ࡱ> 03-./e bjbj{{ Qkn\n\T  $"""Pr4""888VVV$v,X91XU0V1X1X988T7N\\\1XR88\1X\\m @M8`ebXRy:d0XtMMJhV>V,\&W$JWVVV99U[6VVV1X1X1X1XVVVVVVVVV > : Assessment Policy Policy Number Date of Issue: Review Oct 2018 Review Date: Autumn Term 2021  Contents Foreword page...................... 3 Rationale page. 3 Purpose and Principles page...................... 4 of Assessment Types of Assessment page...................... 4 In-school formative assessment In-school summative assessment Nationally standardised summative assessments Pupil Progress Reviews page....................... 8 Assessment Moderation page....................... 8 Assessment of Foundation page...................... 8 Subjects Writing Portfolios page...................... 8 Roles and Responsibilities page 8 Evaluation and Review page 9 Appendices Fellside Assessment Framework Appendix i Statutory Assessment Frameworks Appendix ii i Foreword The changes to the National Curriculum and its assessment go well beyond mere changes of content. They invoke very different day-to-day approaches to assessment and signal fundamental shifts in ideas about learning and assessment. The successful implementation of the new national curriculum (implemented in schools in September 2014) requires a radical, cultural and pedagogical change, from one which has been too dominated by the requirements of the national assessment framework and testing regime, to one where the focus needs to be on high-quality, in-depth teaching, supported by in-class formative assessment. John McIntosh, Chair of the Commission on Assessment without Levels Departing from a system that has been so conditioned with national curriculum levels to denote progress and attainment continues to prove challenging. However, there are widely-recognised flaws in the use of levels, including the following arguments: Too often levels became viewed as thresholds and teaching became focused on getting pupils across the next threshold instead of ensuring they were secure in the knowledge and understanding defined in the programmes of study Depth and breadth of understanding were sometimes sacrificed in favour of pace. Levels also used a best fit model, which meant that a pupil could have serious gaps in their knowledge and understanding, but still be placed within the level. Levels were used far beyond their originally intended use, distorting the purpose of formative assessment. For example, too often levels have dominated lesson planning. Teachers planned lessons which would allow pupils to learn or demonstrate the requirements for specific levels. This encouraged teachers to design and use only classroom assessments that would report a level outcome. As a result, formative classroom assessment was not always being used as an integral part of effective teaching. The overriding principle of good assessment is that it should be clearly tied to its intended purpose. The Commission on Assessment without Levels, acting on behalf of the Government, did not prescribe any particular model for in-school assessment, determining instead that schools should be free to develop an approach to assessment which not only aligns with their curriculum, but also works for staff and children alike. Clearly, with this autonomy comes responsibility. This policy outlines our approach to meeting this principle of good assessment: our practices and our procedures. As with all our policies, this one seeks to support school improvement and the raising of standards or achievement and attainment for all Fellside pupils. Rationale Effective assessment is an essential and integral part of the quality teaching and learning experiences we provide at Fellside. Assessment for learning is a continuous process and a fundamental tool recognised by all at our school. It helps us to ensure that teaching is appropriate and that learners are making expected progress. It provides a framework for setting educational objectives, monitoring and communicating childrens progress. We believe that good assessment should be carried out in partnership with children, so that they can recognise their successes and be involved in setting new targets for future achievement. A clear assessment policy helps us to strengthen learning and progress across the curriculum and, importantly, helps teachers enhance their skill at making judgements so that personalised learning can take place and children can make progress in each and every lesson. This policy intends to: Make clear out vision of the role of assessment as a fundamental part of teaching and learning at Fellside Define different types of assessment and their purpose Provide clear guidelines for the implementation of the policy Detail the procedures in place to implement our assessment framework Define responsibilities in relation to assessment The Purpose and Principles of Assessment At Fellside, we believe in the following purposes and principles of assessment: To enable children to demonstrate what they know, understand and can do in their learning as well as defining