Things to do today

1
Things to do today!

• EMA Network Meeting
• 27th November 2007

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Outline of the day

• Agenda
• Welcome
• Could they do even better? - A revisit
• Refreshments 10.50
• Our pupils are making progress how we know
• LUNCH 12.30
• Equality, Diversity and Community Cohesion
• Refreshments 2.40
• National Strategies perspectives
• Updates
• Future dates
• Evaluation Close 4.00

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EMAG 2008 -2011

• Funding approved by DCSF for next three years
• Standstill budget
• Ring-fenced
• Adjustments at school level will need to be made
  in the light of PLASC figures more details to
  follow

4
Looking back to look forward

• What?
• So what?
• Now what?

5
Could they do even better?

• An Ofsted Survey of Good Practice

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Focus

• The writing of advanced bilingual learners of
  English at Key Stage 2
• The work of specialist EMA staff
• Strategies for teaching writing
• Data analysis and target-setting

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Key Findings

• Fewer EM pupils attaining higher levels in both
  key stages
• Underachievement more marked at the end of key
  stage 2
• PEALs need more time to develop proficiency in
  written English

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Factors for Success

• Pupils cultural and linguistic diversity built
  on during the teaching of writing
• Following data analysis, careful analysis of
  pupils writing to identify areas for development
• Process of writing modelled with the support of
  specialist staff
• Exposure to a range of high quality texts

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Back to basic principles

• Development of writing has to be linked to the
  development of speaking

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Making Great Progress

• Assessment and Monitoring

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Overview

• 20 schools chosen because over last 3 years more
  than 90 of pupils who were at Level 2 at end of
  KS1 achieved Level 4 at the end of KS2
• Schools had mixed intakes, some had high levels
  of pupils on FSMs and BME populations

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Common characteristics shared by the successful
schools

• an achievement culture
• strong leadership
• rigorous and vigorous assessment and monitoring
  procedures
• effective policies
• effective deployment of resources
• plans in place for curriculum progression
• excellent learning and teaching.

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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 childrens work and assessments to
  identify high-value curricular targets
• Link the above to whole school professional
  development, including relevant subject specific
  support

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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
• Local Authority to challenge what can
  and should be achieved and deploy
  resources more effectively

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Main Focus for the Day

• analysis of pupils speaking and writing to
  identify areas for development
• tools to support this process
• development of professional knowledge and skills
  to support this process

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Group A
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Group B
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Group C
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Grammar for Writing interactive website

• http//www.standards.dfes.gov.uk/primary/profdev/l
  iteracy/571599/nls_ssgfw_grammar01.swf

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Evaluating the tools

• 9.45 10.15
• A Grammar for Writing
• B ELDA
• C Marking Progress CLLD/ELG

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Evaluating the tools

• 10.20 10.50
• A. Secondary Writing Assessment Marking
  Progress
• B Grammar for Writing
• C ELDA

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Refreshments

• Please be back by 11.15 a.m.

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Evaluating the tools

• 11.15 11.45
• A.ELDA
• B Secondary Writing Assessment Marking Progress
• C Grammar for Writing

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Underachievement a reminder

• Not achieving National Standards- too simplistic
• Not making expected progress more holistic
• Conversions
• Point 6 Av. in CLL PSED to 2B
• 2B 4
• 4 - 5s
• 5 - 6s
• 5 - A - C

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New Expectations

• New government targets for 2009 are 2 levels
  per key stage may be achieved by movement
  through sub-levels

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Revision of ELDA

• In response to our growing knowledge about
  learning EAL and newly developed assessment
  tools.
• To reflect the most recent advice from the DCSF
  and OFSTED.
• Unchanged N.C. requirement to monitor the
  progress of English language development for
  PEALs.
• To respond to changes in the linguistic and
  ethnic profile of Kirklees schools.

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ELDA is..

• NOT to be used for summative assessment
• NOT a number collecting exercise to be reported
  centrally
• NOT in any way related to funding
• NOT a jumping through hoops exercise
• NOT the sole domain of the EMA team

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Guidance for use of ELDA- Pupils who are
underachieving

• Use school level N.C., EYFS, and other data to
  identify underachievement in different subject
  areas
• Identify individual underachieving pupils
• Use ELDA to undertake a formative assessment to
  clarify what pupils can do and areas for
  development this contributes to AfL

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Guidance for use of ELDA- for pupils new to
English

• Beyond EYFS, pupils who are new to English should
  be assessed within a month of arrival (RAS, EU
  migrant pupils)
• ELDA assessment can form the base line for
  benchmarking progress

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Feedback from Pilot schools

• Asked to evaluate
• layout
• progression between stages
• coherence within stages
• clarity of descriptors
• match of examples to descriptors
• Schools asked for written guidance and
  training on the use of ELDA.

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ELDA is . . .

• Cross curricular
• Cross-phase
• Best-fit
• It should-
• Support formative assessments
• Inform planning and teaching

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Feedback from Pilot Schools

• We found the document easy to use.
• We felt that the detail was necessary and
  useful.
• The early progressions seem to be easy to judge
  from the information given.
• Clarity of descriptors vast improvement.

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Link with National Curriculum

• Tentative at best
• Assessment for two different purposes
• However -
• ELDA 7 in Y5 indicative of no linguistic barriers
  to attainment at N.C. L4
• ELDA 8 in Y8 indicative of no linguistic barriers
  to attainment at N.C. L5
• ELDA 8/9 in Y10 indicative of no linguistic
  barriers to attainment 5 A- C at GCSE

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Supporting ELDA assessment

• Glossary with reference to underlined terms in
  the main text
• Guidance document including literacy development
  and the impact of personality and attitude
• Moderated writing pack with suggested activities
  for next steps.
• Moderated speaking pack with suggested activities
  for next steps.

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Feedback from Pilot schools

• Although there is a lot of detail particularly
  in Writing, we found it to be relevant and
  helpful.
• Progression statements seem to flow
  appropriately.
• Very good for Speaking and Listening as there
  is no corresponding National Curriculum breakdown
  helps with staff jottings.