Dorothy Hagan Head Teacher Holy Family RC Primary
PC Based Assessment Planned Teacher/Learner Interaction Opportunity for Parental Involvement
CT observes task performance CT takes additional notes reunderstanding Identifies strengths and weaknesses in literacy and numeracy Identifies concentration and attention spans
Self esteem and confidence indicators Planning of teaching and learning outcomes based on observations Early indication of special needs, EAL and ASN pupils
Confirm CT understanding of data CT and HT discuss PIPS Results Comparison of data to confirm groupings Additional Support for Learners giving concern
Compare raw and final scoring Identify Learners making good progress and those giving concern Closer evaluation of Learner’s literacy/numeracy attainment EAL and SFL Teacher consultations Parental Feedback Use data to inform class composition
Paper Based Assessment Close knowledge of majority of Learners now established Harder to observe assessment CT can identify areas where Learners need to improve/strengthen Picture vocabulary can identify issues EAL, ASN and SFL pupils can struggle
Confirm PIPS understanding with staff Consultations with relevant teaching staff Review Results and identify any background factors Involvement of other Agencies if pattern of need identified Ensure planning to stretch high achievers Closer look at Attitudes
Similar process as P3 Review new starts Evaluate results against other assessments/groupings Review support resources
PIPS data had been useful for Transition to S1 Academy staff use data to form classes
School Improvement Planning Allocation of resources Reporting to Parents Evidence for HMIe Local Authority Benchmarking