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

2. 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.

3. 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.

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

5. 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

6. 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

7. 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

8. Activity
Planning for leading and managing APP

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

10. 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.

11. ‘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

12. 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

13. 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?

14. 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.