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Pupil Tracking Systems

Pupil Tracking Systems

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Pupil Tracking Systems

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  1. The National Strategies | Primary Pupil Tracking Systems Whole School Tutorial

  2. Pupil tracking tutorial • The following presentation is intended to support the implementation of effective pupil tracking systems as promoted through the Primary National Strategy at class teacher, whole school and local authority level • For each example there is a simple explanation followed by some prompts to support discussions on their effective use The presentation should be viewed as a ‘show’ to enable the prompts to be read

  3. Pupil tracking systems The class and whole school example pupil tracking tools are available on; • Primary Framework (link to Year 5 and 6 planning) • Subject leader DVD to support the implementation of the renewed Primary framework DfES: 02009-2006DVD-EN • Helping children to achieve age-related expectations in English and mathematics CD for Year 5 and 6

  4. Pupil tracking linked to expectations Developing the capacity of the School Leadership Team through: • Using data to track pupil progress and set expectations for each year group throughout the year • Mapping and planning the use of appropriate interventions, support and provision • Analyse children’s work and assessments to identify high-value curricular targets • Link the above to whole school professional development, including relevant subject specific support

  5. Pupil tracking linked to expectations Developing effective use of pupil tracking systems • Class teacher– for professional dialogue to tackle barriers to learning and accelerate the progress of target groups • Whole school overview– to provision map interventions and set numerical targets for improvement

  6. The example used here is for a Year 6 cohort in reading The same grid can also be used for writing and mathematics Grids have also been provided for other year groups available on the Primary Framework, subject leader DVD and Year 5 and 6 materials Schools should use evidence from their data, ongoing Teacher Assessments and knowledge of the individual child to make professional judgements about where they should be placed on the grids The totals are automatically calculated to show the number and percentage of children working at age-related expectations or above at the start of the academic year The number and percentage for the potential Level 5s are also calculated At the end of the academic year enter the achievement for each child The potential on track indicates the number and percentage if the children in the Target Group make accelerated progress by the end of the academic year Simply enter each child’s name against their achievement at the start of the academic year and then enter the total number of children for each NC level NB If children arrive or leave throughout the academic year simply add/ delete and adjust the totals The end of year totals are automatically calculated Using ongoing Teacher Assessment, update grids in the spring term Year 6 Class teacher

  7. What next? What about the children with SEN or more able? How can I use whole class and group work to accelerate their progress? Which interventions will best support the accelerated progress of this group? What are the key gaps in their learning? What are the barriers to achievement that need to be addressed? What did they achieve at the end of KS1? Have all the target group achieved the age-related curricular target? Year 6 Class teacher

  8. Whole School Possible group or individual requiring appropriate support or provision to ensure progress is sustained Grey areas indicate the minimum end of year expectation for children to be on track to achieve Level 4+ by end of Key Stage 2 Yellow areas highlight that children achieving here at the end of the academic year may still require additional intervention to ensure progress towards a secure Level 4+ at the end of Key Stage 2 Possible group or individual requiring specific, additional intervention, support or provision to ensure appropriate progress Possible Target Group identified for additional intervention to accelerate their progress towards and beyond age-related expectations Simply enter each child’s name in the appropriate level at the start of the academic year

  9. PNS Wave 2 Interventions to support the accelerated progress of Target Groups Early Literacy Support Quality First Teaching What form of ‘intervention’ or support could meet the needs of different groups? How does whole class/ group teaching need to change so that the needs are addressed? Year 3 Literacy Support Springboard 3 Springboard 4 Further Literacy Support Springboard 5 Year 6 Booster Springboard 6 See also PNS ‘Supporting children with gaps in their mathematical understanding’ Wave 3 mathematics materials

  10. Whole School How can we plan and manage all the appropriate interventions for the children that need to make accelerated progress? Does each class teacher know about standards? Are all our children securing level 3or above by end of Year 4? Are all our children securing level 2or above by end of Year 2? What was each child’s attainment at the end of KS1? Is this where they should be? Are all our children securing level 4or above by end of Year 6? What about the children working significantly below age-related expectations? What about the children working above age-related expectations?