the next steps in their learning and how they might achieve these. That assessment is underpinned by the belief that every child can improve and make progress To allow teachers to plan learning that accurately reflects the needs of each child. To track the attainment and progress of individual children, groups and cohorts and thus inform future planning. To afford reliable judgements about how learners are performing, related, where appropriate, to national standards. To provide school staff with data from which to evaluate both our teaching and the childrens learning, and set appropriate targets at whole-school, class and individual pupil levels. To provide the childs next teacher with information which will ensure smooth transition and promote continuity and progression across the school. To provide information for parents on their childs progress. Types of Assessment There are three main forms of assessment: in-school formative assessment, which is used by teachers to evaluate pupils knowledge and understanding on a day-to-day basis and to tailor teaching accordingly; in-school summative assessment, which enables schools to evaluate how much a pupil has learned, over time, at the end of a teaching period; nationally standardised summative assessment, which is used by the Government to hold schools to account. In-school formative assessment This is an integral part of teaching and learning. It helps teachers to understand pupil performance on a continuing basis, enabling them to identify when pupils are struggling, when they have consolidated their learning and when they are ready to progress. In this way, it supports teachers to provide appropriate support or extension (e.g. enrichment activities to deepen understanding) as necessary. Formative assessment enables teachers to evaluate their own teaching of particular topics or concepts and to plan future lessons accordingly. For the Senior Leadership Team, in-school formative assessment provides a level of assurance that staff will be appropriately supporting every child to make progress towards meeting expectations. This is monitored closely in termly pupil progress reviews. During inspection, Ofsted may seek to be assured that teachers are making effective use of formative assessment to support teaching and learning. This will form part of their wider judgement about the quality of teaching. At Fellside, we use a range of formative assessment strategies, including: Informing children of skills and knowledge based learning objectives and associated success criteria. Asking probing questions throughout a lesson in order to judge childrens understanding. Making close observations of learning (particularly in Early Years). Providing regular opportunities to review learning against the success criteria. Involving children in peer and self- assessment. Incorporating assessment opportunities against learning objectives in planning Providing effective feedback to children on an ongoing basis, both verbally and in writing, which is matched to the ability, age and individual needs of the child. Providing opportunities for children to respond to marking prompts in order to show progress in learning Using assessments and feedback from marking to inform the next stages of learning and planning and to set individual targets for children. In-school summative assessment This enables teacher to evaluate pupils learning at the end of an instructional unit or a longer period of time. It also helps teachers to measure the impact of their own teaching. Both assist in supporting teachers in planning subsequent teaching and learning. For the Senior Leadership Team, in-school summative assessments are used to monitor the performance of cohorts (groups of pupils or classes) to identify where interventions may be required and to work with teachers to ensure pupils are supported to achieve sufficient progress and expected attainment. During inspection, Ofsted will want to be assured that schools are operating effective systems of assessment for monitoring and supporting pupil performance. This will form part of their wider judgement about the quality of teaching. At Fellside, we use a range of summative assessment strategies, including: Termly assessment of attainment of all children against TIPPS* (Tracking Individual Pupil Progress in School) criteria. Termly assessment of attainment of Early Years children (Nursery and Reception) across all 17 areas of learning within the Early Years Foundation Stage curriculum Short end of unit/term tests or tasks (e.g. PUMA for maths or PIRA for reading and an extended piece of writing for Writing Journals) Reviews for SEN children Gateshead Assessment Profile (GAP) and Pupil Assessment Tracker (PAT): Used for in-school formative and summative assessment outcomes Gateshead Assessment Profile (GAP) grids are designed to help teachers assess childrens understanding and determine the next steps in learning. The grids map out the progression of skills and understanding matched to the year group