1. Area Networks Autumn 2008 Assessing Pupils’ Progress – Leadership and Management

2. ‘ If you don’t know where you are going, you’re unlikely to end up there’ Forrest Gump

3. Ofsted’s commonest finding: ‘Assessment does not sufficiently inform teaching and learning.’

4. Myths about APP Once upon a time… A magic spell… The wicked witch… The ugly sisters…. Snow White….

5. Myths about APP Once upon a time… APP spells the end for league tables The wicked witch… The ugly sisters…. Snow White….

6. Myths about APP Once upon a time… APP spells the end for league tables Ofsted will want to see APP in place now! The ugly sisters…. Snow White….

7. Myths about APP Once upon a time… APP spells the end for league tables Ofsted will want to see APP in place now! Single level tests and APP are the same thing Snow White….

8. Myths about APP Once upon a time… APP spells the end for league tables Ofsted will want to see APP in place now! Single level tests and APP are the same thing 6 or 7 little friends not 30!

9. Premise Are we here to: Install a system for APP? Or Make a difference to the quality of teaching and learning ?

10. Activity Discussion time in your school groups. What are the main issues in your school around securing judgements? What do you consider to be the key outcomes of implementing APP in your school? What have been your initial successes and concerns when introducing the APP process?

11. Leadership and Management of APP Key messages: APP is about improving teaching and learning Process of implementation will take time Leadership by the Head Teacher and SLT is crucial Moderation process is fundamental Implications for your school beyond assessment – e.g. guided work

12. Key messages cont. Shift of focus from the end of key stage tests and assessments Your tracking system is only as good as the information you put into it.

13. Lessons learned Time taken to become familiar with the AF’s and the APP process Adequate planning for change Involvement and understanding of senior leadership Link to whole school improvement and priorities Appreciation of impact on teaching and learning – not a tick list of attainment

14. Benefits Improved understanding of NC levels Confident and accurate assessments Wider range of evidence across the full breadth of the curriculum More ownership of responsibilities for standards and progress among teachers Better appreciation of integration of assessment and teaching and learning.

15. Activity Opportunity to consider your own starting points and phases of implementation

16. Reflection for Leaders Time to reflect and generate questions Check the FAQs – are there still things you need to know now? What do you need to know next?

17. Support for school leaders Support on the assessment area of the Primary Framework Guidance for planning in-school standardisation and moderation Supporting school leaders pack www.standards.dcsf.gov.uk/primaryframework –Assessment tab for APP –CPD tab for leadership materials

18. Dimensions of change Vision Skills Incentives Resources Action Plans Vision Skills Incentives Action Plans Frustration Vision Skills Incentives Resources False Starts Vision Skills Resources Action Plans Slow Change Skills Incentives Resources Action Plans Confusion Vision Incentives Resources Action Plans Anxiety Success Jacqueline S. Thousand & Richard A. Villa Managing Complex Change; 2001

20. The “Evolution” of Sub-levels L2 L1 L3 L3c L1a L2a L2b L2c L3b L1b High Secure Low

21. High Secure Level 2 Low An “intelligent” sublevel within an AT Numbers & Number System Fractions & Decimals Operations & Relationships Numerical Problems Written Methods

22. Assessment: ways of looking Close-up Standing back Public view

23. Ways of looking – pupils Close-up immediate feedback in specific aspects relevant next steps reflection on learning as it is happening Public view formal recognition of achievement influences future opportunities and next choices What is often missing?