Monitoring & Assessment (Implementation)

 

At WFS we work with and support teachers and class teams to develop their teaching and learning and assessment approach to focus upon ipsative progress i.e. against the individual child’s previous progress and to look at what new learning has taken place against the previous year. Pupil discussion meetings are held, at least twice a year and are an essential component in our monitoring of pupil progress. Governors are also invited to attend these meetings.

 

All new children to WFS, are baselined within the first six weeks of entry, either against the Early Support Document & Characteristics of Effective Learning, WFS Progression Steps (including communication) and where appropriate, the National Curriculum.  During an academic year teachers will continually collect evidence and update mark books to inform their planning.

 

We have two formal data drops each year, to look at individual pupil progress, as well as any whole school trends. From this, teachers plan to fill gaps in learning and SLT plan relevant CPD and/or feed this information into the school development plan. Following data drops, detailed pupil discussion meetings are held where class teachers, along with a senior member of staff or pathway leader, look at the progress of each child; what their next steps will be and moderate the evidence. At these meetings, further support may be given or additional information/evidence required.

 

Ipsative assessment data and whole school trend data is shared at the Standards and Curriculum Governors’ committee meetings. From this Governors will monitor progress against individual targets and review destination data to evaluate if we have achieved our intent. They will also make strategic decisions leading forward into the school development plan.

Further on-going monitoring of the quality of the curriculum and teaching and learning takes place continuously across the year, through both informal and formal processes, supported by SLT and pathway and subject leaders including curriculum learning walks, teacher observations, planning and learning scrutiny

 

We use Evidence for Learning (EfL)as a tool to capture the learning and progress taking place. We then attach the evidence to an appropriate framework (see Assessment without Levels at WFS table ) and tag it to support further analysis or reporting e.g. annual reviews, interventions etc. We also use the EfL Insights tool to support deeper analysis of progress at individual, group, pathway, and whole school level.

 

 

Assessment without Levels at WFS

 

PATHWAY	FRAMEWORK	STATUTORY
EARLY YEARS	Early Support Document & Characteristics of Effective Learning WFSPS	Reception baseline (within first 6 weeks of starting school)
PATHWAY 1	WFSPS Engagement Model Careers & Transition	KS1 SATs (Year 2 pupils) May   Phonics Check (Year 2 pupils) June   Engagement Model (Year 2 & Year 6 pupils) June   Pre-Key Stage Standards (Year 2 & Year 6) June   KS2 SATs (Year 6 pupils) May   Times table check (Year 6 pupils) June
PATHWAY 2	WFSPS Engagement Model Careers and Transition
PATHWAY 3	WFSPS Careers and Transition
PATHWAY 4	WFSPS National Curriculum Careers & Transition
FOREST	WFSPS National Curriculum THRIVE (Not on EfL)
POST 14                 Pathway 4	Accreditation & the following aspects of WFSPS  (CWFS Communication Steps, Ind, MH&WB, PWB&D, Tech & Comp & ESafety) Careers and Transition	Accreditation outcomes
POST 14 Pathway 3	Accreditation if Entry Level 1 WFSPS Careers & Transition	Accreditation Outcomes
POST 14 Pathways 1&2	WFSPS Engagement Model Careers & Transition
POST 16               Pathway 4	Accreditation & the following aspects of WFSPS  (CWFS Communication Steps, Ind, MH&WB, PWB&D, Tech & Comp) Careers and Transition	Accreditation outcomes
Post 16 Pathway 3	Accreditation WFSPS Careers & Transition	Accreditation outcomes
Post 16 Pathways 1&2	WFSPS Engagement Model Careers & Transition
Russell House	WFSPS

 

 

	AUTUMN	SPRING	SUMMER
	Who? What? & When?
Curriculum walks	Will build upon previous walks & link to teachers’ individual areas for development & the SDP
	HT & DHT (TL&C) PL & DHT (TL&C) PL & PL Peer reviews	HT & DHT (TL&C) PL & DHT (TL&C) PL & PL Peer reviews	HT & DHT (TL&C) PL & DHT (TL&C) PL & PL Peer reviews
T&L observations including planning scrutiny	Half-termly; - ECT x DHT (TL&C) & HT/Mentor        - Apprentice/School Direct           Teachers        - 2nd year teacher        - teachers not yet high quality With all teachers once a year (DHT & PL). Where practice is not yet high-quality support & observations will happen more regularly. Focus for all observations will be the individual staff members’ current area for development
Pupil discussions including pupil outcome analysis	New pupils’ baselines created within 6 weeks of joining WFS. With all teachers, using information from most recent data drop (Feb & July), with HT,DHT & PL at least once a year. SLT will use Insights to focus upon ipsative progress & the SDP to feed into the discussion. *All data shared with teachers 1st July
Reporting	Staff will provide yearly reports to parents and yearly EHCP annual reviews using on-going evidence collated on E4L.

 

* The Assessment & Data Lead will provide heat maps of data fromE4L, for analysis across the curriculum and pathways to support the above conversations.

 

Curriculum Walks to build upon previous walks, from individual teachers’ areas for development and the SDP.

Areas of focus may include:

• pathway approach is clear and relevant for learners in each class & any gaps being met
• classroom environment supports learning & is high quality
• planning reflects a breadth and clear sequences of learning
• evidence of learning is high quality and a clear sequence of learning and individual pupil progress (EfL & books)
• appropriate pace of learning

 

Pathway Leader Peer reviews - across the year each pathway leader to visit each other’s’ pathways accompanied by the relevant PL. Discussions held to highlight the differing pathway approach, highlighting overlaps and sharing good practice