1. 00428-2009DWO-EN-23 © Crown copyright 2009Slide 1 Primary National Strategy Revised pupil tracking tutorial View as a ‘show’ to read all the prompts.

2. © Crown copyright 2009Slide 2 Pupil tracking tutorial The following presentation is intended to support the development of effective pupil tracking at class and whole-school level, using the example pupil tracking systems developed as part of the Improving Schools Programme (ISP). For each tutorial, there are some discussion prompts to support a professional dialogue on the effective use of pupil tracking to improve standards and rates of progress for all children. The presentation should be viewed as a ‘show’ to enable the prompts to be read.

3. © Crown copyright 2009Slide 3 Pupil tracking linked to expectations Developing the capacity of the headteacher and school leadership to ensure high expectations, aspirations and appropriate rates of progress for all learners by: using all available data and the Assessing Pupil Progress (APP) processes and materials to set expectations and track individual progress throughout the academic year provision mapping and planning appropriate interventions and support for identified underachieving children ensuring curriculum provision meets the needs and interests of all learners identifying whole-school CPD priorities to improve pedagogical approaches that impact on learning regularly reviewing individual children’s progress to ensure that appropriate action is taken to ensure no child is left behind.

4. © Crown copyright 2009Slide 4 Pupil tracking linked to expectations Developing effective use of pupil tracking systems Whole-school overview – to support school self-evaluation, provision map appropriate interventions and set expectations for improvement. Class teacher – to support ongoing professional dialogue to tackle barriers to learning, ensuring all learners make appropriate progress and any child identified as ‘stuck’, ‘falling behind’ or ‘slow moving’ makes accelerated progress to catch up and keep up.

5. © Crown copyright 2009Slide 5 Contents 1.School self-evaluation ‘stick people’ discussion prompts 2.Mapping whole-school attainment discussion prompts 3.Class tracker discussion prompts and timeline overview 4.National Strategy example resources

6. © Crown copyright 2009Slide 6 Primary National Strategy 1.School self-evaluation ‘stick people’ discussion prompts

7. © Crown copyright 2009Slide 7 Example school stick people from RAISEonline Light Blue= Number of children achieving level 4 or above at the end of KS2 ‘Falling Behind’ Number of children who achieved level 3 at the end of KS2 but, based on prior attainment at KS1 (L2B or above), should have achieved level 4 or above Making Good Progress Number of children who achieved level 3 but made at least 2 levels progress through KS2 Number of children who achieved level 2 or below at the end of KS2 Number of children who were Disapplied or had no prior attainment data at KS1 Back to contents If the total cohort is less than 100 children then each stick person represents 1 child If the total cohort is 100 children or over then each stick person represents 1% of the total cohort Not light blue = Number of children below level 4 ‘Stuck’ Number of children who achieved level 3 at the end of KS1 but made little or no progress through KS2 ‘Slow Moving’ Number of children who achieved level 3 at the end of KS2 but, based on prior attainment at KS1 (L2C), should have achieved level 4 or above

8. © Crown copyright 2009Slide 8 English example school stick people Low Relative Attainment, Low CVA English – 70% L4+ (84% if all L2+ converted to L4+= 12 more children) Context: High FSM, EAL and Deprivation Index. SEN similar to national Which children are identified as ‘stuck’, ‘falling behind’ or ‘slow moving’ through KS2? Does the school know why? Are the school pupil tracking systems fit–for- purpose to ensure that children who are at risk of becoming ‘stuck’, ‘falling behind’ or ‘slow moving’ are identified early enough so that action can be taken? What are the school doing to ensure maximum progress for all children this year? Does the school have appropriate curriculum provision and precision interventions, including guided approaches and one-to-one support, to meet the specific needs of children identified as ‘stuck’, falling behind’ or ‘slow moving’? Is quality first teaching, including the use of guided approaches and one-to-one support, good enough throughout KS2 to ensure the accelerated progress of the children identified as ‘stuck’, ‘falling behind’ or ‘slow moving’? Which children should have achieved level 5 based on their prior KS1 attainment? Why were these children absent? What would they have achieved? Was there more the school should have done? Taking account of KS1 prior attainment, are these results for each named child what was predicted? Which children were entitled to Free School Meals? Is there a significant difference in their progress and/or their attainment compared to their peers? Is there a significant difference in attainment and/or progress between gender and/or minority ethnic group? What were the specific factors which made the difference for these children who made ‘good’ or ‘great’ progress’? How can the school develop and share what works well more effectively throughout the whole school? Which pupils were defined as having SEN? How does their progress measure up against that of all pupils within the school, within the LA and against the national data? Back to contents When did these children begin to become ‘stuck’, ‘falling behind’ or ‘slow moving’? Did the school tracking system identify these children as being at risk of underachieving? If so, when and what action was taken? Are teacher assessment judgements accurate enough to inform the school tracking system? Which aspects of the subject did the identified ‘stuck’, ‘falling behind’ and ‘slow moving’ children find more difficult to learn? Were these aspects set as curricular targets and explored in whole class teaching and guided sessions? Does the current curriculum meet the needs and interests of all learners? Is the school focusing on the key aspects of the subject that will make the biggest difference? What are the implications for whole-school CPD, including the use of in-class coaching models? Did the school accelerate the progress of all the children identified as underachieving or at risk of underachieving last year? How can the school make effective use of the Primary Framework and National Strategy resources to improve learning and teaching and provide a curriculum that meets the needs and interests of all learners? And… Does the school have the appropriate provision and precision interventions tailored to meet the specific needs of the lower (and higher) attaining children?

