1. Understanding Pupil Progress Information for parents

2. Background Parent response to questionnaire showed discrepancy: –96% feel that teaching is good at St Johns –88% feel that their child is making enough progress 79% felt that the school helps parents to support their childs learning Increasing numbers of parents want to know the levels their children are achieving.

3. Staff Discussion Pros Parental support for learning Transparency/confidence Parental engagement – working in partnership Teachers as professionals Opportunity to raise awareness Cons Misconception of no or low progress - vulnerable year groups Pupil self-esteem Pressure to perform – unhealthy comparisons Unnecessary worry

4. Expected Attainment and Progress

5. Age-related expectations The benchmark for pupils at the end of Key Stage 1 (Year 2) is Level 2b The benchmark for the end of Key Stage 2 (Year 6) is Level 4b Therefore pupils reaching Level 3b by the end of Year 4 are on track to meet age related expectations This represents expected attainment and progress

6. KS1 and KS2 Progress KS1 Children are expected to make 2 levels progress in 2 years (Level W – Level 2) KS2 Children are expected to make 2 levels progress in 4 years (Level 2 – Level 4)

7. Levels and breadth of study KS1 – 2 levels in 2 years KS2 – 2 levels in 4 years Why? Levels 3 and 4 have greater content than levels 1 and 2 Level 3 has the greatest content

8. A pupil leaves KS1 achieving age related expectations (2b) They make expected progress and leave KS2 achieving age related expectations (4b) Their progress may look like this:

9. …or this…….

10. But it wont look like this…..

11. Key Message Progress is not linear

12. Progress is not linear because… Content of levels is different; some have more steps to cover than others Children progress at different rates – age related expectations are a guide. Many factors affect rates of progress eg; diet, sleep, emotional well-being, attendance, attitude to learning, parental support……

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15. Key Message Levels without context are a poor measure of progress

16. How do we ensure pupils make better than expected progress? (Our teaching and learning policy) Assessment (formative and summative) Quality First teaching – planning, delivery, feedback Pupil Progress Meetings Intervention strategies Targets (numerical and personal) Moderation of assessment

17. The ammount of progress made in the last 3 years has improved (Include 3 year APS trend)

18. What more do you need to know? What does each level look like in English and Maths? Mr Hall and Mrs Wallington Website access