What does pupil progress look like?

1. What does pupil progress look like?

2. Progress = Learning?

3. What do we want to show? • … can confidently and accurately assess pupils’ attainment against national benchmarks. • … use a range of assessment strategies very effectively in their day-to-day practice to monitor progress and to inform future planning. • … systematically and effectively check learners’ understanding throughout lessons, anticipating where intervention may be needed and do so with notable impact on the quality of learning. • … assess learners’ progress regularly and work with them to accurately target further improvement and secure rapid progress.

4. Q6: Range of assessment strategies • What do students say to show they have made progress? • How are students building skills to tackle more challenging problems? • Can they identify how they are moving on in their learning? • How do we help them recognise what progress looks like in each subject? • How can we share this with parents?

5. What they are learning not what they are doing • “The teacher in this lesson concentrated on the pace of activities rather than the pace of learning. The centre of this lesson should have been the opportunity for students to show what they had learnt about persuasive techniques by producing a piece of their own writing. The desire to complete all elements of the planned lesson meant that the writing task could not be completed and the fast movement from one activity to another limited students’ development of new learning or their consolidation of existing learning. This pattern is noted regularly by inspectors. (Moving English Forward, Ofsted 2012)

6. The AFL monster… “In lessons observed, significant periods of time were spent by teachers on getting pupils to articulate their learning, even where this limited their time to complete activities and thereby interrupted their learning! Pupils need time to complete something before they can valuably discuss and evaluate it.” Ofsted 2012

7. Teaching and learning or learning and teaching? • ‘The teachers do not rattle on at pace, galloping through the scheme of work for fear of running out of time. Rather, they deliver narratives and explanations at a speed consistent with pupils’ understanding and internalising new concepts, knowledge and skills...’ ‘effective teachers nudge, cajole and model independent learning habits… (they provide) roots and wings’ (Roy Blatchford, Director National Education Trust, Chair of Drafting Group of QS Review)

9. Effective use of LSAs in the classroom Principles: • A professional relationship built on a shared aim of high quality provision for students • Each person taking responsibility for own role, while recognising the need to work in partnership • It is a learning process built on review/evaluate/develop • Use resources effectively

10. Communication • Access to lesson plans/SoW • Target grades/interim grades/reports • Regular catch-up • Give direction • Give feedback

11. Relaying – in-class support staff move periodically between students identified as being priorities for support due to additional needs. • Zoning – in-class support staff locate themselves near a group of students with additional needs, monitoring and providing input when necessary. • Coaching – in-class support staff are temporarily assigned to an individual or small group of students to guide them through a task that may prove particularly difficult (such as an extended writing or reading task when there are literacy difficulties). • Facilitating – in-class support staff provide ‘drop-in support’ by setting up assistive technology or other specialised equipment in the classroom, adapting resources, helping a student organise coursework / homework etc. • Supervising – in-class support staff oversee the higher-ability / independent learners whilst teaching staff provide additional input for students experiencing difficulties. • Safeguarding – in-class support staff monitor, and where necessary, assist in activities that pose a manageable risk to the health and safety of a student with an additional need, particularly those with visual impairment, a medical condition or a physical disability.