Perspective: developing AWL systems Breif: How we have developed a culture of formative assessment in our school and how our assessment system, is based on a set of principles that we have developed and is not an attempt to re-create levels. It allows us to focus on what children need next in their learning, rather than tell us that they children can’t do yet what they haven’t Gary Wilkie (Executive Headteacher), Hannah Phillips & Alannah Palmer

Our philosophy and ethos are underpinned by the belief that all children are able to learn and achieve. Our policies (around teaching and learning) have few non-negotiables because we want teachers to have the freedom to select what is appropriate for different lessons and situations. We learn and develop together – seeking reassurance from other professionals. Our Sheringham Primary School identity

Marking and feedback policy

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Paraphrased from the Final Report of the Commission on Assessment Without Levels Why levels were rubbish …. Levels weren’t particularly accurate or consistent ‘Best fit’ meant that gaps could be hidden Levels impacted on what you taught and even who you taught it to They caused a massive increase in teacher workload. Levels labelled children and encouraged a fixed mind-set. Levels encouraged pace through the curriculum and not depth (ie mastery) How can we make sure that whatever new system we use, doesn’t repeat old mistakes?

From the Final Report of the Commission on Assessment Without Levels Schools should be clear: Why pupils are being assessed The thing which the assessment is intended to measure What the assessment is intended to achieve How the assessment information will be used. In what ways can our assessment system have a positive impact on teaching and learning, and outcomes for children?

Our philosophy and ethos are underpinned by the belief that all children are able to learn and achieve. Our policies (around teaching and learning) have few non-negotiables because we want teachers to have the freedom to select what is appropriate for different lessons and situations. We learn and develop together – seeking reassurance from other professionals. Our Sheringham Primary School identity

How successful is a child at the things you’ve taught so far? How much support do they need to be successful? How on track are they to reach the end-of- year expectations?

Teachers keep coming up with their own ways to use them

And we can still do pretty spreadsheets and graphs … when they’re useful.

The point of a graph is not to show stuff, but to prompt questions and discussion.

But how can you show progress if the numbers don’t keep getting higher!