Paulerspury C.E. Primary School

1. Paulerspury C.E. Primary School Ofsted Information Evening and Progress in Literacy and Numeracy 28th September 2011

2. Aims: You will leave… knowing that school is united and with one main aim: Good outcomes for all children and families. knowing what the Ofsted means for you and your child reassured with what we do at school to monitor and track your child’s progress.

3. Agenda Ofsted overview What we are doing to monitor progress? What is attainment and progress? Question and Answer

4. Ofsted – the main findings Outstanding Good Satisfactory Inadequate

5. Ofsted – the main findings KS2 data above average KS1 data above average Satisfactory progress Satisfactory outcomes for children. Based on progress measure – new Ofsted agenda

6. What does this mean for your child? Clear school development targets that link to progress. Lesson Observations every half term. Work moderation every half term in school and with cluster External County advisors have confirmed we are accurate with this. Book look and data updated every half term based upon both work and tests. Data analysed by teachers, subject leaders within school-children’s performance is highlighted.

7. What does this mean for your child? Pupil Progress Meetings with every class teacher. Progressive planning Variety of marking methods Mid-year Progress reports Parents Progress Evening Parent Forum to be started after half term.

8. The Whole Child School isn’t just about the academic learning. What else do we do for your children at Paulerspury?

9. The Whole Child Being a child at Paulerspury doesn’t just mean academic progress and learning…we are committed to developing skills that nurture children to grow up in a vast and varied world.

10. Ofsted – Good findings Schools capacity for sustained improvement is Good! Leadership, Management and Governance is Good! Behaviour is Good! Care, Guidance and Support is Good! Our work within the community is Good!

11. So what does this mean for your child? Happy Safe Accepting Part of a family Heard Cared for Achieving their full potential

12. Q & A There are pencils and papers on your chairs. Take a moment to write down any questions you may have and I will answer as many as I can later. Please pass them to the end and we will collect them in.

13. Attainment and Progress What do you know already?

14. Average/Satisfactory Attainment Making Good Progress 12 Average Points EYFS look to end on a point 6 to be average Year 1 = 1a = 11 APS Year 2 = 2b = 15 APS Year 3 = 3c = 19 APS Year 4 = 3b = 21 APS Year 5 = 4c = 25 APS Year 6 = 4b = 27 APS Good progress = 2b to 5c or 2b to 4a

15. At Paulerspury we aim for our children to make Good progress which is above the 12 satisfactory points at KS2 which is 15 APS to 27 APS Procedures in place ensure that this will happen.

16. Numeracy

17. NumeracyAreas of Maths Using and Applying Maths Counting and Understanding Number Knowing and Using Number Facts Calculating Understanding Shape Measurement Data handling

18. NumeracyProgression in Using and Applying Problem solving activities on all aspects of Maths. Describing and discussing problems. Explain how to solve problems and methods used. Pose similar problems. Check that answers make sense in the context of the problem. Systematic work Break a complex problem into smaller steps.

19. NumeracyProgression in Number Counting forwards and backwards progressing onto counting in steps of the same size (initially 2, 5 and 10) Order numbers and know what each digit represents in a 2 digit number, progressing to 3 digit, 4 and above. Progression through the 4 calculation strategies using mental and written methods. Find fractions of numbers and amounts (starting with ½ ¼ ¾ ) Progress onto mixed number fractions and improper fractions. Recognise negative numbers, order and progress to find the differences. Decimals – order and calculate using 4 operations. Percentages of amounts progressing onto ‘sale’ prices. How much off? What is the price now? Know square and prime numbers.

20. NumeracyProgression in shape and measure Name common 2D and 3D shapes (square, circle, cube) progress onto name more difficult shapes (octagon, nonagon, tetrahedron). Identify regular and irregular shapes and be able to explain decisions. Properties of shapes progressing from number of sides/vertices to lines of symmetry, parallel and perpendicular sides. Reflect, rotate and transfer shapes. Measures – start with vocabulary longer/shorter/more/less progress to measure accurately and convert between measures 1.4m = 140cm = 1400mm plus conversion between km and miles, cm and inches. Tell the time using analogue and digital progressing onto finding the difference between 2 times.

21. NumeracyProgression in data handling Organise information into tally charts, pictograms and bar charts progress to more intricate information with children having to think more carefully about how to display it. Suggest what type of information to collect, collect, display and analyse. Interpret information given in pictograms, bar charts, pie charts and line graphs accurately. Use the vocabulary; mean, median, mode and range in context.

22. NumeracyProgression points in number • Foundation stage • Recognise numbers and count to 10 • Year 1 • Recall all pairs of numbers with a total of 10 (number bonds) • Read and write all numbers to 20 • Addition facts totalling 5 and corresponding subtraction • Year 2 • Count up to 100 • Group objects and count in 2s, 5s and 10s • Addition facts totalling 20 and corresponding subtraction • Year 3 • Number pairs that total 100 • Addition and subtraction facts for each number up to 20 • Partition 3 digit numbers into multiples of 100, 10 and 1

23. NumeracyProgression points in number • Year 4 • Know all times tables facts up to 10 x 10 • Add and subtract pairs of 2 digit numbers. • Multiply a 2 digit number by a one digit number • Begin to use remainders in division • Year 5 • Explain what each digit represents in whole numbers and decimals with 2 d.p. • Add, subtract, doubles and halves of decimals. • Use written methods to add and subtract decimals with 2 d.p. • Year 6 • Use knowledge of times tables to be able to derive multiplication and division facts of decimals (0.8 x 7) • Find equivalent percentages, decimals and fractions. • Express a quantity as a percentage of another (£400 is 40% of £1000)

