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BOYS

GIRLS

Any Questions?

Pupil Progress Meetings

Appraisal

In your first year you will have to pass your NQT year. Subsequent to that, you will be part of the school's appraisal cycle. This is linked to pay.

What did you think?

Your Thoughts?

Quality of Teaching Meetings

Making A Judgement

With no help from the Government

Our Findings

Tracking Throughout The Year

Y1 - Y6

Our teachers currently use:

  • Our own descriptors
  • End of year expectations
  • Surrey maths/NCETM exemplifications materials
  • Y2/6 using the interim assessment frameworks (valid for 2016 only)

Time to Try It Out

Positive Attainment/Progress:

Individuals: N, Y, C1, F1

Groups: All (R&W), PP, not EAL

Concerns & Questions:

Individuals: C, K, M, T

Groups: SEND K, PP on track

Subjects: Maths,

Half termly judgements against end of year expectations:

  • Intro
  • Intro+
  • Independence
  • Indepedence+
  • Application
  • Exceeding

Termly progress meetings with senior leaders

Termly Quality of Teaching meetings with senior leaders

  • In 3s
  • Analyse interim assessment framework for writing in Y2.
  • Analyse a child's work samples
  • Are they on track to reach end of year expectations or exceed?
  • If you were their class teacher what do they still need to do?
  • Be prepared to share!

Progress Meeting Task

Tracking Throughout The Year

EYFS

Looking at the Year 3 data in your handouts, decide:

  • Who is making good progress? (Individuals and groups)
  • Who is making less than expected progress? (Individuals and groups)

  • Baseline judgement
  • Development Matters document is used to make half termly judgements on each area of learning (17 areas).
  • At end of academic year, the Early Learning Goals are assessed in the 17 areas:
  • Emerging
  • Expected
  • Exceeding
  • External judgements on the percentage of children who make a 'Good Level of Development.'

Online Pupil Tracking System

Tracking Data

The Case for Change

  • YN -Y6 attainment data for Reading, Writing and Mathematics
  • Phonics screening
  • Book bands
  • Online assessment grids for each child
  • Progress data
  • Different groups e.g. Disadvantaged, EAL, SEND, G&T...

Agreement Trialling

Key Principles cont.

  • ‘application’ is our minimum expectation for the majority of pupils
  • Pupils can ‘exceed’ without being accelerated to the next year’s curriculum
  • Freedom to look at expectations from earlier or later years (for a very small number of pupils and with approval of SLT)
  • Use of Pupil Asset (PA) to track
  • Paperless- Teachers will use PA to record achievements on an on-going basis and to enter a half termly summary for Reading, Writing and Maths.

Key Principles

  • Ensures consistency between year groups
  • Prevents 'dips'
  • Teacher confidence in passed up data
  • Reading, writing, mathematics and science are to be assessed in the same way
  • Based upon end of year expectations
  • Depth of understanding

- Introduction

- Independence

- Application

- Exceeding

One Page Profiles

  • Introduced as a follow up from SEND 14
  • Replaces IEPs
  • Every child has one even if they are not SEND
  • Personalised learning

What you may receive in July

  • Handover meeting with class teacher
  • Induction day where you meet the children
  • 1 Page Profiles
  • Paired agreement trialing
  • Tracking data

Aims of Session

  • To understand why changes have been made to assessment
  • To become aware of how schools are responding to these changes
  • To gain a greater understanding of how teachers use data
  • To enable you to feel more confident for your first teaching post

Health Warning: All schools differ and are at different stages in their implementation of new assessment procedures

Teacher Standards

6) Make accurate and productive use of assessment:

  • use relevant data to monitor progress, set targets, and plan subsequent lessons

Context of Spelthorne School

  • Growing 3 FE Primary school - 637 pupils (& counting)
  • 0-11 years catered for: Children's Centre, Nursery to Year 6
  • Specialist centres: Communication and Interaction Needs centre, Nurture Group
  • 20% SEND of which 29% have a statement/ECHP
  • 41.6% EAL
  • 20.1% Disadvantaged
  • 'Good' Ofsted grade (let's hope the next one is too)

Data in Spelthorne School

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