Progression and the Primary Framework Leading and managing Assessing pupils’ progress (APP) Securing national standards Using classroom collaborative professional learning

Leading and managing APP Benefits: improved understanding of National Curriculum levels; confident and accurate assessments; wider range of evidence across the full breadth of the curriculum; more ownership of responsibility for standards and pupils’ progress among teachers; integration of assessment with planning for teaching and learning.

Leading and managing APP Lessons learned: It takes time to become familiar with the assessment focuses and the APP process and materials. Ensure adequate planning for change. Develop skills to ensure standards Involvement of senior leadership within the school. APP is a process for periodic review of children’s progress. It is not a ‘tick list’ or a collection of photocopied written evidence.

Discussion question: What have been your initial successes and concerns when introducing the APP process in your school?

Leading and managing APP Resources to support school leaders: Support on the assessment area of the Primary Framework Guidance for planning in-school standardisation and moderation Supporting school leaders pack

In-school standardisation Process to establish consistency of judgements before assessment Looking at a small sample of work – referencing the standards files All materials are available on the Primary Framework website

In-school moderation Checks and ensures consistency of judgements after assessments have been made Helpful to agree a focus for moderation which can vary at each assessment round

Activity Planning for leading and managing APP

Classroom collaborative professional learning (CCPL) improves practice: in assessment in teaching new pedagogies in improving existing teaching methods.

How the world’s best school systems come out on top Barber (2007), McKinsey Consulting The most successful systems: encourage people who are focused on teaching and learning to become headteachers focus headteachers’ time on improving teaching and learning enable teachers to learn from each other in classrooms using ‘coaching’ and ‘lesson study’ – for joint planning, observation, evaluation and transfer of practice.

‘Assessment’ + ‘for learning’ – harnessed improvement levers Headteachers focused on T&L and pupil progress Framework & CPD for headteachers and teachers Well evidenced pedagogy e.g. guided practice, talk for Wri/Ma SEAL Collaborative pedagogic practice transfer – Lesson Study, coaching Collaborative pedagogic practice transfer – Lesson Study, coaching Better Teaching better Learning better Progress Better Teaching better Learning better Progress + Collaborative APP informed assessment = Tracking & intervention to prevent underperformance Improves progress & capacity for school improvement

The case for collaborative pedagogic practice transfer The evidence of the impact of classroom collaborative professional learning on transfer of practice, teaching and lesson development is now so strong that we have to find ways of building it into how we run and lead our schools. Case study presentation

Which CPD approach should we use in which situation? Overall t eaching expertise Pedagogic content knowledge I nadequate Adequate / Good+ Adequate / - Systematically share outcomes across school and beyond using What Works Well approaches to ensure practice is captured and transferred further Which CPD approach should we use in which situation?

Systematic transfer – using What works well Gap task – to use the ‘Assessment’ + ‘for learning’ approach with APP, pedagogy and CCPT Develop a What works well case study to share on day 4.