Assessment and tracking evening

1. Assessment and tracking evening Year 3 and 4

2. Aims and purpose of the evening • Provide an overview of how children are assessed and what these assessments mean in terms of levels, sub levels, attainment and progress for each individual • To put the school’s performance in terms of achievement and progress into the national context • Provide information to support discussions about your individual child at parent/teacher liaison evenings • Structure and Questions

3. So what is assessment all about ? • The data confusion • Tracking individual children against their own expected progress • Identifying those who are off track early and planning intervention to respond to this • Identifying those who are making accelerated progress and ensuring the teaching and learning responds to this.

4. Understanding the levels • What does each level mean • The range of levels are 1 – 5 • Splitting the level down – C,B,A • For example – 3C ( Lower), 3B ( Middle), 3A ( Higher) • Teacher assessment and allocating a sub level 5A 5B 5C 4A 4B 4C 3A 3B 3C 2A 2B 2C 1A 1B 1C Progression

5. Progress and attainment in the context of Key stage two • The start of the journey – FS2 and the Early years curriculum • Moving to Year 1 and expected progress • Year 2 benchmarking – level 2B • Progression based on year 2 exit scores – by end of year 6 = 2 levels progress

6. Understanding the levels • Expected Yearly progress – aim for 3 sub levels over two years • Example child enters year 3 at 2B, by end of year four working at 3B, by the end of year 6 working at level 4B • Setting ambitious targets for improved progress means that we are looking to deliver two sub levels progress a year.

7. 5A 5B 5C 4A 4B 4C 3A 3B 3C 2A 2B 2C 1A 1B 1C Year 6 2 whole levels from KS1 level Year 5 1 sub-level away from 2 levels progress Year 4 1 whole level from KS1 level Year 3 1 or 2 sub-levels from KS1 level KS1 Level

8. Attainment against national expectations • Attainment only makes sense when linked to individual progress. • National expectations for the ‘average child’ FS2 point 6, Year 2 Level 2B, Year 4 level 3B, year 6 Level 4B. • National expectations for the ‘above average child’ FS2 point 6+, Year 2 Level 3, Year 4 Level 4, Year 6 Level 5

9. Seeking Excellence for all in all • Each individual has their own targets based on expected progress from their starting points • Focusing on individuals to maximise their progress, which in turn maximises their attainment.

10. How does the school use its data • Individual tracking based on expected progress. Use of APP grids. • Individual targets based on the individuals journey with ambitious target setting to raise attainment • Pupil Progress reviews every term • Data analysis based on progress and target setting

11. Target setting • Based on individual need • Includes the learner and the parents and carers – targets in books, discussions with groups and individuals, parent and carers evenings • Drives our allocation of resources

12. How can you help your child? • Knowing what their targets are in terms of overall progress and next steps • Supporting them with their learning logs and homework • Supporting their reading and development of essential maths skills • Celebrating their individual achievements • Keeping the balance

13. Any questions?

14. So how do we perform as a school? • OFSTED judge us on various specific areas

15. KS2 • Percentage of children achieving in English and Maths • Level 4 plus • Level 5 • Number of children making two levels progress • Number of children achieving level 4 in both subjects and making two levels progress in both subjects

16. KS2 performance • Level 4+ • English 96% National 2008 88% • Maths 93% National 2008 80%

17. KS2 performance • Level 5 • English 67% National 2008 30% • Maths 54% National 2008 31%

18. KS2 performance • 2 levels progress • English 98% National 88% – 95% • Maths 96% National 78% - 91% • 3 levels progress • English 44% • Maths 26%

19. KS2 performance • Number of children achieving level 4 in both subjects • Both subjects 91% National 77% - 89%

20. Key areas we are working on to improve achievement and progress • Securing and extending two levels progress across the key stage • Developing confidence in using and applying techniques in maths • Extending level 5 performance in writing for both genders

21. Overall context of the school • Improved performance in terms of attainment and progress • Secure pupil tracking and target setting • Rigorous monitoring and assessment systems • A total commitment to Excellence for all in all

22. Any questions?

23. Information to take away and future curriculum meetings • Year 6 support material • Maths curriculum evening on Tuesday 27th October 2009 • Year SATS preparation briefing • Presentation on the school website • Review sheets

24. A practical example • Child exiting FS2 with a profile score of point 6 • Expected progress to end of KS1 – level 2B • Expected progress to end of KS2 – level 4 • In order to achieve this : 1 level progress a year in KS1, 3 sublevels ( 1 level) progress by end of year 4, 2 levels progress by end of year 6.