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PRIORITY 2 Teaching & Learning AREA OF ACTIVITY 2 Assessment and Differentiation Key Objectives:-

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2013 - 14

Pupil Outcomes: Pupils in all year groups reach predicted targets in core subjects The percentage of children working at ARE in core subjects is increased.

Assessment in core subjects, ICT and science for new curriculum Entry and exit assessments to monitor the impact of interventions Use of assessment to inform planning, differentiation and grouping. Embed EYFS assessment Success Criteria:-

Continue to refine use of range of assessment and checking strategies and match of planning to pupil needs – Achieving levels documents/New curriculum Evaluate effectiveness of differentiated grouping and provision based on assessment

Ensure accuracy of assessment through regular moderation/monitoring of APP folders

Continue to refine range of differentiation strategies to ensure QFT

Explore/Develop assessment procedures aligned to new curriculum – Core subjects/Foundation Subjects

Review use of APP for reading, writing, maths and science in line with new NC expectations Develop assessment of ICT in line with new curriculum Review Foundation Subject Skills Ladders in view of new NC Continue to embed and improve entry and exit assessments to monitor the impact of interventions. (Develop skills of support staff in making assessments) Embed EYFS assessment (returning Phase Leader)

Strategies/Action, including CPD

Success Criteria/Impact

Termly staff meetings to moderate writing, reading APP and Maths APP assessments.

In House Phase moderation meetings

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Staff use a range of day to day assessment strategies which are identified in and inform future ST planning Differentiated teaching is informed by ongoing assessment. Accurate and consistent teacher assessment in reading and maths is confirmed through moderation. Assessment systems consistent with new curriculum are identified to assess in reading, writing, maths, ICT and science Teachers make diagnostic reading assessments which inform provision, targets and reading bands Impact of interventions on pupil progress can be evaluated.. Teachers/subject leaders identify systems to monitor progression/ARE in Foundation subjects Returning FS Phase Leader is secure with new EYFS assessment criteria and procedures. Children across ability range make good progress in class through QFT

Teachers new or returning to year groups are confident in assessment practice and age related expectations. Teacher assessment is accurate in all year groups Assessment systems for 2014 evaluated.

Lead Person/ Target Group JW/Teachers

Timescale (when) Termly

Resources/Budget/CPD Termly staff meeting slots 11.12.13, 18.12.13, 9.04.14, 2.07.14, 9.07.14 KS Meetings

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Review use of APP for reading, writing, maths and science in line with new NC expectations.

Trial new assessment mechanisms for new 2014 curriculum.

Assessment systems consistent with new curriculum are identified to assess in reading, writing, maths, ICT and science

JW/Teachers

Continue to refine range of differentiation strategies to ensure QFT Access Shirley Clarke Formative assessment training and materials. Develop in-house CPD based on these materials

Extend use of Achieving Levels documents to support assessment, differentiated planning and identification of next steps for pupils. Introduce at staff meeting. Teachers and Support Staff

Become familiar with 2014 national curriculum ARE to inform match of planning to pupil needs

Training for returning Phase Leader on requirements of new FS assessment procedures

Termly Planning Review

Staff meeting – Summer Term 2.7.14 9.07.14

2014/15

Review Foundation Subject Skills Ladders in view of new NC

Attend Pyramid FS Moderation Meetings GH/K McC/CD/NC – Moderation Mtgs – Termly Monitor consistent inclusion of day to day assessment strategies in ST planning

By July 2014

Children across ability range make good progress in class through QFT

JW

Training Summer 2013

Staff meeting x 3 23.10.13 22.1.14 4.6.14

Termly Staff meetings

Teachers use a range of day to day assessment strategies which are identified in and inform future ST planning Differentiated teaching and target setting is informed by ongoing assessment Differentiated teaching and target setting is informed by ongoing assessment

