1. Welcome to Oldway!
Please help yourself to refreshments…

2. Expectations and Target Setting (S4, S6)
Professional Studies
Expectations and Target Setting (S4, S6)

3. By the end of this session:
Developed understanding of how to set high expectations, AfL and target setting in day-to-day teaching
Increased knowledge of administration and arrangements for End of Key Stage SATs
Developed understanding of whole-school target setting and expectations
Developed understanding of local and national target setting and expectations

4. Personalised Learning

5. What is expected from you?
Have high expectations of children and young people including a commitment to ensuring they achieve their full educational potential
Have knowledge and understanding of a range of teaching, learning and behaviour management strategies….for all learners to achieve their potential
Know assessment requirements and arrangements
Know a range of approaches to assessment – formative and summative
Know how to use local and national statistical information to evaluate the effectiveness of teaching
Understand how children and young people develop
Know how to make effective personalised provision, inc. EAL, SEN, G&T
Know how to identify and support children whose progress, development or well-being is affected by changes or difficulties
Plan for progression
Plan opportunities to extend and consolidate learning
Build on prior knowledge
Make effective use of a range of assessment, monitoring and recording strategies
Provide feedback (for pupils, parents and colleagues)
Guide learners to reflect on their learning
Establish a clear framework for classroom discipline

6. What is ‘high expectations’?
Good behaviour management / conditions for learning
AfL, assessment of previous learning
Feedback (oral, non-verbal or written)
Target setting
Range of learning and teaching styles, inc. coperative, collaborative and independent
Flexible use of resources, inc. TAs
Knowledge of ‘whole child’ and family background
Clear outcomes shared: what does ‘good’ look like?
Share (challenging) objectives
Awareness of learning steps and skills needed
Flexible timing (where appropriate)
Range of differentiation strategies
Link skills to previous areas of learning
‘Edge of challenge’
Perseverance and effort praised as well as outcome (AfL)

8. Assessment in Everyday Practice

9. Assessment For Learning
Assessment for learning is effective when pupils:
show changes in their attitudes to learning and in their motivation, self-esteem, independence, initiative and confidence
show changes in their responses to questions, in contributions to plenary sessions, and in explanations and descriptions
improve their attainment
ask relevant questions, inc. “I don’t understand how to do this!” or make links to previous learning
are actively involved in formative assessment processes, e.g. setting targets, peer or self-assessment, recognising progress in their work, skills, knowledge and understanding.

10. Assessment For Learning
To effectively use assessment for learning teachers need to:
know their pupils well, note mistakes , errors and misunderstanding, know why pupils make mistakes, and be able to make judgements about next steps or interventions
share learning intentions with pupils and use them to mark work or give feedback or rewards
build in review time for themselves and their pupils
encourage pupils to take responsibility for their learning by providing opportunities for pupils to describe their response to learning intentions or targets, the strategies they use and the judgements they make in relation to their progress
give pupils examples of a variety of skills, attitudes, standards and qualities to aim for
analyse pupils' progress and performance (in tests) regularly and use the information for future planning and interventions
feel confident and secure in classroom practice
create a classroom environment that promotes independence and celebrates process as well as outcome

11. How? Observation Marking of work Formative use of summative assessment
Questioning
Discussion
Followed by feedback appropriate to the child’s learning needs. Research shows oral feedback is more effective than written feedback!

12. Maths film clip...?

13. Misconceptions / Barriers
Why does Mark always spell ‘becuase’?
When calculating , why does Lola still count on in ones ?
Why does Ethan’s mum always complain about not receiving letters or lost jumpers?
Why is Louise always the last to be chosen by the other children in her class?
Why does Jack write ‘3’ as ‘free’
How did the CT find these misconceptions? What strategies could be tried?

14. Assessment in Everyday Practice

19. My writing mission!

22. Assessment For Learning
In addition, teachers need to produce plans with:
emphasis on learning intentions and on sharing them with pupils and other adults in the classroom
assessment criteria for feedback and marking, peer and self-assessment
differentiated classroom groups
built-in review time and flexibility
notes of pupils who need additional or consolidation work
time for guided group sessions for explicit formative assessment opportunities
adjustments highlighted or crossed out: what did or did not work and why.

23. Assessment For Learning
To effectively use assessment for learning schools need an ethos that:
values attitudes to learning and promotes trusting relationships
encourages and builds self-esteem
believes that all pupils can improve and measures individuals against their own previous attainment instead of against other pupils
uses value-added data
provides support, guidance and appropriate training for teachers
manages change well and includes maintenance systems
encourages review and self-evaluation at individual, subject and school level.

24. Level Descriptions and APP
P Levels 4 to 8
P Levels 1 to 3
APP Materials
Expected attainment at the end of Year 2: 2b
Expected attainment at the end of Year 6: 4b
Expected progress: 3 sublevels in two years 1a 1b 1c

25. SATs and Teacher Assessment
Year 2
Sub-levels in:
Reading
Writing
Maths
Whole-levels in:
Science
Speaking and Listening
Year 6
Sub-levels in:
Reading
Writing
Maths
Science
Grammar and Punctuation

26. Levelling Writing
Use the APP materials to give an indication of writing level.
Remember that several pieces of work in a range of genres should be used!
Difficulties / challenges? What support would you need as an NQT?

27. Tracking Progress In Reading
Look at Torbay’s Reading Tracker
What other information / evidence could you use to make a summative assessment judgement?
How can you build assessment in reading, writing and maths into your daily teaching / termly planning?

28. Classroom Target Setting
Manageable system (independence)
‘Owned’ by the child
SMART
Linked to attainment, value-added data and whole-school target setting
Core subjects (at least)
Individual, group and whole-class
All areas of learning
SEN procedures
Other groups, e.g. G&T / pivotal pupils
Shared with relevant staff
Shared with parents

29. SMART A child who is inaccurate adding two 2-digit numbers
A child that repeatedly uses ‘and’ to connect phrases or clauses.
A child that doesn’t want to swim and is extremely anxious

30. Whole-School Target Setting
Data analysis of attainment and value-added progress by Assessment Coordinator and SLT
School Improvement Plan
Subject Action Plans
Raise Online and School Profile – groups and cohorts identified
Ofsted action points

31. Whole-School Expectations and Target Setting
SATs data
Raise Online
NQT Induction / Appraisal targets
School Improvement Plan
Budget
TERMLY Monitoring and assessment of:
Subject Action Plans targets
Year / Unit / Key Stage targets
Performance Review targets
Pupil progress / tracking and data (APP, summative assessments)
Deployment of support and resources
Pupil Tracker

32. External Target Setting
Ofsted
Local Authority
Teaching School
Local initiatives
National initiatives
Government papers and reports
DfE expectations