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Primary Headteacher Seminars Autumn 2013

Primary Headteacher Seminars Autumn 2013. Patrick McAteer Strategic Lead– Primary. Welcome. Jan Paine Managing Director, Herts for Learning. Assessment Updates. 2013 results KS2, KS1, EYFS Closing the gap between FSM/non-FSM DfE Proposals - Primary Assessment & Accountability

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Primary Headteacher Seminars Autumn 2013

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  1. Primary Headteacher SeminarsAutumn 2013 Patrick McAteer Strategic Lead– Primary

  2. Welcome Jan Paine Managing Director, Herts for Learning

  3. Assessment Updates • 2013 results KS2, KS1, EYFS • Closing the gap between FSM/non-FSM • DfE Proposals - Primary Assessment & Accountability • FFT Live • Progress from the new EYFSP to KS1 • Key Stage Analysis and Updates to AM7 Ben Fuller (Assessment) and Sally Cort (SITSS)

  4. ‘Early View’ Results 2013 NB all results are provisional at this stage

  5. Early Years Foundation Stage (EYFS) • 2013 results are first year using new EYFS Profile • Children judged as Emerging, Expected or Exceeding against the 17 Early Learning Goals • Definition of ‘Good level of development’ measure (GLD) based on a child achieving at least Expected in all of the first 12 ELGs (Prime areas + Literacy + Maths) • Average points scores are also produced (Emerging = 1, Expected = 2, Exceeding = 3) • National data not yet released

  6. % at Expected or Exceeding in all aspects of area of learning

  7. EYFS - 2013 Provisional Data

  8. Key Stage 1 - 2013 Provisional data

  9. Key Stage 2 • No overall English level this year • New GAPS test • Separate results for reading, writing (TA) and GAPS • Floor standard based on reading, writing and maths (not GAPS this year)

  10. Key Stage 2 - 2013 Provisional Data

  11. Closing the Gap FSM/non-FSM gap 2013 by districts (using FSM ‘Ever 6’ measure) FSM/non-FSM gap narrowed from 21.0 pp (% L4+ in E&M, 2012) to 19.8 pp (% L4+ in RWM, 2013)

  12. DfE Proposals – Primary Assessment & Accountability • Summer 2015 will be the last tests to be assessed using NC levels (KS1 and KS2) i.e. current Years 1, 2, 5 and 6 will be tested against current NC using levels • Proposal to introduce a KS2 test in 2016 that will be standardised on a 80-130 scale. 100 would be the threshold mark (to be “secondary-ready”) • Pupils to also be categorised into ‘deciles’ and be given a value added measure • Question over when to administer the baseline test – end of Y2 or start of Reception?

  13. KS2 Assessment this year • New Assessment & Reporting Arrangement book (2014) available at www.education.gov.uk/ks2 • Changes to reading test, maths test and science sampling tests • Test orders by 29th November (last chance ever to buy Y3/4/5 optional tests) • NB Pupil Registration (NCATools) – 24th Feb-21st March – if pupils are not registered for L6 by then, they will not be allowed to take tests • KS2 Writing moderation – schools to be informed at the end of the Spring term • (Likewise KS1 moderation)

  14. New FFT Live New Governor Dashboards and Self-Evaluation reports (KS2)

  15. Range of estimates of future performance (typically the top end of this range would be FFT ‘D’, but it could be the estimate based on school’s historical performance)

  16. Progress from EYFSP to KS1 “* EssTools: KS1 Expected Progress Grid” This version is suitable for current Y2 and previous Y2 cohorts

  17. Progress from EYFSP to KS1 Progress measures from the end of reception (Early Learning Goals) to Key Stage 1 31. The early learning goals do not translate precisely to National Curriculum levels. However, as a broad rule of thumb children who reach a good level of development at the end of the Reception Year ought to be reaching at least Level 2b by end of Key Stage 1. Children exceeding the early learning goals at the end of reception ought to be exceeding Level 2b at the end of Key Stage 1 and be reaching Level 2a as a minimum, and more likely Level 3. (Ofsted Subsidiary Guidance, September 2013)

  18. Progress from EYFSP to KS1 “* EssTools: KS1 Expected Progress Grid” This version is suitable for current Y1 (when they are in Y2) Progress measured based on pupils’ attainment in the individual ELGs – Reading, Writing and Number.

