Understanding Pupil Progress

Information for parents

Background

• Parent response to questionnaire showed discrepancy:– 96% feel that teaching is good at St John’s– 88% feel that their child is making enough progress

• 79% felt that the school helps parents to support their child’s learning

• Increasing numbers of parents want to know the levels their children are achieving.

Staff Discussion

Pros• Parental support for

learning• Transparency/confidence• Parental engagement –

working in partnership• Teachers as

professionals• Opportunity to raise

awareness

Cons• Misconception of no or

low progress - vulnerable year groups

• Pupil self-esteem• Pressure to ‘perform’ –

unhealthy comparisons• Unnecessary worry

Expected Attainment and Progress

Age-related expectations

• The benchmark for pupils at the end of Key Stage 1 (Year 2) is Level 2b

• The benchmark for the end of Key Stage 2 (Year 6) is Level 4b

• Therefore pupils reaching Level 3b by the end of Year 4 are on track to meet age related expectations

• This represents expected attainment and progress

KS1 and KS2 Progress

• KS1 Children are expected to make 2 levels progress in 2 years

(Level W – Level 2)

• KS2 Children are expected to make 2 levels progress in 4 years

(Level 2 – Level 4)

Levels and breadth of study

• KS1 – 2 levels in 2 years

• KS2 – 2 levels in 4 years

Why?

• Levels 3 and 4 have greater content than levels 1 and 2

• Level 3 has the greatest content

A pupil leaves KS1 achieving age related expectations (2b)They make expected progress and leave KS2 achieving age related

expectations (4b)

Pupil Progress in KS2

15

17

19

21

23

25

27

29

2 3 4 5 6

Year

AP

S

Attainmentat end ofyear

Their progress may look like this:

Pupil Progress in KS2

15

17

19

21

23

25

27

29

2 3 4 5 6

Year

AP

S

Attainmentat end ofyear

…or this…….

Pupil Progress in KS2

15

17

19

21

23

25

27

29

2 3 4 5 6

Year

AP

S

Attainmentat end ofyear

But it won’t look like this…..

Key Message

Progress is not linear

Progress is not linear because…

• Content of levels is different; some have more steps to cover than others

• Children progress at different rates – age related expectations are a guide.

• Many factors affect rates of progress eg; diet, sleep, emotional well-being, attendance, attitude to learning, parental support……

Wc Wb Wa 1c 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 4a 5c 5b 5a

Y2 Y4 Y6

Pupil Progress in KS2

15

17

19

21

23

25

27

29

2 3 4 5 6

Year

AP

S

Attainmentat end ofyear

Key Message

Levels without context are a poor measure of

progress

How do we ensure pupils make better than expected progress?

(Our teaching and learning policy)

• Assessment (formative and summative)

• Quality First teaching – planning, delivery, feedback

• Pupil Progress Meetings

• Intervention strategies

• Targets (numerical and personal)

• Moderation of assessment

The ammount of progress made in the last 3 years has improved

• (Include 3 year APS trend)

What more do you need to know?

What does each level look like in English and Maths?

Mr Hall and Mrs Wallington

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