1. Making effective use of data to support self- evaluation and target setting Governor Conference October 2015 Workshop – Teacher Assessment Verification The Role of Governors 3

2. Introduction What schools assess Why accurate teacher assessment is so important Estyn National Categorisation The governor role The processes Internal moderation Cluster moderation The ‘Securing Teacher Assessment Programme’ Other sources for governors Outline

3. FPIFoundation Phase Indicator (O5+) LLC Language, Literacy & Communication MD Mathematical Development PSDWBCD Personal and Social Development, Wellbeing and Cultural Development CSI Core Subject Indicator (L4+) English and/or Welsh first language Mathematics Science Foundation Phase What we assess – FP, KS2, KS3 Key stage 2 Key stage 3 CSI Core Subject Indicator (L5+) English and/or Welsh first language Mathematics Science Foundation: Art, Design and Technology, Geography, History, Information Technology, SubjectsModern Foreign Language, Music, Physical Education, Welsh 2nd Language

4. Outcome 6 Outcome 5 Outcome 4 Outcome 3 Outcome 2 Outcome 1 KS1 CSI (Level 2 and above) KS2 CSI (Level 4 and above) Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 KS3 CSI (Level 5 and above) FP FPI (Outcome 5 and above) Foundation Phase outcomes and National Curriculum - EXPECTED Levels

5. Outcome 6 Outcome 5 Outcome 4 Outcome 3 Outcome 2 Outcome 1 KS2 (Level 5 and above) Level 8 Level 7 Level 6 Level 5 Level 4 Level 3 Level 2 Level 1 KS3 (Level 6 and above) FP (Outcome 6 and above) Foundation Phase outcomes and National Curriculum - EXPECTED Levels + 1

6. Estyn - Standards The judgement for Key Question 1 cannot normally be above adequate when attainment outcomes show trends over three years in many key performance indicators at levels significantly lower than the averages for similar schools, taking account of the school’s context, including deprivation factors.

7. Uses the following data to place a school in a ‘Standards’ category 1-4, for primary schools: FPI / CSI performance Language performance at expected level Mathematics performance at expected level Language performance at expected level+1 Mathematics performance at expected level+1 Attendance (weighted 0.5) More complex but similar range in secondary schools National Categorisation

8. The process Statutory Requirements ‘Headteachers, governors, coordinators and teachers who will be involved in the end of Foundation Phase and/or key stage statutory assessment arrangements should familiarise themselves with the key requirements set out in this publication. This will enable school leaders and their staff to ensure that statutory assessment arrangements are incorporated effectively in their planning for the year.’ http://learning.gov.wales/docs/learningwales/publications/ 140221-statutory-assessment-arrangements-en.pdf

9. Systems in your school - DISCUSSION What happens in your school in terms of teacher assessment? How much are governors informed of the process? Could anything be done to improve awareness of the processes in school?

10. Headteachers must: remind teachers of their duty to administer the assessment arrangements identify which learners should be assessed at the end of each key stage ensure that teacher assessment levels are recorded for each attainment target in all subjects with more than one attainment target ensure that overall subject levels are recorded for each subject ensure that a statutory end of key stage teacher assessment is undertaken not later than 20 working days before the end of the summer term Statutory Requirements

11. School Based Standardisation and Moderation robust systems and procedures are in place to support accurate and consistent teacher assessment. These systems and procedures need to be focused on internal standardisation and moderation all teachers understand and apply the concept of best-fit judgements to learners’ work, in relation to the national curriculum outcome/level descriptions

12. have in place arrangements by which teachers confirm and maintain a shared understanding of national curriculum standards, using samples of their learners’ work to generate a reference set of exemplars (standardisation procedures) have in place arrangements, using selected learner profiles, so that teachers moderate end of key stage assessments and apply the outcomes from this internal moderation prior to finalising all learners’ end of key stage attainment maintain concise documentary evidence of these systems and procedures, and their annual application, for both internal and external quality assurance purposes School Based Standardisation and Moderation

13. Cluster Moderation school representatives attend all cluster group moderation meetings allow appropriate time for cluster group moderation meetings, and network with other headteachers within the cluster group to coordinate teachers’ availability their own teachers select learner profiles from their classes as evidence for the cluster group’s moderation they support their teacher representatives’ to share the outcomes of cluster group meetings with other staff agreed decisions and outcomes from cluster group meetings are implemented by all relevant staff within their own school, prior to end of key stage teacher assessment

14. Systems in your school - DISCUSSION What happens in your school in terms of cluster moderation? Who usually attends? How much are governors informed of the process? Could anything be done to improve awareness of the processes in school?

15. SECURING TEACHER ASSESSMENT - PROGRAMME OF EXTERNAL VERIFICATION

16. Common weaknesses in mathematics Welsh Government Contract Consortia Tender Response with EAS as Contract Manager Purpose: To verify school judgements by deploying verifiers to schools Y1: Mathematics / Science Y2 : English / Cymraeg, plus additional work in clusters Y3 : to be determined STAP - Outline

17. Programme Director Programme Manager Lead Verifier Structure Lead Verifier for CSC, from EAS Lead Verifier for EAS from CSC Lead Verifier for ERW from GwE Lead Verifier for GwE from ERW.

18. Common weaknesses in mathematics Common processes, procedures and templates for use by all verifiers and Lead Verifiers for reporting purposes A nationally consistent training programme School sampling methodology – 10% – Range of criteria, produced too large a group – random Pupil sampling National process to deal with any disagreements in judgements QA Procedures Bilingual materials Processes

19. Common weaknesses in mathematics Visits A total of 55 verifiers were deployed to 149 schools. Of these schools:  71 were English medium KS2 settings  35 were Welsh medium KS2 settings  28 were English medium KS3 settings  15 were Welsh medium KS3 settings The number of learner profiles verified in each school varied. ere verified:  501 key stage 2 mathematics profiles  486 key stage 2 science profiles  125 key stage 3 mathematics profiles  124 key stage 3 science profiles

20. Common weaknesses in mathematics Findings Draft report to WG in July Interim report in October Final report in December, for Y1, to be published Findings confidential until then, but ‘disagreement’ at approximately: 10% primary 25% secondary Insufficient Evidence the main concern Procedures, internally and in clusters not consistent

21. EAS GB – Autumn Report