9. © Crown copyright 2009Slide 9 Mathematics example school stick people Low Relative Attainment, Low CVA Maths – 72% L4+ (90% if all L2+ converted to L4+= 16 more children) Context: High FSM, EAL and Deprivation Index. SEN similar to national Which of the children achieving level 3 in mathematics actually achieved level 4 or above in English? What more should the school be doing to ensure that children make at least 2 levels progress throughout KS2 and achieve level 4 or above in English and mathematics? Were these children receiving appropriate additional interventions for mathematics to ensure they made adequate progress? Which aspects of mathematics did these children find more difficult to learn? Were these set as curricular targets and explored in whole-class teaching and guided group sessions? Which of these children should have achieved level 5 based on their KS1 attainment? Who made ‘good’ or ‘great’ progress through KS2? How can the school develop and share what works well more effectively throughout the whole school? Does the current curriculum meet the needs and interests of all learners? Is the school focusing on the key aspects of mathematics that will make the biggest difference? What are the implications for whole-school CPD, including the use of in-class coaching models? How can the school make effective use of the Primary Framework and National Strategy resources to improve learning and teaching and provide a curriculum that meets the needs and interests of all learners? Why did this child make no progress throughout KS2? What interventions did this child have throughout KS2? Were these appropriate to meet the specific needs of the child? What more could/should the school have done? Are the school pupil tracking systems fit– for-purpose to ensure that children who are at risk of becoming ‘stuck’, ‘falling behind’, or ‘slow moving’ are identified early enough and action taken? What is the school doing to ensure maximum progress for all children this year? Back to contents 1 child stuck at Level 3 since end of KS1

10. © Crown copyright 2009Slide 10 School stick people Low Relative Attainment, High CVA English – 72% L4+ (74% if all converted= 1 more child) Context: New Arrivals, High proportion EAL, High proportion FSM, High proportion SEN, High Deprivation Index, High Mobility Did the children without prior KS1 data make adequate progress, based on the initial assessments and predictions made on entry to the school? Does the school have appropriate provision and interventions to meet the specific needs of the children without prior KS1 data? What are the specific factors that the school needs to address to ensure that each child makes good progress? Which children achieved level 4 or above but did not have KS1 level recorded? Were the school’s initial assessments and predictions accurate? Who are the children in KS2 without KS1 results? Are the school’s initial assessments accurate enough? Are the school’s predictions for the children ambitious enough? What is the school doing to ensure maximum progress this year? Which of the children should have made more than 2 levels progress? For example, some children with EAL Does the current curriculum meet the needs and interests of all learners? Is the school focusing on the key aspects of the subject and language development that will make the biggest difference? What are the implications for whole-school CPD, including the use of in-class coaching models? How can the school make effective use of the Primary Framework and National Strategy resources to improve learning and teaching and provide a curriculum that meets the needs and interests of all learners? Back to contents Disapplied or no KS1 level recorded

11. © Crown copyright 2009Slide 11 Primary National Strategy 2.Mapping whole-school attainment discussion prompts Back to contents

12. © Crown copyright 2009Slide 12 Using informed teacher assessment, enter each child’s name and prior KS1 attainment for a subject in the appropriate level at the start of the academic year Yellow areas highlight that children achieving here at the end of the academic year may still require additional intervention and support to ensure progress towards a secure level 4 or above at the end of Key Stage 2 Grey areas indicate the minimum end of year expectation for children to be on track to achieve level 4 or above by end of Key Stage 2 Possible Target Group identified for additional intervention to accelerate their progress towards and beyond age-related expectations Underattaining group or individual child requiring specific, additional intervention, support or provision to ensure appropriate progress is made Higher attaining group or individual child requiring appropriate support or provision to ensure progress is sustained NC level L=Low (C), S=Secure (B) and H=High (A) Example Whole-School mapping Attainment The following presentation illustrates how a school might map attainment for KS1 and 2 using the simple systems developed as part of the Improving Schools Programme (ISP) Back to contents