AL/JW/Phase Leaders/Staff

Autumn Term Ongoing

Staff meeting – Autumn Term 13.11.13 Key Stage meeting discussion

AL/JW/Phase Leaders/Staff

Autumn Term Ongoing

FS Leader and team have knowledge and procedures in place to meet new FS assessment requirements

K McC/GH/FS Team

By October 2013

Staff meeting – Spring Term Key Stage meetings NC INSET Days x 3 21.2.14, 22.5.14, 23.5.14 NC Time – Summer Term 2013

Staff use a range of day to day assessment strategies which are identified in ST planning

JW/RP/K McC/Teachers

Ongoing

Termly release for Moderation Meetings Termly Litco/Numco release Supply x 3 days SLT NC Time

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Monitor use of APP (Writing, Reading, Maths).

Litco/Numco review of APP folders Provide termly opportunities to moderate Continue to promote diagnostic assessment of reading and use to inform reading bands Identify whole school system for recording assessment in Science to reflect new curriculum (APP)

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Attend Pyramid Science Co-ordinators Meetings

Continue to refine entry and exit assessments to monitor the impact of interventions

Accurate and consistent teacher assessment is confirmed through moderation. Teachers are confident using APP to make teacher assessments in core subjects Teachers make diagnostic reading assessments which inform provision and targets

JW/K McC/RPKS Leaders Teachers

Ongoing

Termly Staff meetings/KS Meeting slots APP Staff meetings 11.12.13, 18.12.13, 9.04.14, 2.07.14, 9.07.14 Numco NC time x 1 day Litco – SLT NC Time

Science co-ordinator identifies assessment system Teachers and new staff are aware of/ use APP for Science – Autumn 2014

MB

Autumn 2014

Staff meeting x 1 Autumn 2014

Impact of interventions on pupil progress can be evaluated.

AL/JW/GT

Autumn 2013

Standardised tests - £150 – SEN budget 0.2 SpLD teacher £8000

Purchase standardised reading and spelling tests for entry/exit assessments to evaluate impact of literacy interventions. Support TAs in administration – 0.2 SpLD Teacher Identify system for recording assessment in ICT in line with new curriculum.

New Y2 teacher to attend LA KS1 assessment training and conduct end of KS assessments in line with national requirements.

Update school tracking with outcomes to feed into SSE cycle. Embed new tracking and recording system for F1 and F2 pupils in line with new EYFS requirements. Train returning FS Team Leader to complete and record FS observations and tracking

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S. Jones/Teachers

Autumn 2014

Staff Meeting Autumn 2014

End of KS SATS and assessments are accurate and carried out in line with national requirements. Outcomes inform whole school SSE and 2014-15 improvement planning.

JW/EP

Spring 2014

Training/release time

Pupil progress in F1 & F2 is tracked and recorded in line with new requirements. Tracking informs SSE Effective systems for ongoing observation, evidence collection and recording are in place in the FS.

K McC/GH FS Team.

By Oct 2013

Summer Term – FS Leader/DH NC Time

Science co-ordinator identifies assessment system

Children’s ICT skills are assessed and recorded to inform next steps and reporting to parents.

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Continue EALIP Assessment Programme for EAL pupils in FS and throughout school Train F1 NNEB to assess and deliver EALIP Continue Nassea assessments for KS2 pupils

Planning and provision for EAL pupils is based on accurate assessment.

K McC/JH

Ongoing

Update and distribute Assessment Timetable

Assessment timetable is in place

JW

Autumn Term By Whom: JW/K McC/RF

Monitoring APP moderation meetings / review of folders – Writing, reading, maths FSP/e-profile Termly pupil tracking updates/pupil progress meetings Planning and work reviews Lesson observations

When: Spring & Summer Term/Autumn Term - writing Spring & Summer Term Termly Termly Termly Termly

EMTAS SLA

JW/K. McC/GH JW/Classteachers JW/K McC/RP SLT/Core Subject Leaders

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Sdp action plan t & l ap 2 assessment & differentiation 2013 14