expectations of the national curriculum. Teachers assess over time and across a range of tasks and curriculum areas to make judgements about the extent to which children demonstrate skills and knowledge and how secure they are in relation to a particular aspect of their learning. The aim is for the majority of children within a year group to master the expectations for that year group, moving to explore the curriculum in greater depth only when understanding is secure. At Fellside, we assess progress and attainment using GAP in reading, writing, mathematics and science. Fellside also makes use of a tracking system to maintain summative data outcomes for pupils in reading, writing and mathematics. Whilst Pupil Assessment Tracker (PAT) uses a numeric coding system, this is used for in-house summative tracking purposes only and not discussed with parents or children. Instead, the focus is on achievement and next steps discussions with these stakeholders. While teacher assessments using GAP is continuous, this summative data measure provides senior leaders with a termly snap-shot of current attainment to quantify whole-school attainment. From this measure, we can ascertain the following: The proportion of children who are on track to meet age-related expectations linked to their year groups Programme of Study (PoS) The proportion of children who are on track to be working at a greater depth in terms of expectations for their year groups PoS The proportion of children on track to meet some (but not all) age-related expectations or lower. This data is used to track the performance of cohorts and groups both within the year and across year groups. It is used to identify the need for intervention and to target groups and individuals. Data also identifies specific areas of strength and weakness and to target teaching and staff development. The Pupil Assessment Tracker (PAT) numeric code PAT 1 P Scales PAT 2 Accessing a curriculum from a previous year groupPAT 3 Accessing curriculum for chronological year group but significant gaps in learningPAT 4 On track to meet some (but not all) year group expectationsPAT 5 On track to meet year group expectationsPAT 6 On track to work at greater depth within year group expectations Nationally Standardised Summative Assessments Nationally standardised summative assessments will be used to provide information on how children at Fellside are performing in comparison to children nationally. They provide parents with information on how the school is performing in comparison to schools nationally. Teachers use them to have a clear understanding of national expectations and assess the performance of their pupils (and themselves) in a broader, national context. Nationally standardised summative assessment enables the Senior Leadership Team to benchmark Fellsides performance against other schools locally and nationally and to make judgements about the schools effectiveness and school improvement priorities. Ofsted, during inspections, also make use of nationally standardised summative assessments to provide a starting point for discussions when making judgements about a schools performance. In 2016, a new suite of tests was introduced at KS1 and KS2 which were designed to reflect the increased expectations of the 2014 National Curriculum. The range of nationally standardised summative assessments include: A Phonics Check in Year 1 (taken in June). KS1 SAT tests (taken by Year 2 children in May in reading, maths and spelling, punctuation and grammar) used to provide additional evidence to support teacher assessment judgements in reading, writing and maths. A teacher assessment judgement in relation to childrens attainment in science at the end of KS1 is also made. KS2 SAT tests - taken by Year 6 children in May. Externally marked, KS2 SATs include tests in reading, maths and spelling, punctuation and grammar (SPaG). Test results are reported to parents and governors. In addition to test results, teachers are required to submit teacher assessment judgements in relation childrens attainment in writing and science. Early Years Foundation Stage (EYFS) Profile is completed for every child at the end of their Reception year. Teacher Assessment Judgements at end KS1 (Year 2) and KS2 (Year 6) Following the removal of teacher assessment levels, Statutory Teacher Assessment Frameworks were introduced too support teachers in making robust and accurate judgements for pupils at the end of key stage 1 and key stage 2 in 2016. These have been revised for summer 2019 (see appendix ii) The frameworks set out the standard(s) a child will be assessed against at the end of the KS1 for reading, writing, mathematics and science. For KS2, the frameworks set out the required standards for writing and science only. From 2019, outcomes in reading and maths in KS2 will be reported solely on the basis of tests taken in school and marked externally. Pre key stage standards reflect the attainment of pupils who have not yet completed the relevant programmes of study but have