13. © Crown copyright 2009Slide 13 National Strategy wave 2 and 3 interventions to ensure children make good progress Early Literacy Support (ELS) Every Child a Reader (ECaR) Every Child a Writer (ECaW) Overcoming Barriers in Mathematics: Level 1 to 2/ 2 to 3 Further Literacy Support (FLS) Overcoming Barriers in Mathematics: Level 2 to 3/ 3 to 4 Year 5/6 timeline Securing Level 4 in Mathematics Overcoming Barriers in Mathematics: Level 3 to 4 Additional guidance and resources to support improvements in quality first teaching are available on the Primary Framework and NS Online, including resources and guidance to support specific underachieving groups and children working significantly above and below age-related expectations. Overcoming Barriers in Mathematics: Level 1 to 2 Every Child a Reader (ECaR) Every Child Counts (ECC) Example Whole-School mapping Attainment How can the Primary Framework support development in quality first teaching to ensure all children make good progress? What additional resources are available through the Primary Framework to support timely and targeted interventions to ensure good progress and attainment of children working below age-related expectations? Back to contents Year 3 Literacy Support Every Child a Writer (ECaW) Overcoming Barriers in Mathematics: Level 1 to 2

14. © Crown copyright 2009Slide 14 Example Whole-School Mapping Attainment Do all class teachers know and understand national expectations for children’s entitlement to achieve combined attainment at L4+ at the end of KS2 and make at least 2 levels progress through KS2? Is each child where they should be based on their prior attainment at KS1? Are all children securing level 2 or above in reading, writing and mathematics by end of Year 2? Are all children securing level 3 or above in reading, writing and mathematics by end of Year 4? Are all children securing level 4 or above in reading, writing and mathematics by end of Year 6? How can the school plan and manage all the appropriate interventions for the children that need to make accelerated progress? What does the school need to provide for the children working significantly below age-related expectations to ensure they make good progress? What does the school need to provide for the children working above age-related expectations to ensure they make great progress? Which children are entitled to Free School Meals? Are there significant underachieving groups emerging? For example by Free School Meals, gender or minority ethnic group? Where pupils with SEN are working significantly below age-related expectations, is there a secure understanding of what good progress means and are the expectations set challenging and ambitious enough? What materials are available through the Primary Framework and NS programmes that will support the progress and attainment of all children? Back to contents

15. © Crown copyright 2009Slide 15 Example Mapping Combined Attainment for a Cohort Reading Mathematics Writing Not on track in all subjects Enter the names of children only on track in reading and writing here To support strategic planning, enter the names of children currently on track to reach national expectations of level 4 or above by the end of Key Stage 2 for reading, writing and mathematics Enter the names of children only on track in reading here Enter the names of children only on track in writing here Enter the names of children only on track in mathematics here Enter the names of children only on track in reading and mathematics here Enter the names of children only on track in writing and mathematics here Enter the names of children on track in reading, writing and mathematics here What are the implications for curriculum provision, focus and planned interventions to ensure that more children are on track to achieve level 4 or above in reading, writing and mathematics by the end of the term/year? N.B., An example of a Combined Attainment Tracker is available on the example pupil tracking tool Enter the names of children not on track in reading, writing and mathematics here Back to contents

16. © Crown copyright 2009Slide 16 Primary National Strategy 3.Class tracker discussion prompts Back to contents

17. Summer Term Autumn TermSpring TermSummer Term In partnership with previous practitioner/class teacher use all available data to: 1. Map attainment and compile class tracker, taking account of prior attainment at EYFS and KS1 and national expectations. How many children are on track? Who is ‘slow moving’, ‘stuck’, ‘falling behind’ or at risk of not making good progress? 2. Analyse transitional/periodic assessments, examples of children’s work and discuss with children to establish key aspects of literacy and mathematics that need to be developed further. Consider curriculum implications for whole school/year group/class/ability groups identified underachieving groups and vulnerable individuals 3. Map out possible Wave 2 and 3 interventions for next year/term Use pupil tracking and qualitative information to: 4. Identify possible factors that would need to be addressed to ensure good progress for identified underachieving groups/individuals and plan appropriate actions Through day-to-day and periodic assessments, planning and teaching and taking account of the outcomes from termly pupil progress meetings: 5. Review and set age-related curricular focus/targets for reading/writing and/or mathematics for class/groups or individuals, as appropriate 6. Layer the curricular focus/targets for higher and lower-attaining children and/or personalise to meet specific needs of individuals e.g. children with EAL, as appropriate 7. Discuss curricular focus/targets with all additional adults and share with families and children 8. Amend and refine medium/short-term planning to ensure achievement of the curricular focus/targets through quality-first teaching 9. Plan all additional interventions to support the accelerated progress of groups/individuals, including the use of guided approaches, additional interventions and one-to-one support, where appropriate Through periodic informed teacher assessments and termly pupil progress meetings: 10. Review progress of groups and individuals against achievement of curricular focus/targets, age-related expectations and NC levels, making use of Assessing Pupil Progress processes and materials from Primary Framework. Update school class tracker 11. Establish the factors which still need to be addressed to ensure appropriate progress for all children and amend and refine plans 12. Carry out transitional assessments, if appropriate 13. Work in partnership with next class teacher/ school (See 1 to 3) 14. Plan and deliver appropriate units to support effective transition to next class teacher/school 15. Provide families and next class teacher/school with appropriate data and qualitative information Timeline overview Back to contents

