Making Good Progress Pilot

1. Making Good Progress Pilot Stewart Goacher, Shepshed High School and Leicestershire LA

2. Objective To understand the aims and elements of the pilot and to see how they impact on a school.

4. Percentage of children making two levels progress in 2007

7. Shepshed children at 2c or 2b at KS1 who made 2 levels progress at KS2 (36) Shepshed children at 2c or 2b who failed to make 2 levels progress at KS2 (27) GCSE grade

8. Over-emphasis on testing • High stakes tests • Teacher assessment undervalued • Assessment often not seen as a part of everyday teaching and learning • Standards and progress focus on scores and levels not on curricular strengths and weaknesses • Overemphasis on practising for the test distorts the curriculum and makes progression to KS4 problematic • Wasted time post SAT’s • Some children hit an intervention ‘plateau’ What progression barriers have existed in the NC testing regime?

9. Progression targets Progression premium Individual tuition Single level tests Assessment and tracking Progress for all

10. Ten Local authorities • Within Leicestershire, 46 schools (8 High, 38 Primary), from Summer 200 • Pilot leaders in each authority and each school • Training for English and Maths Subject Leaders Introducing MGP

11. Teacher assessment and tracking

12. Assessment: ways of looking Day-to-day Periodic Transitional Close up Standing back Public view

13. Ways of looking : key features Assessment for learning Peer- and self-assessment Pupil engagement and immediate feedback Day-to-day Broader view of progress for teacher and learner Use of national standards in the classroom Improvements to curriculum planning Periodic Formal recognition of achievement Reported to parents/carers and next teacher/school May use tests / tasks from national sources Transitional

14. Assessment and tracking • The criteria as set out on the APP sheets are used for assessing all pupils in both key stages for reading, writing and mathematics. • Every term the teacher has to review each pupil’s work in order to make a judgement against the criteria. • Every pupil is tracked on a school system to show the progress of the pupil on a termly basis. • Each pupil’s attainment is reported on a termly basis on Keyto Success.

18. APP example: Learning Support group

19. APP issues

20. Assessment of KI • L4 Use brackets in simple calculations • L5 Know and use the order of operations

21. Open ended tasks

22. Moderation with feeder primaries • Accurate assessment requires a range of evidence • Agreement needed about grid level decisions

23. APP and target setting Writing Reading

24. Evidence: informal, formal, frequent • Independence • Questioning, open ended tasks • Reading, Processes and Applications • Workload • Positive marking • Narrowing of the curriculum? • Moderation, conversion to levels • Transition • Relationship to Single Level Test • Involvement of students • Involvement of parents APP – The issues

25. Single level tests (for Key Stage 2 pupils only) • Single level test entries are based only on teacher assessment using the APP criteria in writing, reading and mathematics. • All pupils that are judged to be secure at a level (which they have not already achieved through a previous national test) are entered for the appropriate single level test. • Schools may choose not to enter some or all Y6 pupils in the summer term if they are also taking part in end of key stage national curriculum tests or for other exceptional circumstances • If SLT and SAT results are different, the higher one counts

26. Profile of SLT entrants Percentages of ‘secure’ SLT entrants, Dec 07 and June 08

27. Percentage of entrants by NC Year (National figures June 2008)

28. Single Level tests have not been reliable at discriminating between levels at KS3 and have been abolished. They will continue however at KS2. Leicestershire primaries have reported good results from the June tests with many schools achieving 100% pass rates.

29. Tuition builds teachers’ and pupils’ confidence in learning

30. Individual tuition • for pupils who have entered key stage below age related expectations; pupils who, using APP criteria, are falling behind trajectory during the latter stages of a key stage; looked after children. • Tuition must form part of the overall provision for intervention. It should not replace existing intervention and should be used where existing intervention strategies have not worked/are not working.

31. Tuition • The tuition model of delivery must have the following elements: • be one-to-one • be delivered by a qualified teacher • be at least 1 hour in duration in KS2 and KS3 for each session • take place outside of normal school hours • be equivalent to ten one hour sessions • have agreed targets (with the class teacher) for the work of the pupils • Schools and LAs are responsible for monitoring and evaluating the impact of the tuition.

32. ‘Tuition with a teacher makes a difference’

33. Progression targets • Expected percentage 2 levels progress • Targets should be based on the expectation that underachieving groups will make accelerated progress. • Targets should show year on year improvement. • Targets should be set with reference to: • School’s own pupil tracking data • RAISE online data • And/or Fischer Family Trust data • Targets should be ambitious and reflect the additionality that the pilot brings to schools. • The school should develop a strategy to ensure that every opportunity has been taken to meet targets.

34. Progression premium • Based on the percentage of students who enter the key stage below national expectations who subsequently make 2 levels progress • Two levels based on 2006 baseline: £300 or £40 per student • Pupils who enter the key stage behind national expectations should be identified, tracked and targeted with appropriate interventions to ensure that they have every opportunity to make the expected two levels of progress.

35. Developing assessment tasks for Shakespeare Objectives • support and strengthen the teaching and learning of Shakespeare, particularly at key stage 3 • ensure assessment of Shakespeare is an integral part of teachers' ongoing assessment of pupils in accordance with National Curriculum levels • encourage lively and active approaches to teaching and learning that: • involve the study of the whole text • engage with the text as something to be performed • consider Shakespeare in a wider cultural and literary context.

36. Progress Doing well I’ll give it a try Getting somewhere Starting point Not impossible Harder than I thought It’s too hard Time How are we doing?