Annual Pupil Profile

1. Annual Pupil Profile

2. The Annual Pupil Profile • Highlights continuity of progress and attainment • Builds up, over time, a realistic picture of a pupil’s attainment, skills and capabilities, attitudes, aptitudes and interests • Indicates areas for improvement and future learning • Ensures parents, pupils and teachers share the same realistic picture Strategic Advisory Group

3. The Annual Pupil Profile • Will inform decisions in all years in all key stages • Foundation Stage (Years 1 - 2) • Key Stages 1 and 2 (Years 3 – 7) • Key Stage 3 (Years 8 – 10) • Key Stage 4 and after? • Not a suitable instrument for use in a selection procedure Strategic Advisory Group

4. Trialling 2003-04 Primary schools 2003 – 2004 • Liked holistic picture of the child • Levels and superscripts were useful • Qualitative reporting accepted for - Learning Areas - Personal Skills and Capabilities - Attitudes, Aptitudes and Interests • ICT support was OK Strategic Advisory Group

5. Issues emerging • Manageability • Teachers’ familiarity with levels • Consistent application of standards between schools • Degree of parental understanding Strategic Advisory Group

6. Action being taken in 2004-05 • Improve User Confidence • Ensure consistency • Simplify the report • Improve ICT systems Strategic Advisory Group

7. Improving parental confidence • Make parents aware of the assessment process and how it works • Make parents aware of the QA already in place • Continuing Professional Development • CCEA face to face and online support • Standardised assessment items and tasks • Exemplar materials • Agreement trials • CCEA moderation • Explain how issues of “bias” and “objectivity” are dealt with • Emphasise the continuity of the Pupil Profile and what it means and how to use the information Strategic Advisory Group

8. Ensuring consistency • Common approach to assessment • Common criteria for assessment • Use of agreed standards • Use of standardised tasks and assessment materials eg Alta materials • Use of exemplification to illustrate Standards • Training including agreement trials • Quality assurance procedures (including local moderation?) Strategic Advisory Group

9. Making it manageable • Level and comment for • Language and Literacy • Mathematics and Numeracy • ICT • Comments on • Personal Development, The Arts, World Around Us, PE and RE • Collective/generic comments for • Skills and Capabilities • Attitudes, Aptitudes and Interests • Highlight key areas for improvement not targets for all areas Strategic Advisory Group

10. Improving ICT systems • More automated input • Improve quality of comment banks • Make the system more user friendly Strategic Advisory Group

11. Making it meaningful • Provide a context for the report (leaflet and online) for parents • Explanation of levels and what they mean (parent speak!) • Benchmarks for each year eg Current arrangements Year 7 English • average level • the range of levels (mid 50-60% of pupils) • Guidance on interpreting and using the information Strategic Advisory Group

12. Trialling of Key Stage 3 Profile2004-05 • Annual Reporting involving comments on • Attainment in Learning for Life and Work and the General Learning Areas • Skills and capabilities and attitudes, aptitudes and interests • And commentary on and measurement of • Communication, Using Mathematics and ICT • Areas for improvement • Opportunity for pupil input and parental feedback Strategic Advisory Group

13. Key Stage 3 Issues • Collation of information eg • Logistics • Number of GLAs / subjects contributing to LLW, Skills and Capabilities, Attitudes, Aptitudes and Interests • Who pulls it together and writes the overarching comments • Report on all elements every year eg L&G Citizenship or Modern Languages? • Report on all skills and all capabilities every year? Strategic Advisory Group

14. Key Stage 3 IssuesParents Pupil Profile must • be meaningful for parents – information is more diverse • connect parents and schools • help parents and pupils decide on appropriate educational pathways Strategic Advisory Group

15. Accreditation of schools Accredit schools which put in place policies which reflect best practice in formative and summative assessment • Make use of CCEA face to face and online support • Put in place appropriate structures and processes • Provide sound guidance and online systems for record keeping • Ensure there is Internal standardisation and preparation for moderation • Set out school policy for developing Annual Pupil Profile • Engage in ongoing CPD Strategic Advisory Group

16. Significant Dates • Last Transfer Test will be in November 2008 • The outcomes of the Transfer Test will be used in 2009-10 • Pupil Profile must be available to parents whose children are transferring from primary to post-primary schools in 2010-11 • Most useful Pupil Profile will be the Year 6 Profile generated in 2008-09 Strategic Advisory Group

17. Key Stage 2 Timeframe Strategic Advisory Group

18. Key Stage 3 Provisional Timeframe 2010-11 • First cohort arrives in post-primary schools with a Pupil Profile in Sept 2010 • Pupil Profile statutory in Year 8 in this year Key Issues to be decided • Is Pupil Profile also to be statutory in Years 9 and 10 in 2010-11? • Date of the last Key Stage 3 Tests Strategic Advisory Group

19. Core Objective To help parents and pupils in all school years decide on appropriate educational choices / pathways / courses by • providing consistent, high quality information about pupils’ progress, aptitudes and interests • ensuring that the information is meaningful to parents and easily understood • providing a basis for discussion between parents, pupils and schools Strategic Advisory Group