18. © Crown copyright 2009Slide 18 Back to contents Example Year 4 Class Tracker NC level L=Low (C), S=Secure (B) and H=High (A) Yellow area highlights that children achieving here at the start of the academic year may still require additional intervention and support to ensure they make accelerated progress towards a secure level 4 or above at the end of Key Stage 2 Using informed teacher assessments for the subject or individual attainment target, enter each child’s name and prior KS1 attainment in the appropriate level at the start of the academic year Grey area indicates the start of year expectation for children to be on track to achieve level 4 or above by end of Key Stage 2 Grey area indicates the end of year expectation for children to be on track to achieve level 4 or above by end of Key Stage 2 Yellow area highlights that children achieving here at the end of the academic year may still require additional intervention and support to ensure progress towards a secure level 4 or above at the end of Key Stage 2 Using informed teacher assessments for the subject or individual attainment target, enter each child’s name in the appropriate level at the end of the term or mid-year Using informed teacher assessments for the subject or individual attainment target, enter each child’s name in the appropriate level at the end of the academic year Children who achieved level 2 or above at the end of KS1 or have the potential to work at age-related expectations should be expected to make accelerated progress to catch up with their peers The following presentation illustrates how a class teacher might track progress for their class using the simple tracking systems developed as part of the Improving Schools Programme (ISP)

19. © Crown copyright 2009Slide 19 Example Year 4 Class Tracker What are the specific factors/risks which, if not addressed, may become obstacles to children’s progress? Which interventions will best support the accelerated progress of the children identified as at risk of underachieving? What are the key gaps in the learning of the children identified as at risk of underachieving? How does whole-class and /or guided group teaching need to change so that the needs of the children identified as underachieving are met? What about the needs of the lower attaining and/or higher attaining children? How can the effective use of the Primary Framework and National Strategy resources improve learning and teaching and provide a curriculum that meets the needs and interests of all learners? Termly Progress Reviews What is the end of year expectation for each child? What progress has each child made each term? Are all children on a trajectory to meet the expectations set for them by the end of the academic year? Termly Progress Reviews Are the children identified as ‘stuck’, ‘falling behind’ or ‘slow moving’ on a trajectory to achieve the age-related expectation by the end of the academic year? Back to contents What provision would enable pupils with SEN to overcome barriers to learning and make good progress?

20. © Crown copyright 2009Slide 20 Primary National Strategy 4.National Strategy pupil tracking resources Example Excel revised tracking tool contains: [hyperlink to tool] whole-school mapping attainment grids combined level 4 and above attainment tracking tool class/cohort tracker (Year 1 to Year 6) ‘Tracking into action’ discussion form. Also available in Word format: tracking tool guidance notes and copy of the prompts from each tutorial [hyperlink to doc] timeline. [hyperlink to doc] Back to contents

21. Crown copyright The content of this publication may be reproduced for non-commercial research, education or training purposes provided that the material is acknowledged as Crown copyright, the publication title is specified, it is reproduced accurately and not used in a misleading context. For any other use of this material please apply to OPSI for a Click-Use, PSI Licence, or by writing to: Office of Public Sector Information Information Policy Team National Archives Kew Richmond Surrey TW9 4DU Email: licensing@opsi.gov.uklicensing@opsi.gov.uk Web: www.opsi.gov.uk/click-use/index.htmwww.opsi.gov.uk/click-use/index.htm The permission to reproduce Crown copyright protected material does not extend to any material in this publication which is identified as being the copyright of a third party, or to Royal Arms and other departmental or agency logos, nor does it include the right to copy any photographic or moving images of children or adults in a way that removes the image or footage from its original context. © Crown copyright 2009Slide 21