1. Assessing progress and attainment without levels Sam Hunter Hiltingbury Junior School http://www.hiltingbury-jun.hants.sch.uk

2. Who we are…

3. My plan for today…  How our system works  Tackling tracking attainment and progress  Performance Management  What to think about when you are planning your route

4. Assessment at our school Pupil Choice Challenge 1, 2 or 3 Mixed ability seating Structured feedback Focus on Learning Skills Learning Council

5. How we have got to this point

6. Our Key Tools…

7. How it works…

9. How it fits in with Guided Reading Reading Skills: 1)Decoder 2)Comprehender 3)Reading Detective 4)Language Lover 5)Responder 6)Big Reader

10. End of Year Expectations…

11.  Working towards  Working Within  Achieved  Exceeding Sharing with Parents…  WW Y1  ACH Y1  WW Y2  ACH Y2  WW Y3  ACH Y3  WW Y4  ACH Y4  WW Y5  ACH Y5  WW Y6  ACH Y6  WW Y7  ACH Y7 Tracking in School…

12. WT11C WW1 1B/1A ACH1 1A/2C WW2 2C/2B ACH2 2A WW3 2A/3C ACH3 3C/3B WW4 3B/3A ACH4 3A WW5 3A/4C ACH5 4C/4B WW6 4B ACH6 4A/5C WW7 5B/5A ACH7 6C/6B

13. Attainment against end of year expectation Points awarded WT 1 WW 2 ACH 3 EXC 4

14. Standardised Score of 100

15. Working it through with staff World Book Day 2014!

16. Change

19. Considerations for Staff  Shared understanding of assessment?  Communicate everything  Get time scales right  Plan out the journey and the resources  Seek opinions/flexible approach  Get key players in place  Share potential concerns

20. Working it through with parents Harvest Festival

21. What the parents say  We understood levels!  Booklets intuitive  Rungs give better indication than termly level  Want to know which curriculum year they are working within  Issue for those children who will always be WT  Want rewards around progress up the ladder  Felt children should have less rungs  Linked to homework?

22. Considerations for Parents  Parent Forum meetings  Launch evening  Reminders before Parents’ Evenings  Reporting against national expectations in new system  Reporting progress in new system

23. Working it through with pupils Pupil Voice – Charity Group

24. What the children say…  “It shows you where you are and what you are working on. Also, you can see what your next step will be.”  “I can see how high up the ladder I am and what I will be aiming for next.”  “I like the ladder because it feels like I am going up. I can see what I have learnt and what I will need to do next.”

25. What the children say…  “We can go at our own learning speed.”  “I like the small steps on the ladder because it makes it seem possible.”  “With the ladders, it doesn’t matter if we don’t have levels. We still know what we need to learn for our age.”

26. Considerations for Pupils  Launch  Pupil Forum  Reward system  Involved in setting own targets  Progress Review meetings

27. What’s left to do for us?  Ongoing CPD on what is quality assessment  Pupils involved more in target setting  Work with local and national schools  Standardisation  Moderation – within school and externally  What does WW4 etc. look like in rungs?  Parent training  Potential issues around self-esteem  P-Levels and foundation subjects  Management of ticking off rungs AND on app

28. Any Questions? www.hiltingbury-jun.hants.sch.uk www.learningladders.info @LearningLadder5