1. Parents Forum Wednesday 20 th May 2015 Hoylake Holy Trinity C of E Primary School

2. New Assessment Arrangements Hoylake Holy Trinity C of E Primary School

3. Why change? DfE Assessment reform (September 2014) As part of the reforms to the national curriculum, the current system of ‘levels’ used to report children’s attainment and progress were removed from September 2014 and will not be replaced. Schools have to have a new system in place by September 2015. The programmes of study within the new National Curriculum (NC) set out expectations at the end of each key stage, and all maintained schools are free to develop a curriculum relevant to their pupils that teaches this content. The curriculum must include an assessment system which enables schools to check what pupils have learned and whether they are on track to meet expectations at the end of the key stage, and to report to parents.

4. Key changes to national curriculum tests and assessments (DfE 2014) The national curriculum tests and teacher assessment at the end of key stages 1 and 2 will be reported in levels for the last time in summer 2015, as pupils in Year 2 and Year 6 that year will not have been taught the new national curriculum. The first new key stage 1 and key stage 2 tests in English, mathematics and science, based on the new national curriculum, will be sat by pupils for the first time in the summer of 2016.

5. How did we come up with our new assessment system? We are using ‘Target Tracker’. We attended many training courses on assessment without levels in the previous academic year and researched various options. We have trialled the system alongside the old system throughout this academic year. We have chosen what we believe are the best systems for our school and have partnered with other schools.

6. Target Tracker's Approach to Assessment and Progress Tracking in the New Curriculum Target Tracker have taken inspiration from their EYFS model and have developed an effective assessment system that will meet the needs of all school stakeholders and support the school in embedding the DfE ‘Assessment Principles’. It has been developed to ensure that the useful elements of the outgoing levels system are retained, while removing the more confusing elements. We will still monitor and report on attainment and progress.

7. Tracking Attainment and Progress with Bands and Steps The bands for each year group contain the statements from the new National Curriculum programme of study expected end of year outcomes (higher expectations for each year compared to the old NC) To track pupil attainment and progress there is system of steps. At half termly intervals, practitioners select a step to show where each pupil is working. Lower and high achieving pupils may be working at a band outside of their current year, and can be recorded as such. Each band has been broken down into six steps: beginning (b) beginning + (b+) working within (w) working within + (w+) secure (s)secure + (s+)

8. Attainment & Age Related Expectations Age Related Expectation (ARE) Old Levels SystemNew Bands System Year Group Expected level at the end of the year Year Group Expected band and step at the end of the year F2ExpectedF2Expected Y11aY11S Y22bY22S Y33cY33S Y43aY44S Y54bY55S Y64aY66S

9. Progress Expectations Expected Progress Old Levels SystemNew Bands System Year Group Expected level at the end of the year Year Group Expected band and step at the end of the year F26 stepsF26 steps Y12 sub levelsY16 steps Y23 sub levelsY26 steps Y31 sub levelY36 steps Y42 sub levelsY46 steps Y52 sub levelsY56 steps Y61 sub levelsY66 steps

10. Monitoring- Pupil Progress Meetings We will continue to have half termly pupil progress meeting with every teacher. During these meeting we discuss individual children in the teacher’s ability sets and class. We decide on focus groups, interventions, any outside agencies support needed to ensure every child is making expected / exceeding progress. Where children do not make expected progress, they will be receiving support

11. Planning for the needs of individual children The Target Tracker system can perform a gap analysis for individuals or groups of children. The gap analysis is linked to the new National Curriculum statements. Lessons are then planned accordingly for specific gaps for specific children. Works extremely well in ability sets.

12. Reporting to Parents We will continue to have three Parents Evenings per academic year. After Pupil Progress Meetings we will contact you if your child has not made the expected progress that half term. End of year reports.

13. Staff CPD from Target Tracker and in house. We have delivered training for other schools. We have carried out in-school moderation using the new statements, bands and steps. By running the system alongside the old system this year, staff are confident to use in September. We will continue to moderate both in school and in clusters with other schools and with the LA. Next steps

14. Any questions?

15. Feedback from previous Forum Hoylake Holy Trinity C of E Primary School

17. Class Structure 2015-16 Hoylake Holy Trinity C of E Primary School

18. Class structure has been planned however, staffing is to be confirmed. Class 1 = F2 (approx 24 children) Class 2 = F2 (approx 24 children) Class 3 = Y1/2 (approx 25 children) Class 4 = Y1/2 (approx 25 children) Class 5 = Y1/2 (approx 25 children) Class 6 = Y3/4 (approx 27 children) Class 7 = Y3/4 (approx 27 children) Class 8 = Y3/4 (approx 27 children) Class 9 = Y5/6 (approx 23 AM, 34 PM) Class 10 = Y5/6 (approx 23 AM, 34 PM) = Y5/6 (mornings only – 22 children)

19. We will continue to set children into ability groups as follows: F2 = top, middle, lower ability groups for phonics, English and Maths Y1/2 = top, middle, lower ability groups for English and Maths Y3/4 = top, middle, lower ability groups for Maths, 2x lower/middle groups and top group for English Year 5/6 = top, middle, lower ability groups for Maths, 2x lower/middle groups and top group for English Phonics/SPAG will be set Y1-6.