reached a chronological age that requires a statutory outcome to be reported. Pupil Progress Reviews Pupil Progress Reviews (PPRs) take place termly and afford the opportunity for Senior Leaders to discuss both summative and formative judgements made by teachers. At PPRs, staff present summative data based on the PAT numeric scale (Pupil Assessment Tracker) and formative outcomes based on key objectives taught across the term in reading, writing and maths. In Early Years, data presented reflects formative judgements in all 17 EYFS curriculum areas. Assessment of skills and knowledge taught in foundation subject areas are also discussed during PPRs. Assessment Moderation This takes place between schools in the Whickham Cluster, between phase groups, key stages and as a whole staff to ensure that all teachers have a shared, common understanding of requirements and expectations across the primary and Early Years curriculums. Local Authority (LA) moderation sessions are attended by staff where teacher assessments can be subject to LA moderation (e.g. in Reception, Y2 and Y6). Moderation sessions take place half-termly in school and termly within the cluster/LA. Assessment of Foundation Subjects Assessment of childrens understanding and knowledge in non-core subject (or foundation subject) areas is carried out by class teachers on a termly basis. These include assessments in art and design, French, music, computing, PSHE, history, PE, RE, geography and design technology. Staff indicate where children have exceeded year group expectations or required additional support. In Key Stage 2, foundation subjects are taught discretely (and have been since the new National Curriculum was introduced in September 2014). A creative curriculum with thematic links across foundation subject areas has been maintained in KS1. Termly assessment grids are monitored by subject leaders and outcomes form part of future actions linked to curriculum action/improvement plans. Writing Portfolios In September 2014, Writing Portfolios were reintroduced at Fellside, with a piece of assessed writing recorded and filed half-termly (using Gateshead Assessment Profile methodology). These pieces of work contribute to the overall summative writing grade reported by class teachers on a termly basis, although, in-keeping with good practice in assessment, this reported grade is arrived at through careful assessment of all writing completed by children over a longer period of time and across all curriculum areas. Roles and Responsibilities The Head Teacher/Deputy Head Teacher have the following responsibilities in relation to assessment: Ensuring all staff are familiar with current assessment policy and practice Summative assessment tasks are carried out and that the resultant data is collated centrally on SIMS Ensuring that national tests are carried out in strict accordance with the Assessment and Reporting Arrangements (ARA) guidelines published by the Standards and Testing Agency (STA) and that data outcomes are published to parents and governors. Ensuring that class teachers use pupil tracking and formative assessment information to analyse the performance of individuals and vulnerable groups, setting individual pupil progress targets accordingly. Reporting to Governors on all key aspects of pupil progress and attainment, including current standards and trends over previous years Holding teachers to account for the progress of individual pupils towards their end-of-year targets and expectations The Senior Leadership Team (SLT) has responsibility for assessment in accordance with the following key areas: Monitoring standards in core and foundation subject areas Analysing pupil progress and attainment, including that of individual pupils and specific pupil groups Identifying pupils/groups of pupils who are at risk of underachievement in relation to age-related expectations and prior achievement Prioritising key actions to address underachievement of individuals and groups Teaching Staff are responsible for the assessment of pupils as follows: Regular, day-to-day formative assessment of children, adapting teaching and setting targets accordingly. Making termly summative judgements in relation to core subject areas using pertinent evidence which is reliably judged against relevant criteria Contributing to moderation activities school, cluster and local authority wide. Providing assessment information to the Senior Leadership Team, parents and children Involving pupils in self-assessment of on-going work using relevant success criteria Governors are responsible for the following responsibilities in relation to assessment: Monitoring whole school progress data with the support of the Head Teacher and Deputy Head Teacher Evaluation and Review of this Policy This policy will be reviewed annually or sooner in the event of further changes to statutory assessment procedures nationally. This version of the policy was produced in the autumn term of 2018. This policy was written with regard to the following documents