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Sherborne C of E Primary School • State run with Local Authority control & assisted by the local Diocese
Based in Gloucestershire• Two hours drive west of London• Tucked away in the heart of the Cotswold Hills• School built in 1868 by the Lord of the Manor• Next nearest school 10km away• 43 pupils on roll• Age range is 4 – 11 years• Pupils split across two classes (4-7 years - infant, 8 – 11 years junior)• Foundation Stage begins in Pre-school and continues for first school year
Staff• Headteacher – teaching commitment of two days a week• One full time teacher & one part time teacher• Two teaching assistants• School secretary• Lunch time supervisor & cleaner• Governing Body consisting of 8 people from the community
Trust within the community• Head-teachers are trained to a National Standard - National Professional Qualification for Headship (NPQH run by the National College)• All teachers are trained to national standards• All Head-teachers have high expectations of their staff• In every school there is a strong commitment to teachers Continuous Professional Development (CPD)• The vast majority of teachers see their position as a vocation and not merely a job• All staff are committed to supporting the development of all pupils within its school community
Who monitors children’s progress and achievement?• Headteacher (whole school – continuously)• Class teachers (whole class, session by session)• Teaching assistants (individuals and groups)• Pupils (AfL, Assessment for Learning)• Governing Body (challenge the Headteacher about standards – Performance Management)• Local Authority – All state schools return data
What & who do we monitor?• Pupils on entry to school (usually at age 4)• During first year compile a Foundation Stage (FS) profile of each child• Covers 6 areas of learning against National Standards (scale of 1 – 9 for each area)• This FS profile forms the basis for the pupils next steps in learning in year 1• Year 1 pupils will be carefully tracked and monitored especially for progress in Phonics
Monitoring continued:• During year 1 and 2 we introduce AfL where the children are encouraged to begin to take some responsibility for their own learning• In this scenario the children become active participants and respond by wanting to take ownership of their work and its progress• This AfL journey continues through out the rest of their primary education• From these foundations we build the basis of ‘life long learning’
AfL in summary• Whole school approach – all staff trained• Teachers plan and schedule areas of work within the National Curriculum• Teachers don’t deliver lessons, they carefully craft questions for pupils which helps to understand whole class, group and individual learning needs• Teacher then continues to prepare activities which will develop learning needs and close any gaps• Teachers will adapt plans to suit needs on a daily / weekly basis• The emphasis is on pupils working to agreed Success Criteria (what should my work look like and contain)
AfL summary continued:• Pupils are organised into response partners to support them learning from each other• Response partners may assess each others work or discuss, an outcome or a question• They are taught to praise each other and respond positively and where necessary to give critical support• They are also taught to suggest what they might need to do next in terms of their next steps to learning and making further progress
Pupil Targets• To ensure pupils are involved with their learning pupils are given 2 – 3 targets in English & Maths twice a year• Progression targets indicate to the pupils and parents what they need to work towards• Targets go into school exercise books and are given and explained to parents at consultation evenings twice a year• Progression ladders are also evident within the classroom on display boards to show the children where they are and where they can move onto.