20. Year 5/6 We have set for Maths across Y5/6 this year which has proven to work well for the children No change to Y6 Tests preparation- Y6 children will still have booster sessions separate from Y5 Setting with an additional teacher allows smaller teaching groups (23 approx) Setting enables us to tailor work more closely to children's individual needs

21. Ofsted – Progress on the School’s Action Plan May 2015 Hoylake Holy Trinity C of E Primary School

22. The next Inspection Due before May 2016 (within two years of last inspection) – Unlikely to be Summer 2015 – More likely Autumn 2015 – Depends on their backlog and our progress School’s Self Assessment of current position (shared by Governors): – Clear evidence to justify a ‘good’ inspection verdict

23. Why an Ofsted Action Plan? Identifies the key challenges set out at last Ofsted Inspection, specifically: – Too much variation in achievement – Quality of teaching not consistently good – Pace of learning slow – Ineffective marking – EYFS provision not good enough The Plan sets out goals and milestones to ensure constant progress

24. What is the role of the Governors? Committee of Governors meet half-termly to ensure there is evidence of progress against agreed plan; Receive presentations and evidence from Senior Leadership Team about their impact on the school; Receive updates from LA and HMI about the progress that the school is making;

25. Good news: The Headlines EYFS –Significant improvement – Evidence? Being shared as a model of best practice across Wirral. Massive improvement in attainment (see later) New learning environment Impact Gives children very best platform for future learning

26. Teaching Profound improvement in quality and consistency of teaching: – Improved from 8% to 33% the ‘outstanding’ lessons – 46% improvement in the number of ‘good or better’ lessons – Overwhelming majority of lessons now ‘good’ or ‘outstanding’ – SLT judgments are robust, and externally verified: “ Over time, the school leaders’ checks on the quality of teaching and learning have not been sufficiently rigorous. As a result, their view on the quality of teaching overall has been too generous” NB: This was a different School Leadership Team

27. Impact on achievement Ofsted: ‘Achievement in the Early Years Foundation Stage requires improvement because not enough children are making accelerated progress’ Impact EYFS – At least 95% of pupils now making ‘accelerated progress’

28. Other examples Ofsted: ‘Too few pupils have progressed to the higher levels’ Impact: Writing: Improved from 13% above ARE to 20 % Maths: Improved from 21% above ARE to 32% Reading: Improved from 26% above ARE to 39%

29. Other progress Marking more effective – Assessments of children are accurate in 100% of cases; – Now have consistent and reliable evidence of marking policy being followed in 100% of cases. – Impact: Better planning and more effective differentiation ‘Behaviour for learning’ – Significant improvements in the ‘pace’ of lessons; – Evidence of best practice being shared across the school – Children’s attitude to learning – loving what they do and making the most of every learning opportunity

30. Leadership and management Ofsted’s challenge Strengthen the impact that new school leaders have on school improvement by: – embedding rigorous checks on teaching and learning so as to improve the overall quality of teaching – using the skills of the strongest teachers to support those who are weaker.

31. Responding to the challenge Set new performance management targets – Performance related pay Skilled SLT – – training to be moderators for the LA Already giving opportunities to others – Sharing skills and succession planning Improved monitoring – Learning walk, lesson observations, book reviews all done at least termly if not half termly.

32. Summary Governors have noted that there is clear evidence of improvement in all areas. – Genuine cause for celebration and optimism – Impact of SLT profound in short space of time Governors will continue to support and challenge school working through next inspection Challenge will continue: – Aiming for Outstanding school in every respect

33. Role of Parents What do OFSTED look at pre-inspection? – Parent view – What is it? – Why is it important? – Where will you find it? – www.parentview.ofsted.gov.uk/

34. Importance of Parent View Many thanks to all parents who took part in our last questionnaires at February parents evening. We went through the results of this at the last parents forum (on website) and the feedback was generally positive. Parent view is one of the few things Ofsted can see before they visit our school, therefore we would like to get an up to date view on parents opinions. Please go on to parent view – computers are available around the hall. Reminder: Parent questionnaire communication on school website. Time to complete parent view and an opportunity for discussion

35. Next year… What do you want to hear more of? Hoylake Holy Trinity C of E Primary School