1. Welcome to Parent Voice
15th December 2014

2. Agenda Ofsted Assessment without levels
Implications for reporting to parents
Cricket/Footaball upper school

3. Ofsted Website Involvement of the Governing Body
Children – learning behaviours
All key judgements link - attainment / progress
Improvements in writing

4. Assessment without levels
The government response to the consultation, published in March 2014, says that the following assessments will be statutory:
The existing progress check for two-year-olds
A short reception baseline, as part of the assessment that teachers make of children in reception
The year 1 phonics check
Teacher assessment at the end of KS1 in mathematics, reading and writing
KS2 national tests in mathematics, reading, and grammar, punctuation and spelling; and a teacher assessment of maths, reading, writing and science

5. Assessment without levels
The guidance outlines three principles of effective assessment systems. It says such systems should:
Give reliable information to parents about how their child and their child’s school is performing – implications for our current reporting system
Help drive improvement for pupils and teachers – effective feedback to children from their teachers
Make sure the school is keeping up with external best practice and innovation – working with other schools, the LA and Challenge Partners

6. Assessment without levels
Teachers will assess whether children are set to achieve or exceed end of year objectives
Moderation of a teacher’s judgement both within school and externally
New 2014 curriculum means that judgements cannot be transferred back to the levels system
The new system will develop over time
End of Key Stage tests will provide standardised assessment

7. Next steps for Solent Mid Year Reviews / Parents’ Evenings
Curriculum information
Comment from child’s class teacher
Information regarding year group objectives
Information about progress towards end of year/lower upper school objectives
Attendance information

8. What the children have been learning so far in Year 5
During the Autumn Term, as part of our ‘Fit 4 5ive’ unit, pupils have had the opportunity to learn about: the importance of a balanced diet, the roles of the major organs in the body, and the effects of exercise on the body. The children developed their design technology skills through the design and production of their own smoothies. The ‘Fit 4 5ive’ unit had close links with P.E lessons where pupils participated in a set of fitness circuit activities where their progress was recorded weekly. In science, pupils suggested lines of enquiry and planned fair tests to investigate the effects of exercise on the body; this provided a context for the mathematical collection of data. During the second half of them term the children learnt about changing states and the particle arrangement of solids, liquids and gases. Through ICT the children have discussed the importance of E-safety, developed key skills using spreadsheets and formulas, as well as refining their research skills. As linguists, the children have expanded their French vocabulary by learning the months of the year and applying this vocabulary to conversations and written texts.
Straddling the end of the Autumn term and leading into the Spring term, the learning has been based around the unit ‘It’s all Greek to me!’ With a heavy focus on history and literacy, the children have applied their reading and writing skills to the research of life in ancient Greece. This included studying the city-states, key battles, home life, theatre, dance, the Olympics and religion. Pupils explored the difference between life in the city states of Athens and Sparta. They actively debated which state would be the best to live in, before writing a persuasive letter to the opposing state to convince them to change allegiance. As artists, the children studied a variety of ancient Greek pottery before planning and creating their own Greek urn out of clay. Another highlight has been retelling the story of ‘Theseus and the Minotaur’ through the art of interpretive dance in P.E. Through science, the children have been learning how sound travels before planning and conducting their own investigation. During RE sessions, the children have explored the concepts of faith and prophecy. They have also learnt about the covenant of the Jewish faith through the Torah.
Teacher comment regarding behaviour and attitude towards learning in English and Mathematics
Bess is a kind, thoughtful and hardworking member of 5X. In Writing, Bess structures her work using paragraphs accurately and she thinks carefully about her choices of vocabulary. She uses a range of time connectives to vary her sentence starters but now needs to consider starting her sentences using ‘ed’ and ‘ing’ words as well as subordinating connectives. In Reading, Bess is able to infer information about a text, justifying her answers using evidence from the text. She is able to express her viewpoint when prompted but now needs to become more actively engaged in discussions during guided reading sessions. In Maths, Bess can lack confidence and this is her biggest barrier to making good progress. She needs to keep a positive attitude as this will help her to absorb new information and make use of the support being offered to her. She has improved her methods of calculations for all four operations this year.