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Primary NQT CPD Network Meeting 3

Primary NQT CPD Network Meeting 3. Assessing, monitoring and reporting. Aims. To explore relevant aspects of the Teachers’ Standards To support you in evaluating your progress towards meeting the Teachers’ Standards in your Induction Year

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Primary NQT CPD Network Meeting 3

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  1. Primary NQT CPDNetwork Meeting 3 Assessing, monitoring and reporting

  2. Aims • To explore relevant aspects of the Teachers’ Standards • To support you in evaluating your progress towards meeting the Teachers’ Standards in your Induction Year • To provide opportunities for you to collaborate with other professionals

  3. Agenda • 1.30 Introduction and induction year input (Cath/Deb) • 1.40 Jamie Pembroke (Data Analyst) explaining the DfE expectations and what’s available to support schools – assessment without levels and changes to performance measures • 2.25 Su Broadhurst (Headteacher, Castle Hill Primary) talking • about how assessment works in her school • 2.55 BREAK • 3.15 Class teachers talking about how they assess and monitor progress at pupil level

  4. InductionTimeline - Term 3 • Formal observation - follow-up discussion, providing written feedback against the Teachers' Standards • Observes other lessons within and outside of the department/age range • Meet to review progress and objectives and update the Tracker

  5. Induction Timeline - Term 4 • NQT attends local CPD events • Formal observation - follow-up discussion, providing written feedback against the Teachers' Standards • Seek other CPD opportunities. • Meet for progress review - review objectives and update Tracker. • Assessment meeting – NQT & induction tutor (and/or headteacher) to discuss progress. • First assessment form completed against the Teachers' Standards. NQT assessment forms returned by 25th March 2019

  6. Core Meetings • Meeting 4 Focus: Meeting the strengths and needs of all pupils

  7. Expertise meetings • Venue – The Pavilion, Cheltenham

  8. Assessing, monitoring and reporting 1.6 Make accurate and productive use of assessment a) know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements b) make use of formative and summative assessment to secure pupils’ progress c) use relevant data to monitor progress, set targets, and plan subsequent lessons d) give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback. 1.8 Fulfil wider professional responsibilities e) communicate effectively with parents with regard to pupils’ achievements and well-being.

  9. A quick guide to primary data @jpembroke

  10. Planned changes to statutory assessment • 2017/18: More ‘flexible’ approach to KS2 writing TA • 2018/19: Removal of statutory TA for KS2 reading and maths • 2018/19-2019/20: phased removal of p-scales and PKS • 2019/20: Introduction of times tables check for Y4 pupils • 2019/20: First progress measures based on ‘new’ KS1 data • 2020/21: Introduction of reception baseline (pilot 2019/20) • 2020/21: Changes to EYFS statutory assessment • 2023/24: KS1 becomes non-statutory assessment • 2026/27: First Y6 cohort with YR-KS2 progress measures

  11. Statutory assessment in primary schools • EYFSP (end reception): teacher assessment in 17 early learning goals (ELGs). Achieving 12 main ELGs = good level of development. • EYFSP: ELG = emerging, expected, exceeded • Phonics (Y1): 32/40 correct = expected standard • KS1: teacher assessment in reading, writing and maths, informed by tests. • KS2: Tests in reading, maths and SPAG, and teacher assessment in writing.

  12. KS1 assessment • Pupils take tests in reading and maths. • Test score range 85-115 • Test score not collected by DfE • Test is used to inform the teacher assessment • Teacher assessment is collected: p-scales, pre-key stage assessments, working towards, working at expected standard, working at greater depth

  13. Source: Michael Tidd, Schools Week, 2016

  14. KS2 assessment • Pupils take tests in reading, maths and SPaG • Test score range 80-120 • Test score is collected by DfE • No test in writing. Teacher assessment only. • Teacher assessment is also collected: p-scales, pre-key stage assessments, working towards, working at expected standard, working at greater depth

  15. Source: Michael Tidd, Schools Week, 2016

  16. Transition to new pre-key stage standards Note that standards 1-4 are same at KS1 and KS2.

  17. Transition to new pre-key stage standards Note that standards 1-4 are same at KS1 and KS2.

  18. Results on school websites: statutory requirements • KS2 ONLY: • % achieving the expected standard in reading (100+), writing (EXS or GDS) and mathematics (100+) (combined measure) • Average scaled score in reading and maths (separate measures) • % achieving a high standard in reading (110+), writing (GDS) and mathematics (110+) (combined measure) • Average progress in reading, writing and maths (separate measures)

  19. Floor and Coasting Standards • Floor standards and coasting measures to be scrapped in in autumn 2019 (will not apply to 2018/19 data) • Replaced by single measure used to identify schools in need of support • Floor/coasting will apply in 2018/19 but not published in IDSR and only used to identify schools requiring support • Schools below floor/coasting offered 3 days support from NLE • School judged RI in last two inspections receive an additional £16000

