Assessment Practices at Longwill School:

1. Assessment Practices at Longwill School: How do we ensure Progress and Attainment are robustly monitored, challenged and supported? Alison Carter

2. or The ‘ingredients’ needed to create an accurate and robust attainment and assessment pie... • Teachers who know their children well • Assessment Systems and processes known to all • Assessment for Learning • A diverse range of evidence sources • Self Evaluation embedded throughout school • Open culture and ethos

3. Attainment levels & Targets: Why do we have them? • To understand what children can already do or know in order to indicate next steps for learning. • To measure progress • To raise expectations – CRUCIAL – low expectations can only mean low achievement. • The government has always had expectations for pupils working at National Curriculum Levels and now these have been implemented in a more or less parallel way for pupils working at all P levels.

4. Target Setting: HIGH EXPECTATIONS! Something we all get involved in! • Progression Guidance • Ofsted expectations • School Improvement Partner / Headteacher /L.A. / TOD • Target setting: Prediction + challenge (and knowing the child) • Annual • End of Key Stage Ownership!

5. Annual and End of of Key Stage Target Setting

6. How do we know we have got it all right? • Termly moderations (Reading, Writing and Maths) • Moderate with other mainstream colleagues • Monitoring & Support from subject and phase leaders • Reporting to Governors (who ask lots of questions!) • Literacy and Numeracy Tracking • Pupil Progress Meetings • Performance Management (link to Teachers Standards)

7. Literacy and Numeracy Tracking

8. Pupil Progress Meetings • Half termly • Writing focus • Teachers evaluate progress and act upon their findings

9. Core Standards for Assessment and MonitoringTS: Core Standards for Assessment and Monitoring Professional Knowledge and Understanding • C11 Know the assessment requirements and arrangements for the subjects/curriculum areas they teach, including those relating to public examinations and qualifications. • C12 Know a range of approaches to assessment, including the importance of formative assessment. • C13 Know how to use local and national statistical information to evaluate the effectiveness of their teaching, to monitor the progress of those they teach and to raise levels of attainment. • C14 Know how to use reports and other sources of external information related to assessment in order to provide learners with accurate and constructive feedback on their strengths, weaknesses, attainment, progress and areas for development, including action plans for improvement. Professional Skills • C31 Make effective use of an appropriate range of observation, assessment, monitoring and recording strategies as a basis for setting challenging learning objectives and monitoring learners’ progress and levels of attainment. • C32 Provide learners, colleagues, parents and carers with timely, accurate and constructive feedback on learners’ attainment, progress and areas for development. • C33 Support and guide learners so that they can reflect on their learning, identify the progress they have made, set positive targets for improvement and become successful independent learners. • C34 Use assessment as part of their teaching to diagnose learners’ needs, set realistic and challenging targets for improvement and plan future teaching.

10. We need to be able to ‘tell the story’...Numbers and levels are simply not enough... • Small cohorts... • Children don’t progress along Ofsted, or PG lines all the time... • Linguistic challenges to face

11. Other forms of Evidence... NC/P levels don’t tell us everything! • Writing trawls (termly) • Lesson Observations • Dot monitoring of writing • Parents views • ECM Profile • Reynell, BPVS, Reading Tests • Reading Profiles • HaFGraphs • Blue Portfolios • APP

12. What other ‘ingredients’ support Progress, Attainment and Assessment at Longwill? • Transition Week • Action Research culture...makes us more reflective practitioners! • Partnerships with other schools locally and nationally • Research partnerships with Leeds University (Reading Comprehension currently).