  19. Progress from EYFSP to KS1 “* EssTools: KS1 Expected Progress Grid” This version is suitable for current Y1 (this year) Progress measured based on pupils’ attainment in the individual ELGs – Reading, Writing and Number.

  20. Other AM7 Updates • New templates and reports to import from http://bit.ly/hflam7reports • All marksheets now start with ‘HfL’ NOT ‘HCC’ • No more ‘EYFS1-3, 4-5 and 6+’ grades for pupils below Level 1 • Use W for below level 1 if not SEN (P-levels still applicable but only appropriate for SEN) • Year 1 baseline can be entered • New reports start with ‘* EssTools:’ or ‘*AM7:’ • Ever FSM now used instead of current FSM

  21. Key Stage Analysis in AM7 3 key reports that any school could run (provided data in SIMS): • HCC EYFSP 2013 Analysis • HCC KS1 2013 Analysis • HCC KS1 2009 to KS2 2013 Tests The RptDef files for all three of these can be found at http://bit.ly/hertskeystages

  22. The national curriculum in England Key stages 1 and 2 framework September 2013 Teaching and Learning Team update David Cook - Lead Teaching and Learning Adviser (maths) Jo Conn - Lead Teaching and Learning Adviser (science) Kerry Godsman - Lead Teaching and Learning Adviser (English)

  23. Aims of the new curriculum (DFE) • to ensure that the new National Curriculum embodies rigour and high standards and creates coherence in what is taught in schools • to ensure that all children are taught the essential knowledge in the key subject disciplines • beyond that core, to allow teachers greater freedom to use their professionalism and expertise to help all children realise their potential

  24. Timeline Sept 2013 Current NC disapplied: - Yr3 & 4 Programmes of Study (PoS), Attainment Targets (ATs) and statutory assessment arrangements for Eng, Maths & Science. - KS1 and 2 PoS and ATs for all foundation subjects - Retain existing PoS, AT and assessment arrangements in yrs 1,2,5 & 6 for the purpose of KS1 and 2 assessments and testing arrangements in English, maths & science. Sept 2013 Final NC published Sept 2014 NC becomes statutory in all subjects and all year groups

  25. Greater flexibility and autonomy • Whole curriculum broader than statutory NC • Statutory for maintained schools • Religious education must be taught in all key stages • Current subject composition retained • Addition of foreign languages in KS2 • Proposed change from ICT to computing • Detailed PoS for English, maths and science (core) • Other subjects – essential knowledge

  26. Content, structure and changes • Programmes of study consist of Statutory requirements plus additional Notes and Guidance • Year 1, Year 2, years 3 and 4 and years 5 and 6 PoS • Within key stages schools can introduce content earlier or later than set out in PoS. • All schools expected to set out school curriculum for English, maths and science on a year by year basis and make this information available online. • PoS statements are detailed, but are NOT objectives.

  27. English - Programmes of Study Spoken Language Reading Word reading Comprehension (listening and reading) Writing Transcription (Spelling and handwriting) Composition (articulating ideas and structuring them in speech and writing)

  28. Spoken Language • PoS is an overview from yr1 – 6 • Progression not explicit. • References to spoken language are woven through the other English PoS and other curriculum areas. • Skills progression is most evident where linked with reading and writing, • References to talk for writing and oral rehearsal are evident • Discussion, debate and oral presentation are frequently referred to.