  20. How progress is measured

  21. First, we need to calculate KS1 APS

  22. Note: if pupils are below standard of tests, they are assigned a ‘nominal’ score.

  23. KS2 progress: 2016-2019 scaled score attained in Maths at KS2 Prior attainment at KS1 R: 2B W: 2B: M: 2A APS: 16 (PAG 17) National pupil Average for PAG 105 School Pupil A Pupil’s VA is +3 108 School Pupil B Pupil’s VA is -4 101 Meets expected standard but has negative VA

  24. KS2 progress: 2016-2019 scaled score attained in Maths at KS2 Prior attainment at KS1 R: 2C W: L1: M: L1 APS: 10 (PAG 10) National pupil Average for PAG 95 School Pupil A Pupil’s VA is +3 98 School Pupil B Pupil’s VA is -7 88 Falls short of expected standard but has positive VA

  25. Overall progress score is: • Average of difference between actual and estimate • 3 + -4 + 3 + -7 = -5 • -5 ÷ 4 pupils = -1.25 • Progress = -1.25

  26. Progress scores are shown in Performance Tables (public) and ASP (password required) (Data from DfE Compare Schools website: www.compare-school-performance.service.gov.uk)

  27. Progress colour bands in performance tables Progress significantly above average and in top 10% nationally Progress significantly above average but not in top 10% nationally Progress is positive but broadly in line with national average Progress is negative but broadly in line with national average Progress significantly below average but not bottom 10% nationally Progress is significantly below average and bottom 10% nationally Note: scores are examples only. There are no fixed thresholds for categories; they depend on confidence intervals which depend on size of the school i.e. +2.3 may be ‘green’ for a larger school but ‘yellow’ for a smaller one, where one pupil has a greater impact on data.

  28. It gets better……. Please note: Two schools with the same progress scores can be in different progress bands, and a school with a lower score can be in a higher band than one with a higher score.

  29. FFT Dashboard: a nice example Shows by how much a school’s results exceeds or falls short of ‘expected’ based on pupils’ start points. Green/red dot shows data significantly above/below average. Up/down arrow indicates significant improvement/ decline on previous year. Indicates stronger and weaker groups based on progress

  30. FFT Dashboard: a not so nice example Attainment and progress ois significantly below average Few groups are performing well in comparison to national figures.

  31. FFT Dashboard: pupil groups Groups are ranked in order of progress scores, from highest to lowest.

  32. Tracking

  33. Are we really assessing without levels? • They were best-fit so pupils could have serious gaps but still be placed within a level • They told us nothing about what a pupil could and couldn’t do • Pupils at opposite sides of a level boundary can have more in common than those within a level • Progress became synonymous with moving onto the next level rather than developing deeper understanding What were those reasons for ditching levels again?

  34. Ofsted’s current position on tracking: • While they will consider the school’s use of assessment, inspectors will not consider schools’ internal assessment data during an inspection. • Internal data has its limitations and may not be an accurate representation of the education of pupils at the school. The time pressure of inspection does not allow for inspectors to validate the accuracy of the data as presented by leaders • Inspectors will, however, ask schools to explain why they have decided to collect whatever assessment data they collect, what they are drawing from their data and how that informs their curriculum and teaching • Source: draft Ofsted framework (consultation)

  35. Data: less is often more

  36. Castle Hill Primary • Assessment Procedures in our school • Outstanding

  37. What is Assessment? • Knowing the curriculum • Knowing your children • so progress can be made. • What is progress? • Does the child know more now than they did before? • It has to be that simple.

  38. Teacher Standards • 1.6 Make accurate and productive use of assessment. • Know and understand how to assess the relevant subject and curriculum areas, including statutory assessment requirements. • Make use of formative and summative assessment to secure pupils’ progress. • Use relevant data to monitor progress, set targets, and plan subsequent lessons. • Give pupils regular feedback, both orally and through accurate marking, and encourage pupils to respond to the feedback.

  39. What are you assessing and who are you assessing for?

  40. Key Judgement-Quality of Education.Outcomes is no longer a stand alone judgement • Curriculum • WHAT is taught? • Teaching Activities: • HOW curriculum • content is taught • Assessment • Desired high level outcomes and measure of those • outcomes

  41. Intent ImplementationWhat is the Impact?

  42. Know Your Children

  43. Assessing Without LevelsInformation rather than data

  44. Know Your Subject-ARE • The National Standards should be understood so that they can be applied consistently. • Where to go? • -National Curriculum Document • -School Schemes of Work

  45. Assessment Cycle • Assessment for Learning • What is it?-Knowing your ARE curriculum and knowing your children. • Ongoing assessment of pupils’ learning and progress. • Planning, questioning, marking, short term achievable targets, weekly tests, book looks

  46. Assessment Cycle • Teacher Assessment • Practitioners make periodic judgements about pupils’ attainment at a point in time. • 3 x a year • Reading - Big Reading Criterion Scale • Writing - Big Write Criterion Scale • Maths - Big Maths- CLIC/BMBT

  47. Assessment Cycle – Point in time assessments

  48. Assessment Cycle – Teacher judgements

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