1. Crunching the numbers Session aims...
Teachers using data in class with children – formative assessment
Reasons for testing children routinely using the app and using the data tests provide
App data can support/inform teacher assessments
Information for parents
Report to governors

2. If we wanted to we could blame these two Mikes -Wilshaw and Gove – dependency on content results data accountability – with catastrophic results – teachers hate testing
Removal of levels began in 2013, Nick Gibb followed up with reforms but there is a need for testing...

3. Is one of the teaching standards and is an essential part of teaching and learning
“know and understand how to assess the relevant subject and
curriculum areas, including statutory assessment requirements 
make use of formative and summative assessment to secure pupils’
progress
use relevant data to monitor progress, set targets, and plan
subsequent lessons
give pupils regular feedback, both orally and through accurate
marking, and encourage pupils to respond to the feedback.

4. Finland visit – myth to think testing does not occur
Teachers test, always have
Pupils value, and expect
BUT not standardized across the nation, used for league tables or to judge

5. T*ST!!!!!! T**T!!!!!! Good to stop and test children...
But how, how often, conditions , culture of testing is important
Need to be clear about what to test and why
Measure progress for ourselves – staff and pupils
Build resilience in pupils
Not use testing to judge teachers, too many links have been made between pupils test results and
Appraisal/accountabiliy
T*ST!!!!!!

6. Number.fy times tables and number bonds Big write
Baseline Testing
Vernon spelling
Burt Reading
Number.fy times tables and number bonds
Big write
Currently at both schools
Very ‘hard’ data – easy to administer
Termly/half termly

7. Specifically how we deploy the devices and flurrish app to baseline test for times tables and number bonds

8. Reducing the workload
Self marking Peer marking Teacher marking Number.fy marking
The Department for Education’s Workload Challenge consultation demonstrated that many teachers found data entry and data management in their school burdensome. Data management systems are often complicated and demand a large amount of teachers’ time to design and use them. The Commission believes that much of this time is taken up unnecessarily and could be better spent in the classroom. The fundamental question for teachers and school leaders to consider in evaluating systems for collecting and reporting assessment data is what purposes the data is intended to support. Formative assessment is intended to inform teaching and learning. There is no intrinsic value in recording formative assessment; what matters is that it is acted on.

9. A typical primary classroom involves small groups, asked TT, and writing the answers
The app the wowo boards
Saves marking!
Supports teaching
5Q in 15 mins for 5 days a week for 4 weeks in a month = 100
Using Number.fy:
40Q in 5 mins for a 5days a week for 4 weeks in a month = 800
It simply is: “repeat to remember”
A class of 30 will return 24,000 answers!
All recorded, marked and summarised
All integrated in to the lesson

10. Show download this dataset button

11. Reporting to parents Year 6 pupil Spelling Age Times Tables (to 12x)
Reading Age
Spelling Age
Times Tables
(to 12x)
Sept 2015
12.06
12.08
80%
Jan 2016
13.03
13.04
100%
 Year 2 pupil
Reading Age
Spelling Age
Times Tables
(to 12x)
Number Bonds
(to 20)
Sept 2015
6.02
6.04
15% 0%
Jan 2016
8.01
7.00
25%
40%
For info – quote from assessment reform
Pupils should develop a better understanding of how they are doing and where they need to target their efforts to progress. This should foster a sense of responsibility for their own learning and should result in more meaningful dialogue between pupil and teacher about the pupil’s attainment and progress • Parents should be able to see the link between the school’s curriculum and the information they receive about their child’s attainment and progress. Discussions with teachers should provide more helpful information about what their child knows and understands and should help to clarify how they, as parents, can support their child’s continued progression. • Teachers should feel a growing confidence in using assessment to better inform their teaching practices and lesson planning. Over time, new forms of assessment should become an integral part of day-to-day teaching, avoiding the need for unnecessary tracking and recording. Teachers should see a greater responsiveness in pupils to assessment feedback as a reflection of the effectiveness of the new practices. • The link between the three components of teacher expertise – curriculum, pedagogy and assessment – will be stronger. School leaders will be assured that both pedagogy and assessment are being used to ensure that the full curriculum is being delivered effectively and is being accessed by all pupils. • Together, the changes above should result in greater professional expertise in assessment, overall improvements in teaching practice, improved engagement between parents and school and improved outcomes for pupils.

12. Reporting to Governors
Data reports to govs – they ‘get’ this sort of data

14. Whole school testing is allowing us to measure our progress and attainment
For Ofsted but more importantly, parents, staff, governors and the pupils themselves.
The app is a useful tool in enabling this.