Recording and Reporting

1
Recording and Reporting
2
Statutory requirement Schools are required to
keep records on every child, including
information on academic achievements, other
skills and abilities and PROGRESS made in school.
They must update these records once a year.
There are no requirements about how, or in what
form, records should be kept, and there are no
other statutory requirements concerning record
keeping and the retention of evidence. (QCA 2003)
Schools have to keep records on every child,
including information on their academic
achievements, other skills and abilities, and
progress. These records must be updated at least
once a year.
It is up to schools to decide The best way to
mark work and record progress (this will depend
upon their childrens particular needs) How much
evidence and which records to retain. As a guide,
schools should keep enough information to help
them plan future work (this is all Ofsted
inspectors will need to see).
ARA 2005 KS1 p 12
3
Steve lack of material types experience
Susan led test on hardness of materials
4
describe the main functions of their skeleton
describe observable characteristics of bones
recognise that their skeletons grow as they grow
state that movement depends on both skeleton and
muscles identify a question to be investigated
and how to collect and interpret reliable
evidence in order to answer the question
M cubit, height
mandy
X questioning
steve
5
Medium Term Records

• Mathematics key objectives
• Science Units
• ICT
• History
• Geography
• Music
• PE
• DT
• Art
• Literacy in line with strategy documents

Available on CD in folder and LGfL Assessment site
6
Reporting
ARA 2005 Headteachers are responsible for
ensuring parent receive a written report on their
childs achievements at least once during the
school year.
See ARA booklet for specific minimum content of
reports. Specific to each year group. Note
changes this year to Key Stage 1 (Year 2 )
requirements page 24
7
Reporting Issues
March v July

• When?
• What?
• How?

Attainment, progress in all NC and RE, or
Foundation Aspects
Handwritten, template, report writer, statement
banks, bullet points
8
EXAMPLE ANALYSIS
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Moderationespecially Key Stage 1
Developing an understanding of standards is a key
aspect of good assessment practice and takes
place continuously in schools, in many different
ways. Moderation helps teachers to be confident
that they are applying accurate and consistent
standards when they make their teacher
assessments. It ensures that the teacher
assessment results are fair for children and
parents across the country, and useful for
schools and others who evaluate performance.
Developing an understanding of standards
takes place continuously in schools
to be confident
Most schools are required to be involved in a
formal LEA moderation process once every four
years and this should be seen as one part of the
continuous moderation process. In 2005, LEAs will
identify 25 per cent of their schools for formal
moderation in the first year of this new cycle.
one part of the continuous
LEAs will check understanding of standards by
talking to teachers and looking at class work
during a school visit or moderation meeting. It
may also be appropriate for moderators to talk to
children about their work.
ARA 2005 Key Stage 1
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Other Issues

• RAPTS
• PAT
• Fischer family trust
• Barnet Primary families
• PANDA