Who marks the tests? The tests are all externally marked by Cambridge examiners in the UK.
The diagnostic reports generated by Cambridge Primary Checkpoint enable schools to: tailor individual learners’ learning programmes provide information for reporting to parents compare the performance of all learners taking tests in that session manage learning programmes as learners move between schools
Homework at HeadStart Weekly spellings ◦ Increase in amount and difficulty; ◦ Teach spelling rules; Reading ◦ Test the reading age (twice this year); ◦ Assign appropriate books; ◦ Reading books in the classroom and library; ◦ Online reading programmes:
Online Reading Programmes RAZ-kidsBug Club American; Levelled; Listen to, read and record your own voice; Multiple choice quiz at the end; Little or no teacher control required; UK; Levelled AND linked to ATL; Listen to and read; Variety of questions throughout the books; More teacher control and follow-up required; Teaching Tools available;
Homework at HeadStart MyiMaths ◦ Once a week; ◦ 3 or more tasks; ◦ Automatic marking; ◦ Linked to the ATL; ◦ Lesson module; ◦ Homework module; ◦ Games module;
Global leading not-for-profit, independent provider of education and training services UK and worldwide, working extensively on behalf of governments wishing to review their national, private and international schools. One of the three providers of inspection services to Ofsted in England Who are CfBT?
Parents and students are assured that the school has been judged by independent evaluators to meet rigorous quality standards To support the school’s continuing development and improvement. The purposes of accreditation
Critical emphasis on each school’s own evaluation of its practices and performance, leading to robust planning for further improvement. The accreditation process is a partnership between the school and CfBT, which serves ultimately to improve outcomes for students.
Accreditation is awarded on the basis of standards related to international benchmarks related to other inspection regimes (Ofsted in England and the Thai Ministry). The accreditation model is developmental. It places great emphasis on each school’s review and evaluation of its own practices and performance. Principles underpinning the CfBT accreditation model
Good value for money. Assigned consultants provide high quality inputs: their visits are tightly focused and lead to action. The accreditation process produces measurable outcomes in terms of school performance. provides an on-going cycle of development for a school, which encourages school improvement.
The opportunity for a unique and effective professional partnership provides a school with expertise and an informed external perspective.
3 Star accredited status is where the students’ standards and progress, the teaching and learning, and the leadership and management are all considered outstanding. Levels of accreditation Schools are awarded the ISQM for a period of 3 years at one of 4 levels:
2 Star accredited status is awarded to schools in which the students’ standards and progress, the teaching and learning, and the leadership and management are all considered good or outstanding.
1 Star (or Basic) accredited status is where all key aspects of the education offered are considered to be of at least a satisfactory standard.
Candidate status is awarded to schools once the Accreditation Board has considered and approved the school’s application for candidacy.
the accreditation team may identify one or more specific issues that the school will be asked to address within a specified timescale before Basic accredited status can be awarded.
Schools that achieve one of the four levels of accreditation recognition are also referred to as CfBT accreditation member schools.
Evaluations against these standards are made on a four-point scale: Grade 1 – OutstandingGrade 2 – GoodGrade 3 – SatisfactoryGrade 4 – Inadequate CfBT Accreditation Standards
The student’s English language and literacy skills & competence in mathematics and information and communication technology, are sufficient for them to make progress in all areas of the curriculum Standard 1: The standards reached by students in their work and the progress they make
Evaluations of the rate of students’ attendance at school, their behaviour towards adults and one another and their attitudes to school and to learning Standard 2: Students’ personal development
An evaluation of the extent to which the teaching enables the students to learn Standard 3: Teaching and learning
An evaluation of the extent to which the school’s curriculum meets the needs of all the students Standard 4: The curriculum
An evaluation of the school’s accommodation and the human and material resources at its disposal Standard 5: The quality and quantity of the school’s accommodation and resources
Evaluations of the school’s provision for ensuring the students’ welfare, health and safety Standard 6: How well the school cares for and supports its students
The quality of the information that all parents receive about the school, and particularly about students’ standards and progress The extent to which the school seeks and is responsive to the views of parents The extent to which the school provides a resource for, and draws from, the community Standard 7: The school’s partnership with parents and the community
An evaluation of how well the school is led and managed by its owners, governing board, the Director, the senior staff and others with specific responsibilities Standard 8: Leadership and management
The governance of the school The leadership and management of the school by the Director, the senior team and other staff with responsibilities The management of the school