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Understanding Pupil Progress Information for parents.

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Presentation on theme: "Understanding Pupil Progress Information for parents."— Presentation transcript:

1 Understanding Pupil Progress Information for parents

2 Background Parent response to questionnaire showed discrepancy: –96% feel that teaching is good at St Johns –88% feel that their child is making enough progress 79% felt that the school helps parents to support their childs learning Increasing numbers of parents want to know the levels their children are achieving.

3 Staff Discussion Pros Parental support for learning Transparency/confidence Parental engagement – working in partnership Teachers as professionals Opportunity to raise awareness Cons Misconception of no or low progress - vulnerable year groups Pupil self-esteem Pressure to perform – unhealthy comparisons Unnecessary worry

4 Expected Attainment and Progress

5 Age-related expectations The benchmark for pupils at the end of Key Stage 1 (Year 2) is Level 2b The benchmark for the end of Key Stage 2 (Year 6) is Level 4b Therefore pupils reaching Level 3b by the end of Year 4 are on track to meet age related expectations This represents expected attainment and progress

6 KS1 and KS2 Progress KS1 Children are expected to make 2 levels progress in 2 years (Level W – Level 2) KS2 Children are expected to make 2 levels progress in 4 years (Level 2 – Level 4)

7 Levels and breadth of study KS1 – 2 levels in 2 years KS2 – 2 levels in 4 years Why? Levels 3 and 4 have greater content than levels 1 and 2 Level 3 has the greatest content

8 A pupil leaves KS1 achieving age related expectations (2b) They make expected progress and leave KS2 achieving age related expectations (4b) Their progress may look like this:

9 …or this…….

10 But it wont look like this…..

11 Key Message Progress is not linear

12 Progress is not linear because… Content of levels is different; some have more steps to cover than others Children progress at different rates – age related expectations are a guide. Many factors affect rates of progress eg; diet, sleep, emotional well-being, attendance, attitude to learning, parental support……

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15 Key Message Levels without context are a poor measure of progress

16 How do we ensure pupils make better than expected progress? (Our teaching and learning policy) Assessment (formative and summative) Quality First teaching – planning, delivery, feedback Pupil Progress Meetings Intervention strategies Targets (numerical and personal) Moderation of assessment

17 The ammount of progress made in the last 3 years has improved (Include 3 year APS trend)

18 What more do you need to know? What does each level look like in English and Maths? Mr Hall and Mrs Wallington Website access

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