1. Leading on learning – making best use of assessment for learning. Headteachers & Senior Leaders CPD Day 2 Session 2

2. Focussing on progression What is your tracking telling you about progression through your school? Where is progression strongest? What is it telling you about the issues in the learning and teaching of literacy and maths? (where is progression weakest?)

3. Tracking resources on the primary framework. Tracking tutorial: http://www.standards.dfes.gov.uk/pri maryframeworks/downloads/PPT/yr5_ 6_timeline_tracking_v1.ppt http://www.standards.dfes.gov.uk/pri maryframeworks/downloads/PPT/yr5_ 6_timeline_tracking_v1.ppt Tracking grid: http://www.standards.dfes.gov.uk/pri maryframeworks/introduction/improvi ng/pupil_tracking_sheet/ http://www.standards.dfes.gov.uk/pri maryframeworks/introduction/improvi ng/pupil_tracking_sheet/

4. Strengthening The Place of Assessment Focusing in a structured way on each child’s learning; Support and challenge tailored to need; Greater levels of engagement with learning; Accelerated rates of progress for all, and especially those at risk of underachievement; Strengthening the link between learning and teaching by engaging children and parents; Clarifying the learning journey for all.

5. The assessment area on the Primary Framework Developing Assessment for Learning Assessing Pupils’ Progress Standards Files

6. Developing Assessment for Learning Learning and TeachingPersonalising learning and teaching Day to day assessmentConditions for learning that support AfL Support for day-to-day assessment in the Primary Framework Designing opportunities for learning (planning) Objective and outcome led learning Formative use of summative assessments Feedback on learningUsing curricular targets Questioning and dialogue Peer and self assessment Leadership and Management Leading on Improvement Self Evaluation Leading professional learning through children's learning Involving parents and carers

7. Assessing Pupil progress The new rhythm of assessment

8. Ofsted’s most common finding: Assessment does not sufficiently inform teaching and learning.

9. Assessment: ways of looking Close-upStanding back Public view

10. Assessment: ways of looking Standing back Public view Close up Day- to-day Periodic Transitional

11. Day- to-day Periodic Transitional Learning outcomes shared with pupils Peer- and self-assessment Immediate feedback and next steps for pupils Broader view of progress for teacher and learner Use of national standards in the classroom Improvements to curriculum planning Formal recognition of achievement Reported to parents/carers and next teacher/school May use tests / tasks from national sources Key features

12. APP is based on 4 key principles Assessment is integral to effective teaching and learning Assessment systems must be fit for purpose National standards are an entitlement for learners, teachers and schools National standards are integral to national expectations of education

13. Assessing Pupils’ Progress (APP) APP is designed to: Demonstrate how assessment is integral to successful teaching and learning Encourage a broadly based curriculum which generates a wide range of evidence of pupils’ achievement Provide a fuller picture of pupils’ strengths and weaknesses (for teachers, pupils and parents/carers) in relation to national standards Offer a secure basis for pupil tracking

14. APP is designed to: Give insights which directly inform future planning, teaching and learning in the course of a year Help make connections between techniques promoted through ‘Assessment for Learning’ and judgements relating to national standards Engage teachers and learners in all year groups in periodic assessment to raise attainment

15. The APP process Teachers select a sample of pupils Each term, they review the full range of evidence (written, spoken and observed) for each assessment focus. They decide what pupils can independently and consistently do across a range of contexts They select the appropriate ‘level boundary’ and arrive at ‘best fit’ judgements using the assessment guidelines sheet They use annotated examples of pupils’ work (standards files) as reference points and benchmarks They undertake in-school standardisation and moderation with colleagues

16. The APP approach Collects together:  children's work  any other evidence  assessment guidance materials  standards files Identify borderline for attainment target Look through the work for each AF until confident with the criteria that are ‘best fit’ Highlight applicable AF criteria and tick the level related box for each Make an overall level judgement

17. Level Descriptions to Assessment Guidelines Reading level 3 ‘Pupils read a range of texts fluently and accurately. They read independently, using strategies appropriately to establish meaning. In responding to fiction and non- fiction they show understanding of the main points and express preferences. They use their knowledge of the alphabet to locate books and information’ Reading level 4 ‘In responding to a range of texts, pupils show understanding of significant ideas, themes, events and characters, beginning to use inference and deduction. They refer to the text when explaining their views. They locate and use ideas and information’

18. Example APP assessment guideline – reading     

19. Example assessment guideline - mathematics Child on L3/L4 borderline Make ‘best fit’ assessment against L3 and L4 criteria Make overall level judgement

20. Using the assessment guidelines Assessment focuses help teachers help teachers recognise evidence in key elements of reading, writing and mathematics Enable teachers to see a pupil’s ‘profile’ of attainment and to share this Provide basis for discussing targets for improvement with pupils, parents and carers Allow progress ‘within’ a level to be seen Offer an ‘intelligent’ version of a sub-level! Provide detailed information for the next teacher / school Reveal ‘gaps’ in curriculum and/or learning

21. Implications of APP Embedding assessment in the planning – teaching - learning cycle of the school Involvement of SLT in getting beneath the numbers Professional development of all teachers Impact on subject knowledge, curriculum and pedagogy Feedback to learners and their parents / carers Cross-year, inter-school and cross phase collaboration

22. Framework CPD will… Target head teachers and teachers of Y3, 4, 5 and 6 to use APP materials (assessment) and then plan, teach and evaluate impact in a key strand using level to level materials (for learning). Support the development of pedagogy in relation to these in priority strands (writing, early reading, calculation, problem solving etc) Support school development of assessment, tracking and intervention, targeting and planning systems Leading teachers will support these processes (including the collaborative assessment) – and so will help provide a moderating function – but will not be moderators

23. Additional CPD should.. Ensure all schools engage in ‘in-school’ standardisation and moderation – and receive some external moderation Ensure all SIPs are trained in APP sufficiently to challenge schools on their quality of assessment and tracking and broker support (via APP) Ensure some local systems are set up to extend moderation from KS1 to KS2 and 3 Ensure LAs have a capacity to monitor school use of APP and moderation.

24. Key messages from the pilot. Benefits: improved understanding of the characteristics of performance over the range of national curriculum levels in key stage 2 confident and accurate assessments being made on the basis of a wider range of evidence across the full breadth of the curriculum for reading, writing and mathematics more ownership of responsibility for standards and pupils’ progress among teachers – renewed professionalism integration of assessment with planning for teaching and learning teachers and moderators report that finding evidence for assessment is increasingly an integral part of everyday classroom activity APP is itself a CPD activity – in school standardisation and moderation provides a real opportunity for collaborative working.

25. Lessons Learnt – factors which make APP effective It takes time to become familiar with the assessment focuses and the APP process and materials – not a ‘quick fix’. Starting with a small group of pupils enables teachers to get to know the assessment foci and their level-related criteria, then apply them more widely. Adequate planning for change and starting with small and manageable ambitions is an approach recommended by the project LAs and schools. Developing skills to ensure standards - as teachers become familiar with the APP assessment model, they realise how important it is that the consistency and accuracy of their judgements is assured across classes and schools. The accuracy of assessments is enhanced by in-school moderation and standardisation and by making effective use of the standards files Involvement of senior leadership within the school – to support implementation, standardisation and moderation Support from the LA - teachers working within more supportive LAs have benefited from a range of strategies which have also developed skills and capacity at LA level. APP is a process for periodic review of pupils' progress. It is not a ‘tick list’ or a collection of photocopied written evidence.

26. Reflection time… What will the consequences of what you have heard be for your school and your staff?