Assessment and Tracking Evening

1
Assessment and Tracking Evening

• Foundation Stage 2
• Key Stage 1

2
Aims and purpose of the evening

• Provide an overview of how children are assessed
  from FS2 to Year 2.
• Understand what these assessments mean in terms
  of points, levels, sub levels, attainment and
  progress for each individual.
• Put the schools performance, in terms of
  achievement and progress, into the national
  context.
• Provide information to support discussions about
  your individual child at parent/teacher liaison
  evenings.

3
What is assessment all about?

• Takes on many different forms.
• Informing the teacher of where each
• child is at.
• Tracking individual children.
• Identifying those who are off track early and
  planning intervention to respond to this.
• Identifying those who are making accelerated
  progress and ensuring the teaching and learning
  responds to this.

4
Starting school

• Observations to complete a baseline assessment.
  This is called the Early Years Foundation Stage
  Profile (EYFSP).
• Scale points from 1 to 9 across 13
• different areas.
• Average child to achieve point 6
• by the end of FS2.
• Observations are on-going throughout the year and
  formal recording of these takes place three times
  during the year.
• Judgements are used to inform planning and
  targets to achieve the next steps are shared with
  parents in September, February and June.

5
Key Stage 1 Year 1

• Profile scores are shared with Year 1 teachers
• and used to provide continuity of learning.
• Observations continue and are used to inform
• the judgements made alongside more formal
• work and use of APP grids.
• Levels are entered on to the school tracker
• and progress monitored throughout the year.
• Judgements are used to inform planning and
  targets to achieve the next step are shared with
  parents in November, March and June.
• Average child at the end of Year 1 is a level
  1B but we aim to achieve a 1A.
• Predicted Year 2 SATs levels are made during the
  autumn term.
• Each individual has their own targets based on
  expected progress from their starting points

6
Key Stage 1 Year 2

• Year 1 levels are shared with Year 2 teachers
• and used to provide continuity of learning.
• On-going assessments, use of APP grids and
• formal assessments are used to inform
• planning and target progress.
• Levels are entered on to the school tracker
• and progress monitored throughout the year.
• Teachers identify those who are off track
• and plan intervention to respond to this.
• Children who are making accelerated progress are
  also targeted and teaching and learning responds
  to this.
• Assessment information and targets are shared
  with parents in November, March and June.
• In May, teacher assessments are combined with
  formal tests (SATs) to make a level judgement,
  which are compared nationally.

7
Understanding the FS2 points

• The range of points are 0 9
• Points 0 3 must be achieved first

9 8 7 6 5 4 3 2 1 0
Progression
8
Understanding the levels

• The range of levels are 1 3
• Split the level down C,B,A
• For example
• 2C (lower level 2)
• 2B (secure level 2)
• 2A (higher level 2)

3 3 2 2 2 1 1 1
B C A B C A B C
Progression
9
Understanding the levels

• Attainment only makes sense when linked to
  individual progress.

• Ambitious target setting for
• improved progress.

10
Celebrating our results
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Celebrating our results
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Target setting

• Pupil Progress Reviews every term.
• Targets based on each childs needs.
• Drives our allocation of resources.

13
How can you support your child?

• Knowing what their targets are.
• Supporting them with their learning logs and
  reading.
• Supporting the development of essential maths
  skills.
• Celebrating their individual achievements.
• Keeping the balance.

14
Key areas we are working on to improve
achievement and progress

• Securing and extending level 3 attainment in all
  areas.
• Developing confidence in
• using and applying
• techniques in maths.
• Extending performance
• in writing.