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WyreForestSchool

Assessment

Assessment

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