Example of layered Progression Targets MUST Target Statement SHOULD Target COULD Target Statement Statement• I know equivalent • I can find equivalent • I can convert mixed fractions to ½ percentages for simple numbers to improper fractions such as ¼ and fractions 25% Jess Healey Milly Neiss Matthew Watts Robert Austin Charlotte Brelsford Jenny Townsend Archie Monk Lydia Furner Charley Privett (Yr6)
APP - Assessing Pupil Progress• For English and Maths there are national guidelines which indicating, in fine detail, what pupils should be achieving at each attainment level• Throughout the year teachers are constantly monitoring pupils progress against these national guidelines.• This helps to ensure good coverage of the English and Maths national curriculum and supports teachers understanding of the curriculum they are teaching
Example of an: APP grid for Tracking Pupil ProgressAssessment Focus MA1 MA2 MA2 MA3 MA4 Using and Applying Numbers and the number Calculating Shape, Space and Measure Handling Data systemSuccess Criteria select the mathematics count sets of objects use the knowledge that use mathematical names for sort objects and classify they use in some reliably subtraction is the inverse of common 3-D and 2-D shapes them using more than classroom activities, begin to understand the addition describe their properties, one criterion place value of each understand halving as a way of including numbers of sides understand vocabulary discuss their work digit; use this to order ‘undoing’ doubling and vice and corners relating to handling using mathematical numbers up to 100, versa describe the position of data language recognise sequences of use mental recall of addition objects collect and sort data to begin to represent numbers, including odd and subtraction facts to 10, distinguish between straight test a simple hypothesis their work using and even numbers use mental calculation and turning movements record results in simple symbols and simple begin to use halves and strategies to solve number recognise right angles in lists, tables, pictograms diagrams quarters, problems including those turns and block graphs relate the concept of involving money and measures, begin to use everyday non- communicate their explain why an answer half of a small quantity choose the appropriate standard and standard units findings, using the is correct, to the concept of half of operation when solving addition to measure length and mass simple lists, tables, predict what comes a shape and subtraction problems begin to use a wider range of pictograms and block next in a simple record their work in writing measures graphs they have number, shape or recorded spatial pattern or sequenceChildren working at, or MA1 – with support MA2 MA2 MA3 MA4towards Level 2 Tick if criteria met. Tick if criteria met. Tick if criteria met. Tick if criteria met. Tick if criteria met. Comment as necessary Comment as necessary Comment as necessary Comment as necessary Comment as necessaryFletcher √ √ √ Not covered yet √Megan √ √ Needs to work on:- Not covered yet Needs to work on:- understand halving as a way of understand vocabulary Needs to develop Needs to understand ‘undoing’ doubling and vice relating to handling mathematical language halves & quarters versa data record their work in writingAjay Needs to work on:- √ √ Not covered yet Needs to work on:- discuss their work begin to use halves and understand halving as a way of understand vocabulary using mathematical quarters, ‘undoing’ doubling and vice relating to handling language versa data use mental calculation strategies collect and sort data to begin to represent test a simple hypothesis to solve number problems their work using record results in simple including those involving money symbols and simple lists, tables, pictograms and measures, diagrams and block graphs choose the appropriate explain why an answer operation when solving addition is correct, and subtraction problems predict what comes record their work in writing next in a simple number, shape or spatial pattern or sequence
Optional SATs tests• Schools can choose to use a standardised set of national tests in English & Maths at the end of year 3, 4 and 5 (marked internally)• These help schools to recognise if pupils are on tract to achieve their end of Key Stage tests• They help to identify groups of children and individuals who may need additional support in; reading, writing or maths• They also help Head-teachers to address any overall needs within the school
Tracking Pupils ProgressOn entry to year 4 Less Able Target On Track More Able SEN Group G and T Sept 11 Level 1b Level 2b Level 3b Level 4b Level 5b Level 1a Level 2a Level 3a Level 4a Level 5a Level 1c Level 2c Level 3c Level 4c Level 5c Year W Group 4 Year Sam Reading Lucy Charlotte Sam Lucy Writing Charlotte
End of Key Stage Tests• National Tests exist for end of KS1 & KS2• End of year 2 tests and teacher assessment data is collected and used to make judgements within school, county and nationally• End of year 6 tests in English & Maths are used to assess overall achievement and progress from the end of year 2 to end of year 6 (marked externally)• Ofsted – national school inspectorate use these figures to analyse performance of individual schools• Ofsted inspect all schools – generally between 3 and 5 years apart (shorter periods for some schools)• All Ofsted reports are transparent and are available to the general public• Parents will often use an Ofsted report to help them to judge which school to send their children• This helps to ensure accountability across the whole system
Suggestions• Get staff on board so that they want the best for the children in their care• Communicate so that all members of the school community are aware of any change• Roll out any new out initiatives gradually allowing time for each new idea to become ‘normal’ practice.• Provide training and support for all those involved• Monitor any new programme to assess its impact upon pupils