could he do with more opportunities to talk about what he’s been writing about perhaps? I am really really please dot see the breadth of writing experience you offer your pupils Erin –

its just what they need! You mark according to our marking policy with stars and wishes etc... I like your1,2,3 pushes

as a way of sharing your success criteria with the pupils in their news books... great! Can you extend this to other pieces?

Fantastic – I really enjoyed this little bit of ‘monitoring’!

What other ‘ingredients’ support Progress, Attainment and Assessment at Longwill?

Transition Week Action Research culture...makes us more reflective practitioners! Partnerships with other schools locally and nationally Research partnerships with Leeds University (Reading Comprehension currently).