24. Numeracy Three leaflets for your information ‘Progression in Maths’ ‘How to support Maths at home’ ‘Progression in Calculations’

25. Literacy

26. Literacy Leaflets for your information: • Reading • ‘Questions to ask children about the texts that they are reading’ • ‘Reading Levels’ • ‘Reading bookmarks’ • Writing • ‘Helping your child with spelling’ including Writing Level Descriptors • Sounds for spellings [actually a video]

27. www.paulerspuryceschool.ik.org

28. www.paulerspuryceschool.ik.org

29. Literacy - Reading • A brief look at the leaflets. • ‘Questions to ask children about the texts that they are reading’ • ‘Reading Levels’ • ‘Reading bookmarks’

30. Literacy - Writing • How might a child’s sentence structure develop as they go through primary school? There are other considerations too, for example: • Handwriting • Spelling • Paragraphing/ organisation of writing

31. Literacy - Writing • Foundation Stage - Reception • Write their own names • Writing labels and captions • Forming simple sentences, sometimes using punctuation Jack. Giant This is Jack Jack lived in a cottage.

32. Literacy - Writing • Year 1 • Compose and use simple sentences to communicate meaning • Use capital letters and full stops when punctuating simple sentences Jack lived with his mother and their cow. The cow was called Daisy.

33. Literacy - Writing • Year 2 • Write simple and compound sentences, beginning to use subordination in relation to time and reason • Compose sentences using tense consistently • Use question marks and commas in a list. One morning, Jacks mother asked him to find the cow and take her to market. He ran into the field because that was where Daisy lived.Jack put on his coat, his hat, his boots and led Daisy down the lane.Where was Jack going?

34. Literacy - Writing • Year 3 • Show relationships of time, reason and cause through subordination and connectives. • Compose sentences using adjectives, verbs and nouns for precision, clarity and impact. • Exclamation marks and speech marks. The sun shone and the birds sang while Jack and Daisy ambled along.Jack took off his heavy coat because it was so warm!After a while, they met a strange looking man. “Hello, where are you going?” asked the man.

35. Literacy - Writing • Year 4 • Clarify meaning and point of view by using varied sentence structure [phrases, clauses&adverbials] • Use commas to mark clauses • Apostrophe use to indicate possession “Hello, where are you going?” asked the man. Jack, who was scared, immediately told the strange man that he was off to sell his mother’s cow. An adverbial is a word or phrase which modifies or tells us something about the sentence or the verb.

36. Literacy - Writing • Year 5 • Adapt sentence construction to different text types, purposes and readers • Punctuate sentences accurately, including using speech marks and apostrophes. “Now, young man,” whispered the strange man, “how would you like to exchange your old cow for a handful of magic beans?”Jack, filled with curiosity, asked the stranger about the magic beans.Meanwhile, Jack’s mother was wondering how long it would be before he returned from the market with some much-needed money.

37. Literacy - Writing • Year 6 • Express subtle distinctions of meaning, including hypothesis, speculation and supposition, by constructing sentences in varied ways. • Use punctuation to clarify meaning in complex sentences. Eventually, Jack agreed to exchange the cow for the handful of magic beans, and whistling triumphantly, he wended his way back home. Now, reader, can you imagine the look on his mother’s face when Jack handed over the handful of beans? Yes, you’re right; she was absolutely furious and sent him straight to bed. Puzzled and exasperated as to how she had produced such a dunce for a son, Jack’s mother tossed the beans out of the window, little knowing what was about to happen next!

38. Literacy - Writing Other things to observe developing: • Handwriting • Spelling • Paragraphing/ organisation of writing

39. Literacy - Writing Level 1 Pupils' writing communicates meaning through simple words and phrases. In their reading or their writing, pupils begin to show awareness of how full stops are used. Letters are usually clearly shaped and correctly orientated. Level 2 Pupils' writing communicates meaning in both narrative and non-narrative forms, using appropriate and interesting vocabulary, and showing some awareness of the reader. Ideas are developed in a sequence of sentences, sometimes demarcated by capital letters and full stops. Simple, monosyllabic words are usually spelt correctly, and where there are inaccuracies the alternative is phonetically plausible. In handwriting, letters are accurately formed and consistent in size. Level 3 Pupils' writing is often organised, imaginative and clear. The main features of different forms of writing are used appropriately, beginning to be adapted to different readers. Sequences of sentences extend ideas logically and words are chosen for variety and interest. The basic grammatical structure of sentences is usually correct. Spelling is usually accurate, including that of common, polysyllabic words. Punctuation to mark sentences - full stops, capital letters and question marks - is used accurately. Handwriting is joined and legible. Level 4 Pupils' writing in a range of forms is lively and thoughtful. Ideas are often sustained and developed in interesting ways and organised appropriately for the purpose of the reader. Vocabulary choices are often adventurous and words are used for effect. Pupils are beginning to use grammatically complex sentences, extending meaning. Spelling, including that of polysyllabic words that conform to regular patterns, is generally accurate. Full stops, capital letters and question marks are used correctly, and pupils are beginning to use punctuation within the sentence. Handwriting style is fluent, joined and legible. Level 5 Pupils' writing is varied and interesting, conveying meaning clearly in a range of forms for different readers, using a more formal style where appropriate. Vocabulary choices are imaginative and words are used precisely. Simple and complex sentences are organised into paragraphs. Words with complex regular patterns are usually spelt correctly. A range of punctuation, including commas, apostrophes and inverted commas, is usually used accurately. Handwriting is joined, clear and fluent and, where appropriate, is adapted to a range of tasks.