  29. Reading - Word Reading • Expectations for end of year 1 increased - all of phase 5 into YR1 and some phase 6 elements have dropped down to Yr 1 PoS e.g. adding certain prefixes and suffixes where there is no change to the root word. • This has implications for phonics teaching in EYFS e.g. ensuring that they reach ph 3/4 by the end of YR. • For schools using Letters and Sounds, most of phase six is incorporated into the Spelling PoS.

  30. Reading - Comprehension Emphasis on reading for pleasure Greater clarity about skills of reading comprehension • Connect - activate prior knowledge • Use semantic strategies- building vocabulary • Predict • Question • Visualise • Analyse texts – for structure, theme, plot, stock characters etc Progression across KS2 is not explicit. ‘Spiral’ structure relies on strong subject knowledge. The pitch of the texts used will be key to providing appropriate challenge.

  31. Writing - Composition • Teaching Sequence for writing underpins the new English Curriculum. • Very little guidance around genres to be taught in specific year groups – look to other curriculum areas • Freedom to build relevant and engaging contexts and themes. • Emphasis on teaching skills through other curriculum areas. • Children should develop writing stamina by writing at length across the curriculum. • Whole school genre mapping will be essential to ensure coverage. • Progression papers valuable to protect level of challenge.

  32. Writing Composition - vocabulary, grammar and punctuation Expectations are set out year by year including the terminology that children should be able to use when talking about their reading and writing. This is where the increase in age related expectations is most explicit and this should be the ‘way in’ for increasing the pitch of teaching for year 3 and 4 prior to September 2014. Glossary for PoS provides definitions of terminology – beware of publishers whose materials were released before definitions finalised!

  33. Writing Transcription - Spelling A balanced spelling programme includes five main components: • word construction – phonemic, morphemic and etymological • how these principles apply to each word, in order to learn to spell • practising and self-assessing spelling • applying spelling strategies and proofreading • building pupils’ self-image as spellers Most notable change :much more phonics teaching for yrs 3/4. These teachers need to have a knowledge of phase 5 phonics.

  34. Writing Transcription - Handwriting Age related expectations set out in PoS Handwriting is increasingly mentioned in OFSTED points for improvement. Aim should be consistency throughout the school. National Handwriting Association Charity provides guidance on handwriting schemes – styles and materials. http://www.nha-handwriting.org.uk/

  35. Mathematics “A high-quality mathematics education therefore provides a foundation for understanding the world, the ability to reason mathematically, an appreciation of the beauty and power of mathematics, and a sense of enjoyment and curiosity about the subject.”

  36. Aims: • become fluent in the fundamentals of mathematics • reason mathematically • solve problems by applying their mathematics to a variety of problems with increasing sophistication

  37. Mathematics - interconnected • Fluent movement between mathematical ideas • PoS – distinct domains • Essential to make rich connections across ideas • PoS set out year by year

  38. Programme of Study • Statutory statements and non-statutory guidance • Domains: • Number and place value • Number – addition and subtraction • Number – multiplication and division • Number – fractions (Y4+ decimals, Y5+ percentages) • Ratio and proportion (Y6) • Algebra (Y6) • Measurement • Geometry – properties of shapes • Geometry - position and direction • Statistics (Y2+)

  39. Science • The Programme of study has been re-written and the topics re-arranged. • ‘Working scientifically’ has replaced and expanded the old ‘science enquiry’, in line with the ASE book: ‘It’s not fair…’ • Attainment targets of: Life processes and living things, Materials and their properties, Physical processes have been discontinued. • Physics topics have been removed from Key Stage 1. • New more challenging topics have been included in Upper Key Stage 2. • Emphasis on using relevant scientific language when discussing their ideas and communicating findings.

  40. ‘Working scientifically’ …specifies the understanding of the nature, processes and methods of science. • Now includes: Observing over time, Identifying and classifying, Patterns seeking, Fair testing, and Research. • Children are expected to devise their own questions and consider which type of enquiry is needed. • In Upper Key Stage 2, children should be able to: ‘identify evidence that refutes or supports their ideas’; ‘justify their scientific ideas’; ‘talk about how scientific ideas have developed over time’. • ‘Working scientifically’ must be embedded within the content of biology, chemistry and physics, and not taught as a separate strand.