published by the Department for Education: Final report from the Commission on Assessment without Levels  HYPERLINK "https://www.gov.uk/government/publications/commission-on-assessment-without-levels-final-report" https://www.gov.uk/government/publications/commission-on-assessment-without-levels-final-report Reforming Assessment and Accountability for Primary Schools  HYPERLINK "https://www.gov.uk/government/consultations/new-national-curriculum-primary-assessment-and-accountability" https://www.gov.uk/government/consultations/new-national-curriculum-primary-assessment-and-accountability Primary School Accountability in 2016  HYPERLINK "https://www.gov.uk/government/publications/primary-school-accountability" https://www.gov.uk/government/publications/primary-school-accountability Primary School Pupil Assessment: Rochford Review Recommendations  HYPERLINK "https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/644784/Rochford_Review_recommendations.pdf" https://assets.publishing.service.gov.uk/government/uploads/system/uploads/attachment_data/file/644784/Rochford_Review_recommendations.pdf Statutory Teacher Assessment Frameworks (End KS1 and KS2) Pre-Key Stage 1: pupils working below the test standard  HYPERLINK "https://www.gov.uk/government/publications/pre-key-stage-1-standards" https://www.gov.uk/government/publications/pre-key-stage-1-standards Pre-Key Stage 2: pupils working below the test standard  HYPERLINK "https://www.gov.uk/government/publications/pre-key-stage-2-standards" https://www.gov.uk/government/publications/pre-key-stage-2-standards Teacher Assessment Frameworks at the End of Key Stage 2  HYPERLINK "https://www.gov.uk/government/publications/teacher-assessment-frameworks-at-the-end-of-key-stage-2" https://www.gov.uk/government/publications/teacher-assessment-frameworks-at-the-end-of-key-stage-2 Teacher Assessment Frameworks at the End of Key Stage 1  HYPERLINK "https://www.gov.uk/government/publications/teacher-assessment-frameworks-at-the-end-of-key-stage-1" https://www.gov.uk/government/publications/teacher-assessment-frameworks-at-the-end-of-key-stage-1 Appendix i Assessment Framework This diagram represents a framework for the key assessment activities carried out by staff across the school year. Formative (day-to-day) assessment of teaching, learning and progress of children pervades all of these activities. Autumn Term 1Early Years Baseline Assessment (Reception). Data entered onto SIMS Home visit assessments (Nursery) Baseline Assessment (Nursery) Years 1 to 6 Staff analysis of data from preceding year group to facilitate planning of interventions. Continuous assessment of progress and attainment via GAP objectives (reading, writing, maths, science) and key skills (foundation subjects)  Autumn Term 2Early Years Submission of end of term progress data for both Reception and Nursery classes (assessments made across all 17 EYFS areas of learning). Data outcomes input onto SIMS system for analysis and tracking Phonics assessment carried out in Reception. Years 1 to 6 Summative assessments in reading, writing and maths prepared using Pupil Assessment Tracker (PAT). These are based on formative assessments collected over the whole of the preceding term. Resulting data input onto SIMS for analysis and tracking. PAT judgements may be informed by completion of PUMA (maths) and PIRA (reading) assessments Phonics assessments carried out in Years 1 and 2 (in-house) Key Skills Assessments in foundation subject areas are completed by class teachers and submitted to subject leaders for analysis  Spring Term 1Early Years Regular continuous assessment through observation and collection of evidence from adult focussed activities and small group work as well as child-led, independent activities Years 1 to 6 As for autumn term 1 Spring Term 2Early Years As for autumn term 2 Years 1 to 6 As for autumn term 2   Summer Term 1Early Years As for autumn and spring 1 Years 1 to 6 As for autumn and spring 1 Statutory Assessment Tests (SATs) delivered in Y2 and Y6 Summer Term 2Early Years Regular continuous assessment through observation and collection of evidence from adult focussed activities and small group work as well as child-led, independent activities Submission of end of term progress data for both Reception and Nursery classes (assessments made across all 17 EYFS areas of learning). Data outcomes input onto SIMS system for analysis and tracking Assessment data for EYFS Profile submitted to the local authority/DfE Written reports outlining progress of pupils sent to parents. Reception parents also receive EYFS Profile results.Years 1 to 6 Summative assessments in reading, writing and maths prepared using PAT (based on formative assessments collected over the whole of the preceding term). Resulting data input onto SIMS for analysis and tracking. Key Skills Assessments in foundation subject areas are completed by class teachers and submitted to subject leaders for analysis Phonics Check in Year 1 delivered*. Data submitted to the local authority/DfE Phonics assessment carried out in Year 2 (in-house) Teacher Assessment judgements for KS1 (Y2) for reading, writing, maths and science are submitted to the LA Teacher assessment judgements for KS2 (Y6) for writing and science (only) are submitted to the LA. Written reports assessing progress of pupils sent to parents. Results of statutory assessments in Year 1 (Phonics Check), Year 2 and Year 6 sent to parents.  *Included in the Phonics Check cohort are those children in Year 2 who are resitting the test Appendix ii Reportable Outcomes of Teacher Assessment Judgements at KS1 and KS2 (summer 2019 onwards) Pre-Key Stage 1 The pre-key stage standards are provided for the statutory assessment of pupils engaged in subject-specific study who are working below the overall standard of the national curriculum tests and teacher assessment frameworks. If a pupil is working below the standard of these pre-key stage standards, their statutory outcome should be reported using the relevant P scales in the 2018/19 academic year. The pre-key stage standards must be used to make statutory teacher assessment judgements for pupils who have reached the end of year 2, when an outcome must be reported for school accountability purposes, but who have not completed the relevant national curriculum programme of study. Possible outcomes (used when a pupil has not completed the KS1 programme of study)English language comprehension & readingThe four standards in this framework contain a number of pupil can statements. To judge that a pupil is working at a standard in English language comprehension and reading, teachers need to have evidence which demonstrates that the pupil meets all of the statements within that standard. Outcomes are reported as standard 1, standard 2, standard 3 and standard 4.WritingThe four standards in this framework contain a number of pupil can statements. To judge that a pupil is working at a standard in English language comprehension and reading, teachers need to have evidence which demonstrates that the pupil meets all of the statements within that standard. Outcomes are reported as standard 1, standard 2, standard 3 and standard 4.MathsThe four standards in this framework contain a number of pupil can statements. To judge that a pupil is working at a standard in English language comprehension and reading, teachers need to have evidence which demonstrates that the pupil meets all of the statements within that standard. Outcomes are reported as standard 1, standard 2, standard 3 and standard 4.ScienceN/A Pre-Key Stage 2 The pre-key stage standards are provided for the statutory assessment of pupils engaged in subject-specific study who are working below the overall standard of the national curriculum tests and teacher assessment frameworks. If a pupil is working below the standard of these pre-key stage standards, their statutory outcome should be reported using the relevant P scales in the 2018/19 academic year. The pre-key stage standards must be used to make statutory teacher assessment judgements for pupils who have reached the end of year 6, when an outcome must be reported for school accountability purposes, but who have not completed the relevant national curriculum programme of study. Possible outcomes (used when a pupil has not completed the KS2 programme of study)English language comprehension & readingThe six standards in this framework contain a number of pupil can statements. To judge that a pupil is working at a standard in English language comprehension and reading, teachers need to have evidence which demonstrates that the pupil meets all of the statements within that standard. Outcomes are reported as standard 1, standard 2, standard 3, standard 4, standard 5 (working towards the KS1 expectation) and standard 6 (working at the KS1 standard).Writing The six standards in this framework contain a number of pupil can statements. To judge that a pupil is working at a standard in English language comprehension and reading, teachers need to have evidence which demonstrates that the pupil meets all of the statements within that standard. Outcomes are reported as standard 1, standard 2, standard 3, standard 4, standard 5 (working towards the KS1 expectation) and standard 6 (working at the KS1 standard).Maths The six standards in this framework contain a number of pupil can statements. To judge that a pupil is working at a standard in English language comprehension and reading, teachers need to have evidence which demonstrates that the pupil meets all of the statements within that standard. Outcomes are reported as standard 1, standard 2, standard 3, standard 4, standard 5 (working towards the KS1 expectation) and standard 6 (working at the KS1 standard).ScienceN/A Key Stage 1 The Standards and Testing Agency (STA) conducted an evaluation of the interim teacher assessment frameworks during spring 2017, working with teachers and other educational experts. In response, changes were made to the frameworks in English reading, English writing, mathematics and