Programme Introduction of publication Consideration of good practice in transition Transition ideas from a Lead Assessment School

Demonstrating Pupil Progress Replaces Effective Systems for monitoring pupil progress for schools with Foundation Stage and Keys Stage 1 Available www3.hants.gov.uk/education/hias/ assessment.htm

Key messages Transferring from EYFS to KS1 Limitations of data and use of sublevels Lack of baseline for KS1 and consequent issue of setting progress expectations Ways schools can set expectations Sample school solutions to tracking

Transition – good practices Physical environment Playground, toilets School organisation Assembly, lunch hours Cultural expectations Behaviour in corridors, addressing adults, school folklore

Transition – good practices Class organisation and culture Where the rubber is, what pleases teacher, teacher’s foibles Individual social and emotional issues Conversations between teachers Parental liaison Parents evenings, home visits

Transition – good practices Pre school into EYFS EYFS into KS1 Continuing the learning journey Gentle transition of pedagogy

Transition – issues KS1 to KS2 KS2 to KS3 Is there a difference if pupils change schools? How do we ensure: Continuity of the learning journey Gentle transition of pedagogy

ANALYSING DATA What is the pattern of progress in the first year of a new key stage? Are both key stages involved in discussion about progress in the first year of a new key stage? Does the receiving key stage take on the tracking?

ASSESSMENT PROCEDURES What assessment procedures are used to judge the levels in the new key stage? Are they the same as the previous key stage? If teacher assessments are used have these been moderated jointly by both key stages? Has the moderation been supported/standardised by a third party?

RECENT LEARNING Is prior learning embedded and secure? What areas were the pupils learning in the late summer term? Can continuity be established through linking the curriculum across the two key stages? Linking site of instruction and application activities

VULNERABLE PUPILS Are borderlines pupils most “vulnerable” to a dip in progress? Are there any other pupils who are “vulnerable” to a dip? Is it possible to share, on transition, what the strengths and areas for improvement are for these pupils to ensure they are an early focus for teaching in the new term?

INVOLVING PUPILS What assessment practices have pupils been involved in during the previous key stage? Are these practices continued in the new key stage? How were pupils learning targets identified previously? Are these continued after transition? What assessment procedures and practices from the previous key stage do the pupils value?