Pupil profiling, tracking and intervention policy

1. Pupil profiling, tracking and intervention policy The Eastwood School October 2009

2. New Ofsted framework 2009. �Inspectors should evaluate how well pupils make progress relative to their starting points, using contextual value added and other value added measures�.�

3. Aims To identify and establish an effective whole school approach to monitoring pupil progress. That faculty heads drive effective data usage in their areas.

4. Pupil profiling Past, current and future pupil attainment is generated via contextual value added data. At present, we use a combination of Fisher Family Trust, RAISE online and individual teacher judgements. How is pupil profiling generated? By the provision of CVA data for each incoming Year 7. By the distribution of this data to faculty heads. By faculty heads managing the effective distribution of this data to all relevant colleagues. By ensuring that all colleagues � through support of HOD, HOF and SCD - understand effective data usage. By the effective management of this data by HOF over at least a three year period. (Ofsted).

5. Pupil profiling (continued) The provision of data on incoming Year 7 cohort (September/October) The SLT will ensure that CVA data is received and distributed to relevant middle managers. Faculty heads are accountable for ensuring that CVA data is disseminated to all colleagues at the earliest possible opportunity.

6. Pupil tracking Effective pupil tracking involves effective data usage. �Effective data� usage involves: All staff having in their possession and understanding the implications of benchmark data. All pupils having in their possession (via record sheets?) data on their own progress enabling pupils to take ownership of this. All staff using this data in the planning of their lessons on an ongoing basis. The setting of challenging targets for all pupils and clear guidance about how these targets are to be achieved.

7. Pupil tracking (continued) The use of this data to achieve a fully inclusive , personalised curriculum for pupils of all abilities. Middle managers � HOF having ultimate responsibility � keeping effective records to show pupil progress over a three year period. Middle managers � HOF having ultimate responsibility � adopting effective intervention policies in response to pupil tracking trends e.g. using support, resetting, parental contact procedures etc.

8. Assessment FOR learning (reminder) The aims of the Assessment for Learning Strategy (DCSF) every child knows how they are doing, and understands what they need to do to improve and how to get there. They get the support they need to be motivated, independent learners on an ambitious trajectory of improvement; every teacher is equipped to make well-founded judgements about pupils� attainment, understands the concepts and principles of progression, and knows how to use their assessment judgements to forward plan, particularly for pupils who are not fulfilling their potential; every school has in place structured and systematic assessment systems for making regular, useful, manageable and accurate assessments of pupils, and for tracking their progress; every parent and carer knows how their child is doing, what they need to do to improve, and how they can support the child and their teachers.

9. Assessing Pupil Progress Natural extension from Assessment FOR Learning. Three key strands Assessment of pupil progress within each lesson (day to day). More structured formative type assessment (periodic) � this might be monthly. Analysis and evaluation by teachers. Communication to parents (transitional).

10. TARA (QCA 2009) �Assessing Pupils� Progress (APP) is a national approach to teacher assessment��It assists teachers in making reliable periodic judgements on pupils� performance related to national standards, drawing on a wide range of evidence from day-to-day teaching and learning�.

11. Assessing Pupil Progress (continued) Therefore, Ofsted inspectors may want to see EVIDENCE of: 1. Pupil progress in every lesson for every pupil measured against lesson objectives/criteria (APP). 2. Structured formative assessment tasks that provide evidence of pupil progress measured against national standards. 3. Data analysis within and across subject areas.

12. Assessing Pupil Progress (continued) How can progress within the lesson be measured? By the setting and sharing of clear learning objectives. By the use of peer and self assessment set against precise criteria which pupils understand. By pupils being engaged in their learning and given immediate feedback.

13. Assessing Pupil Progress (continued) 2. How can periodic assessments be most effective? Clearly focused against learning objectives and national criteria. Periodic i.e. regular. Simple and not onerous for the subject teacher. Criteria shared with pupils. Feedback to pupils through peer and self assessment opportunities. Effective recording systems to allow pupils to take ownership of their learning e.g. what they have and have not achieved.

14. Assessing Pupil Progress (continued) Making robust assessments (DCSF) Good assessment for learning makes: an accurate assessment � knowing what the standards are, judging pupils� work correctly, and making accurate assessments linked to National Curriculum levels; a reliable assessment � ensuring that judgements are consistent and based on a range of evidence; a useful assessment � identifying barriers to pupil progress and using that information to plan and discuss the next steps in learning. a focused assessment � identifying areas of a child�s learning where there are blocks to progression, which might, for example, benefit from the attention of one-to-one tuition; for continuity of assessment, enabling better transfer between years and schools.

15. Pupil intervention Effective intervention should be based on careful monitoring and evaluation of data gained. Middle managers � led by the HOF � are accountable for identifying the need for intervention at an early stage in their subject areas. Intervention tools should focus on �borderline� pupils. Such tools should involve a �carrot and stick� approach. SLT, in consultation with HOF, will determine the areas where intervention is MOST necessary according to circumstances.

16. Summary: October 2009Key objectives for middle managers (ERMA) To coordinate effective data usage across their departments. To review and amend formative assessment procedures to ensure APP needs are met. To maximise peer and self assessment opportunities in line with APP. To ensure that pupil progress analysis is ongoing � intervention.