  41. Year 1 Plants Animals, including humans Everyday materials Seasonal changes Year 2 Living things and their habitats Plants Animals, including humans Uses of everyday materials Key Stage 1 The Curriculum specifies the minimum that should be taught. Where it is appropriate, links could be made to Sound, Light Forces and Electricity. ‘Notes and guidance’ provides examples of how practical hands on activities and enquiries can be used to develop ideas.

  42. Year 3 Plants Animals, including humans Rocks Light Forces and magnets Year 4 Living things and their habitats Animals, including humans States of matter Sound Electricity Lower Key Stage 2 Repeated topics need clear delimitation and probably ‘renaming’ (e.g. Plants: Flowers and trees; Seeds and bulbs; Growing plants).

  43. Year 5 Living things and their habitats Animal, including humans Properties and changes of materials Earth and space Forces Year 6 Living things and their habitats Animals, including humans Evolution and inheritance Light Electricity Upper Key Stage 2 Bold topics have substantial increase in challenge. (e.g. levers and pulleys, classification systems, evidence for evolution, nature of travelling light, burning and rusting).

  44. Famous Scientists a quick test…?! John DunlopCharles Macintosh John McAdamDavid Attenborough Jane GoodallSpencer Silver Ruth BeneritoPtolemy Copernicus Alhazen Galileo GalileiIsaac Newton Carl LinnaeusMary Anning Charles DarwinAlfred Wallace

  45. Implications and challenges • Greater emphasis on outdoor learning and the environment. Find a few trees and plants, a vegetable plot and a pond nearby. • Children should learn about famous scientists. Collect a few books in the library. • Practical equipment: data loggers, hand lens, microscopes, rocks and fossils, teeth, buzzers and motors, tea light holders, levers and pulleys. SCORE report 2013. • Animals: chicks, pets, woodlice. Refer to CLEAPSS guides. • Links with D & T: making boats, making a sundial, making a lever, making a periscope, designing a set of traffic lights

  46. Implications and challenges • Taking control of your own curriculum • Fidelity to coherence, progression and teaching for understanding • Literacy mapping for coverage and progression of genres • School’s curriculum capacity: - School leaders - Subject leaders - Teachers

  47. “Sports Premium” April 2013, the Government announced new funding of £150 million for physical education (PE) and sport - improve the quality , amount and breadth of PE and sport provision. from 1 September 2013 - typical primary school £9,250 annually paid in 2 lump sums - 2013/14 and 2014/15. free to determine spend – focus on pupils developing healthy lifestyles and reaching performance levels they are capable of

  48. Ofsted requirements From 1 September 2013 - assess and report on how effectively funding is being used - in judgment on the quality of the school’s leadership and management. Evidence gained from meetings with school leaders, including governors - also observations and/or extra-curricular sports clubs, and discussions with pupils – also website prior to an inspection. Section 5 inspections from September 2013 - collated and published on the Ofsted website - survey selected schools and report in early autumn on the impact

  49. Areas of expected impact Consider impact through: the increase in participation rates in such activities as games, dance, gymnastics, swimming and athletics the increase and success in competitive school sports how much more inclusive the physical education curriculum has become the growth in the range of provisional and alternative sporting activities the improvement in partnership work on physical education with other schools and other local partners links with other subjects that contribute to pupils’ overall achievement and their greater social, spiritual, moral and cultural skills the greater awareness amongst pupils about the dangers of obesity, smoking and other such activities that undermine pupils’ health

  50. Recommendations Assign a lead Audit Plan Monitor Report Internal versus external support? HfL course and further support Half day sessions 11th, 13th,18th, 20th November (Nic Holmes) Bespoke bookings c/o Julie Garstang (Nic Holmes) Consider Healthy Schools Programme (Karen Summers)

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