Accurately measuring progress for individuals and cohorts from one year to the next and also cumulative progress over time remains quite difficult because the measures are relatively coarse (usually measured in sub-levels of progress or points). Some schools are experimenting with refining teacher assessments further and this is touched on below. Leaders are telling us that being able to analyse end of key stage and internal tracking data quickly and efficiently, is helping them to fine tune provision to ensure that more pupils make good progress over time and that, as a result, gaps are narrowing for pupil premium and SEND pupils. All schools are encouraged to regularly review progress and attainment throughout the year. Three points of assessment (autumn, spring and summer) may be sufficient but, where rapid improvement is being sought, six points of assessment (terms 1-6) may be more appropriate. The choice is yours. schools are free to choose whichever This document does not recommend any particular tracking system or analysis tool – system or tool suits them best or may even prefer to create their own. Three basic principles to keep in mind at all times: 1. High expectations are key to securing good progress 2. Accurate assessment is essential if data analysis is to have any value 3. Age and prior attainment are useful starting points when developing expectations of pupil progress. EYFS - guidance provided by Foundation Years team: Reception Year outcomes - Defining a Good Level of Development (GLD): From 2013, children are defined as having reached a GLD at the end of the EYFS if they achieve at least the expected level in: the ELGs in the prime areas of learning (personal, social and emotional development; physical development; and communication and language) and; the ELGs in the specific areas of mathematics and literacy In total there are 12 ELGs within the GLD Remember: Children are judged to be either at an emerging, expected or exceeding level of development in relation to the Early Learning Goals. Point scores are awarded as follows: Emerging = 1; expected = 2; exceeding = 3
Accurately measuring progress for individuals and cohorts from one year to the next and also cumulative progress over time remains quite difficult because the measures are relatively coarse (usually measured in sub-levels of progress or points). Some schools are experimenting with refining teacher assessments further and this is touched on below. Leaders are telling us that being able to analyse end of key stage and internal tracking data quickly and efficiently, is helping them to fine tune provision to ensure that more pupils make good progress over time and that, as a result, gaps are narrowing for pupil premium and SEND pupils. All schools are encouraged to regularly review progress and attainment throughout the year. Three points of assessment (autumn, spring and summer) may be sufficient but, where rapid improvement is being sought, six points of assessment (terms 1-6) may be more appropriate. The choice is yours. This document does not recommend any particular tracking system or analysis tool – schools are free to choose whichever system or tool suits them best or may even prefer to create their own. Three basic principles to keep in mind at all times: 1. High expectations are key to securing good progress 2. Accurate assessment is essential if data analysis is to have any value 3. Age and prior attainment are useful starting points when developing expectations of pupil progress. EYFS - guidance provided by Foundation Years team: Reception Year outcomes - Defining a Good Level of Development (GLD): From 2013, children are defined as having reached a GLD at the end of the EYFS if they achieve at least the expected level in: the ELGs in the prime areas of learning (personal, social and emotional development; physical development; and communication and language) and; the ELGs in the specific areas of mathematics and literacy In total there are 12 ELGs within the GLD Remember: Children are judged to be either at an emerging, expected or exceeding level of development in relation to the Early Learning Goals. Point scores are awarded as follows: Emerging = 1; expected = 2; exceeding = 3
ProgressandtargetsettingSeptember2013.docx