Presentation on theme: "Addressing the issues you raised (1) Q12: Informed how my child is getting on Q17: High expectations for my child Q18: Ensures my child reaches full potential."— Presentation transcript:
Addressing the issues you raised (1) Q12: Informed how my child is getting on Q17: High expectations for my child Q18: Ensures my child reaches full potential
Understanding Pupil Progress and Attainment
The National Curriculum Levels LevelAge Related Expectations 1c 1bAge Related Expectations at the end of Y1 1a 2c 2bAge Related Expectations at the end of Y2 2a 3c 3bAge Related Expectations at the end of Y4 3a 4c 4bAge Related Expectations at the end of Y6 4a 5c 5b 5a
Age-related expectations The benchmark for pupils at the end of Key Stage 1, (Year 2) is Level 2b The benchmark for pupils at the end of Key Stage 2 (Year 6) is Level 4b Therefore pupils reaching Level 3b by the end of Year 4 (the halfway point) are on track to meet age related expectations This represents expected attainment and progress
Key Stage 1 and Key Stage 2 Progress KS1 Children are expected to make 2 levels progress in 2 years (beginning of Y1 to the end of Y2) KS2 Children are expected to make 2 levels progress in 4 years (beginning of Y3 to the end of Y6)
Progress KS1 – 2 levels in 2 years KS2 – 2 levels in 4 years Why? Levels 3 and 4 have far greater content than Levels 1 and 2 Level 3 has the greatest content
Examples of rates of progress
A pupil leaves KS1 achieving age related expectations (2b) They make expected progress and leave KS2 achieving age related expectations (4b). Their progress might look like this… 2b 4b 3b
…or this 2b 3b 4b
…but it probably won’t look like this (linear) 2b 3b 4b
Progress is not linear because… Content of levels is different; some have more steps to cover than others. Children progress at different rates throughout their time in school – age related expectations are a guide. Many factors affect rates of progress e.g. diet, sleep, emotional well-being, attendance, attitude to learning and parental support.
What we say… At Woodheys we have the highest expectations when it comes to the progress and attainment of your child. Through an inspiring curriculum, high quality teaching and a thorough assessment process we aim to help your child meet these expectations. This year, our assessment process in Reading, Writing and Maths is characterised by ongoing and in-depth judgements. These judgments are evidenced with pupil’s work in their natural learning environment right across the curriculum. Alongside test based scores we feel that this approach provides a much more rounded evaluation of your child’s progress and attainment.
Communication between home and school Parents Evening During the first Parents’ Evening in Autumn you will be informed whether your child is: Below age related expectations Inline with age related expectations Above age related expectations in Reading, Writing and Maths At the second Parents’ Evening in Spring (the halfway point in the year) you will be given a level for your child in Reading, Writing and Maths Please refer to the earlier slides to assist with your understanding of these categories. Alongside this, you will be provided with ways which you can help your child make further progress at home – based on the ‘gaps’ and/or ‘areas to improve’ their teacher has identified. School Report Your child will be provided with an end of year level in Reading, Writing and Maths. Using the information in the earlier slides you will be able to ascertain whether your child is below, inline with or above age related expectations and you will also be able to accurately plot their progress from year to year.