1. Using the PACT Reporting Tools at Lynmore School

2. PACT CLASS REPORTS Tracks OTJ’s progress  Allows you to see overall class OTJ’s at a glance  Shows the range of students across the OTJ’s  Shows where students are crossing over 2 year levels  Able to see and compare how far above or below students are in comparison to their peers

3. Class Student OTJ’s

4. Class Range Across Each Aspect  Identifies areas of strengths/weaknesses in Aspects Areas  Shows the bulk of where students sit within each aspect  Allows teachers to use to group students for each aspect  Clearly identifies class trends and areas of weaknesses.

5. Class Range Across Each Aspect Bulk of students sitting at Aspect 2 in Statistics

6. INDIVIDUAL STUDENT REPORTS  Tracks student progression of OTJs  Over previous years  Includes both in cycle and Ad Hoc judgments  Clear indication of NS level – at or how far above or below.  Identifies individual students areas of weakness/strengths  Supports discussions with parents  Supports end of year reports  Supports teachers for individual student learning plans

7. NS Level Across Years

8. Individual Report – Areas of strengths / weaknesses

9. Using Pact Aspect Models to Identify Next Steps  Identifies areas for future planning  National Standard booklet limited exemplars to show expected student ability  PACT has a greater variety and range of illustrations to show and clarify expected student ability.  Has the flexibility of being able to find an exemplar to best fit what the student is capable of.

10. Using Pact Aspect Models to Identify Next Steps

11. Reporting Tools in the PACT Principal and BoT perspective

24. Q. and A.

25. Implementation of the PACT at Lynmore School

26. Using PACT  Use PACT to confirm our OTJ’s - resource  Moderate OTJ’s with other data across teams  Stack this up against student evidence  Changed how we collect formative data – more conversations with students around their learning  Used for reporting purposes (completed prior to reports)  Informs planning at both teacher and team level  Identifies areas of teacher development in some areas.

27. SCHOOL PROCEDURE MODERATION FOR AN OTJ: C lass books form a key evidence base for OTJ’s and as such should be reviewed as a valuable evidence resource. Where children have no demonstrable evidence of work in their books or elsewhere in the classroom it become challenging for the teacher to decide on an overall teacher judgment as that judgment can be challenged when there is a lack of evidence in books (or elsewhere easy to hand). Teachers work alongside their colleagues, PLG leaders, AP/DP and Principal to appraise the evidence of a student’s achievement and progress against National Standards. This is a long and comprehensive process and requires a strong evidence base well beyond one off test scores or the teachers intuition about a child. At key times during each term teachers will engage in a moderation process to form an OTJ. Teachers of children in Years 1-3 (and some in Year 4) will be doing this on a weekly basis for interim and end of anniversary reporting.

28. MODERATION

29. AD- HOC PACT JUDGMENTS  Why teachers do AD HOC judgments?  For new students  Special programmes – ALL, ALIM  Teacher discretion – checking a student  Tracking specific children

30. AD-HOC Judgment

31. Using Pact Aspect Models to Identify Next Steps  Identifies areas for future planning  National Standard booklet limited exemplars to show expected student ability  PACT has a greater variety and range of illustrations to show and clarify expected student ability.  Has the flexibility of being able to find an exemplar to fit what the student is capable of.

32. Using Pact Aspect Models to Identify Next Steps

33. Implementation of the PACT Principal and BoT perspective Links with: School wide assessment procedures School wide planning expectations Team planning Existing moderation processes Assessment schedule Reporting to parents Reporting to BoT

34. Implementation of the PACT Principal and BoT perspective School Wide Assessment Procedures: PROGRESS ACHIEVEMENT AND CONSISTENCY TOOL (PACT): In 2015 we will be using PACT for mid and end of year Maths and Writing. See Assessment schedule for specific ‘in cycle’ dates’ The purpose of using the PACT in June and November is to support and assist teachers in their professional decision making on making an accurate OTJ. ToD in June 2015 is to review maths (induct new staff) and introduce writing PACT. PACT data will currently sit alongside usual in school moderation processes. PACT data will also be reported to BoT in June and November No current plans to share with parents in 2015. Reading PACT will be introduced in 2016 Teachers should use the exemplars and data in PACT to assist planning in Maths and Writing.

35. Implementation of the PACT Principal and BoT perspective Implementation plan 2014, 2015 and 2016 for PACT A timeline for implementation was carefully established to align with the school wide assessment procedure and other term requirements eg planning and reporting. 3 year roll out recommended Use of Teacher Only Days recommended See handout

36. Implementation of the PACT Principal and BoT perspective

37. Anniversary Reporting and PACT: Tricky….. Year 4 -6 - mid and end of year Year 1-3 – currently mid and end of year but this is changing in 2016 to align with anniversary and interim reporting. PACT automatically sends teachers/school leaders reminders for anniversary and interim reporting based on time at school which is aligned with your SMS database. Timeframe from in cycle Year 1-3 reporting is also 3 weeks.

38. Implementation of the PACT Principal and BoT perspective Q. and A.