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Assessment Focus Group Wednesday 16 th July 2014

Assessment Focus Group Wednesday 16 th July 2014. Why we are here. To identify what you would like to record / analyse To identify what is most important to you To discuss your adopted assessment frameworks To identify what you need from the assessments module

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Assessment Focus Group Wednesday 16 th July 2014

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  1. Assessment Focus Group Wednesday 16th July 2014

  2. Why we are here • To identify what you would like to record / analyse • To identify what is most important to you • To discuss your adopted assessment frameworks • To identify what you need from the assessments module • To help shape the assessment module to suit your needs

  3. What we are not here for • To dissect the primary curriculum 2014 • To advise on the primary curriculum • To create a primary curriculum framework • To talk at you for the next 2 hours, participation and feedback is key!

  4. I need a system that… • Brainstorm (post it) e.g. • Progress • Attainment • Value added • APS • 3 E’s • Statements etc…

  5. Early Years Foundation Stage

  6. Assessments

  7. Question Level

  8. Statements of Achievement

  9. Alison Peacock DBE, Headteacher, • The Wroxham School (ofsted outstanding) • We have not talked to children and parents about ‘levels’ for the last ten years. • They are not given targets or grades but there is a strong focus on formative feedback. • Evidenced in the manner in which each child can talk about his learning and next steps for improvement. • End-of-year reports are written by the children from year one to year six and form an electronic dialogue with the teaching team. • We have kept data tracking sheets as a management resource purely as a means of ensuring that no child slips through the net (and to provide a record for Ofsted when they inspect).

  10. Kerry Sternstein, Deputy Headteacher, • The Shaftesbury School (ofsted outstanding) • We are a specialist school for pastoral care, a national support school and have been consistently outstanding in the last two Ofsted inspections • Pupils’ achievement and progress is monitored by continuous setting and reviewing of targets – 22 NAHT targets not determined to level or judge, but to guide and reinforce. • Pupils and staff together decide whether they have met the target (green), are still working on the targets (amber) or have not met it (red). • Academic targets are based on descriptors and ‘I can’ statements, not on NC levels, although they are relevant to them.

  11. Dr ReenaKeeble DBE • Cannon Lane Primary School (oftsed outstanding) • It had been obvious to us that a 2A in one school was not the same in another school, so we welcomed the opportunity to develop something • We broke down the expectations for pupils in English and maths into statements. • For example • There were 13 statements in English for Reception. • Year 1 statements began with statement 14; • so if a Reception child had achieved 16 statements in writing it was easy to see he/she was working to Year 1 expectations. • The results were recorded on a simple spreadsheet and RAG (red, amber, green) rated.

  12. All change (again)?

  13. A demonstration of what you can achieve now! innovate@wautonsamuel.co.uk

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