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 re- understanding  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