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Evalua&ng Pupil Achievement
Pre-‐Inspec&on • Raise • SEF • Panda • LAT/L3VA • Previous inspec9on reports • DFE Website – data dashboard • School website (huge focus)
Inspec&on Every inspector will be inves9ga9ng teaching and learning to help determine pupil achievement (and behaviour for learning) • Learning walks • Lesson observa9ons -‐ TYPICALITY • Book scru9ny • Private reports (ALIS/ALPS) • Internal data • Forma9ve and summa9ve assessment
processes – standardising and modera9ng
• Triangula9ng evidence • Interviews with all stakeholders and how
data procedures are understood/ implemented/developed at their level
• Shared vision and clear communica9on
Se=ng meaningful targets against which progress can be measured
• Use of KS2 data to set targets across KS3 and KS4 – FFTD
• Evaluated the target sePng process at KS3 – personalised and subject specific
• Recogni9on that this will vary between subjects • Importance of achievable targets that also facilitated 4 levels of progress to KS4
• Subject leaders involved in establishing subject specific target sePng in line with FFTD
0 – 0.3 = sublevel c 0.4 – 0.6 = sublevel b 0.7 – 0.9 = sublevel a
We enhanced the targets set based on the es9mated FFTD level for those at the top of each sublevel
Progress from KS2 to KS4 must be fluid through KS3 – targets are set with this in mind
• EOY targets become signposts against which progress is measured at each assessment window.
• These targets can be nego9ated between students and teachers and reported in their books.
Clear Communica9on
• Data needs to be transparent and made available to staff as it is available – key for planning and forma9ve assessment (FFTD – Year 7)
• Staff should be clear and involved in the target sePng process
• Students and parents need to be clear on target sePng, progress and how they can track this between repor9ng – assessment s9ckers, EBI, target sePng days.
Monitoring progress
• Yearly targets mean that students can be ragged throughout each year.
• 3 assessment windows (4 for year 10) – Measured against targets – Compared with previous year’s abainment
• Interven9ons in place to support students – Rolling interven9on – Evalua9on
• Key groups are tracked: High, Middle, Low abainers; SEN; ethnici9es; CLA; FSM
Monitoring progress and shared understanding
Students exceeding end of Key Stage 3 in English and
Maths Students mee&ng end of Key Stage 3 in English and Maths
Students not mee&ng end of Key Stage 3 in English and
Maths
12
Key Areas allowing for success
Guidance on to courses
Numbers of
subjects studied
The minimum APS on to courses
13
Then monitoring of their progress
They are set targets one above ALPs as a basic expecta9on. These are set at the start of the
year
There are 3 data collec9on points
through the yr where progress towards
targets are monitored.
We use RAG Sublevelling with A level sub grades
A lot of the strategies used through PIXL 6
Our head of sixth form ran sessions for the London Leadership
strategy on progress and tracking
14
Departments heads are supported and
encouraged to calculate their own departmental ALPS targets; this has
helped them to understand how
individual grades can effect ALPS scores
IPAD training for students and
staff
Sixth form focus on learning walks and
observa9ons
Challenge Partners found that the guidance and support we give to ensure readiness for
learning and to contribute to the pursuit
of excellence is outstanding
Common Tasks programme
15
Underperformance means that there are interven9ons put into
place – these include:
Abendance to study class on
Saturday ( this is not with
qualified A level teachers but supervisors as the girls olen just don’t have space to study.
Supervised study
facili9es which are compulsory during non contact 9me
Aler school sessions directed and
informed by subject teachers
Individualised work and progress reports