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Making sense of information in the School reports

Making sense of information in the School reports A guide to getting the most from the information we supply in the school report. To simplify or not to simplify?. Now that is the question! An ACS decision – not to simplify but to give deep and rich information about your child.

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Making sense of information in the School reports

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  1. Making sense of information in the School reports A guide to getting the most from the information we supply in the school report

  2. To simplify or not to simplify? • Now that is the question! • An ACS decision – not to simplify but to give deep and rich information about your child. • Issue – it takes some work to make meaning

  3. Reporting is basically about measuring against something We have a range of tools to measure pupils progress against. The easiest measure is against others of similar age – usually in the class BUT this is a very narrow comparrison.

  4. It is more useful to measure against much larger populations than the class. • It is more useful to measure against a form of benchmark – if the bench mark is robust and relevant. • We use nationally referenced measures and curriculum levels.

  5. So, how do we do it? • Yr 4 – 10 Three key points interaction; • Start of year discussions – you tell us about your child. • Mid year profile, we talk together about the learning and include examples. • End of year – we tell you how it has gone and set up for next year.

  6. Yr 1 to 3 different • It’s about time actually at school. • We report after 40 weeks, 80 weeks and 120 weeks of school attendance. • We report at the half way point in each year based on when the child started school.

  7. See the whole picture • To understand clearly how your child is going you will need to consider all the information together and not focus on one aspect only (e.g. just test scores)

  8. LEVELS of the curriculum • Each year group has an ‘expected’ level at which they work in ALL subjects

  9. Within each level there are three ‘sublevels’. AAdvanced – extensive control of the characteristic but not yet described by next level up. PProficient – satisfactory control of the characteristics listed. BBasic – rudimentary control of indicators at the level.

  10. Check your child’s year level and compare with expectation

  11. A single level can spread over a year and a half to two years of schooling Some pupils in year 7 or 8 may be working at Level 2 (below expectations) in some subjects (say English) and level 5 (above expectations) in other subjects (maybe Mathematics).

  12. Overall Teacher Judgements Reading, Writing and Mathematics • made at the end of the year for all pupils in year four to eight. • made at the anniversary of years at school (around about their birthday in most cases) for pupils in years one to three.

  13. A judgement against criteria (OTJ’s) are judgements that teachers make at a point in the year that places the learner at a level in the curriculum OTJ takes into account all the information (not just tests) that a teacher has about the learning and reflects what the learner can do

  14. Against the national standard Compare the level and sublevel given with the expected level for the year group you child is in (the box at the top of the subject report page). This will show you if your child is below, at or above the expected learning level for their age and stage of schooling.

  15. easTTle – for Reading and Maths (Years 4 to 10), Writing (Years 0 – 10) easTTle Level Score From year 4 upwards the report shows an easTTle level score for the beginning and end of the year e.g. 2P. These levels and sublevels are the same as described under ‘Curriculum Levels’ above.

  16. Generally, a reasonable rate of growth through the levels is 1 sub level in any given year. This means that moving from 2B to 2A in a year is very good progress as it is a movement of 2 sub levels.

  17. easTTle Year Level Mean This level shows you the national mean (average) for the year level. Comparing this score to your child’s score will give you an idea of how they are placed compared to all pupils of the same year throughout the country

  18. Here is an example…

  19. What is the heart of the matter? • The character of your child must stand as the most important aspect for progress. Academic abilities are only one aspect of a child’s growth and development and at Aidanfield Christian School we are committed to developing; academic excellence, discerning thinkers, faithful servers and young people who know that they are made in the image of their creator, and this is where their value comes from!

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