science. English writing: New English writing frameworks were introduced in 2017/18; they remain unchanged for the 2018/19 academic year. English reading, mathematics and science: The English reading, mathematics and science frameworks have been modified for use from the 2018/19 academic year onwards. The pupil can statements have been refined, based on feedback from teachers and other educational experts, to ensure that they appropriately represent the key aspects of the national curriculum and reflect day-to-day classroom practice. Possible outcomesReadingWorking towards the expected standard Working at the expected standard Working at greater depth within the expected standardWritingWorking towards the expected standard Working at the expected standard Working at greater depthMathsWorking towards the expected standard Working at the expected standard Working at greater depthScienceWorking at the expected standard Key Stage 2 The Standards and Testing Agency (STA) conducted an evaluation of the interim teacher assessment frameworks during spring 2017, working with teachers and other educational experts. In response, changes were made to the frameworks in English writing and science. The English reading and mathematics frameworks have been removed to reduce assessment burdens in schools. This was set out in the government response to the Primary assessment in England public consultation. English reading and mathematics test results will continue to be used in school performance measures. English writing: New English writing frameworks were introduced in 2017/18; they remain unchanged for the 2018/19 academic year. Revised versions were introduced in the 2017/2018 academic year following calls from teachers, head teachers and their representatives to make changes to the frameworks for this subject immediately. These changes included moving to a more flexible approach to assessing this subject, as well as revising the pupil can statements to ensure that they appropriately represent the key aspects of the national curriculum and reflect day-to-day classroom practice. Science: The science frameworks have been modified for use from the 2018/19 academic year onwards. The pupil can statements have been refined for clarity, based on feedback from teachers and other educational experts Possible outcomesWriting Working towards the expected standard Working at the expected standard Working at greater depthScience Working at the expected standard     PAGE  PAGE 18 Reviewed Autumn 2018 Reviewed Autumn 2018 Fellside Community Primary School Ensuring every member of our school community is inspired to fulfil their potential and is prepared effectively for their future. Senior Leadership Team Activities Autumn Term Analysis of Raise Online Report/LA data reports (based on previous summers data) Results of Statutory Assessments (EYFS Profiles, Year 1 Phonics Check, KS1 and KS2 SATs) from preceding summer term reported to Governors during the autumn FGB meeting. Setting of staff appraisal targets linked to data outcomes Raising Attainment Plan (RAP) produced linked to pupil outcomes Whole school data analysis presented to staff Facilitation of moderation of assessments (whole staff in-house, subject leaders in groups from Whickham cluster schools, LA wide moderation Reception, Year 2 and Year 6 staff). Delivery of SAT information meetings to parents of Year 6 pupils Compare outcomes of pupil groups (gender, SEN, EAL, Pupil Premium etc.) Arrangements made for collection and reporting of autumn term data and resulting timetable for PPRs Senior Leadership Team Activities Spring Term Pupil Progress Reviews (PPR) with class teachers/SENCo Analysis of school data for autumn term Whole school data analysis of autumn term data presented to staff Collection of formative assessments (key objectives in core subject areas) half termly Facilitation of moderation of assessments (whole staff in-house, subject leaders in groups from Whickham cluster schools, LA wide moderation by Reception, Year 2 and Year 6 staff). Delivery of SAT information meetings to parents of Year 2 pupils Review of progress made against RAP targets/objectives Compare outcomes of pupil groups (gender, SEN, EAL, Pupil Premium etc.)  Senior Leadership Team Activities Summer Term Pupil Progress Reviews (PPR) with class teachers/SENCo Analysis of school data for spring term Whole school data analysis of year group data (as at end of spring term) presented to staff (delivered early summer 1) Facilitation of moderation of assessments (whole staff in-house, subject leaders in groups from Whickham cluster schools, LA wide moderation by Reception, Year 2 and Year 6 staff). Collation of data/analysis for summer term (submitted at end of term) PAT judgements and data outcomes for Reception, Year 1 Phonics Check, KS1 and KS2 statutory assessments. Initial report of data outcomes to Governors (end of current year). This is often based on unconfirmed data in the case of SAT outcomes. 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