Ashton Keynes C of E Primary School SATS Presentation 27 th - - PowerPoint PPT Presentation

Ashton Keynes C of E Primary School

SATS Presentation 27th November 2013

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Topics

• Role of the Curriculum & Monitoring Committee – Shirley Palmer
• Data & SATs results Summer 2013 - Kathryn Nicholas
• Annual School Improvement Plan - Kathryn Nicholas
• Dimensions Curriculum - Gary Price
• Questions

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The Role of the Curriculum & Monitoring Committee

Background and experience What do we monitor?

• Quality of teaching
• Quality of learning
• Curriculum provision

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How do we monitor?

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How do we monitor?

• Feedback on lesson observations
• Work scrutinies
• Talking to pupils during our governor visits
• Reports from SLT members at our meetings and subject leaders
• Analysing data and raising questions about the outcomes
• External reports e.g. Ofsted, Diocese and LA (School Improvement

Adviser)

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School Improvement Adviser Meetings

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School Improvement Adviser Meetings

• At least 4 times a year, including one meeting to focus on Head Teacher

Performance Management

• The SIA moderates the school’s judgments on the quality of teaching and learning
• They monitor progress against the action points in the School Improvement Plan

and against the targets set as a result of inspections by both Ofsted and SIAS

• They are responsible for ensuring that schools are working towards meeting the

targets set for end of key stage SAT’s both in terms of attainment and achievement

• Everything has to be evidenced based – not just “talk”

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What do we use to help us gather information about data?

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What do we use to help us gather information about data?

• Raise online
• Fischer Family Trust
• Data dashboard
• School’s own assessments and data
• National Governors Association
• Governor Training e.g. “Holding you school to account” plus training
• n interpreting the above and raising questions
• Wiltshire Pupil Tracker

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What Impacts on the Data?

• Look at this table – which school is doing well?

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AK School B School C Actual

% 2 levels progress KS1 – KS2 English & Maths combined 92% 98% 80% % 2 levels progress KS1 – KS2 reading 92% 96% 80% % 2 levels progress KS1 – KS2 writing 92% 96% 80% % 2 levels progress KS1 – KS2 English 92% 96% 80% % 2 levels progress KS1 – KS2 maths 96% 98% 90%

What Impacts on the Data?

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• Cohort size; each child at AK could be worth 4 or more %.
• Cohort size creates a ‘spiky’ profile
• Mobility is another factor that we have to take into account.
• As governors we work closely with the SLT, to ensure that resources

are deployed effectively to provide the best possible opportunities for the pupils in our care.

Data and SATS results for summer 2013

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This is who the published data is about.

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This is who we report to you about,

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special people.

How do we use our SATs data?

• Key Stage 2 teachers use the Key Stage 1 SATs data and other

results as a baseline score to track pupil progress through Key Stage 2

• They use them to help set targets for the children to achieve at

the end of Years 3, 4 and 5.

• They also use them to help set targets for the end of Key Stage

2 (Year 6) taking into account the desired two levels progress expected over the four years in Key Stage 2 (these are revised annually). Key Stage 1 results are used by OfSTED to measure how much progress and what attainment our children have made when they reach the end of Key Stage 2 (Year 6).

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How does the SATs data help us?

• We analyse all assessment data including SATs data.
• We use assessments to track the progress of individuals and this

allows us to initiate additional interventions if appropriate.

• We also use it to track specific groups of children e.g. boys/girls, SEN

children, and this means we are more able to support those groups

• f children appropriately with additional adult support or resources.
• Assessment data also allows staff to set appropriate and individual

targets for children.

• We also use it to monitor standards across the school. It helps

teachers plan appropriately and informs weekly and termly planning.

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www.akps.org.uk What does our data show for the children who left in July 2013?

Actual 2011-12 Actual 2012-13 Current Yr.7 National 2012-13 % 2 levels progress KS1 – KS2 English & Maths combined

89% 86%

76% % 2 levels progress KS1 – KS2 reading 95% 95%

88%

% 2 levels progress KS1 – KS2 writing 84% 95%

91%

% 2 levels progress KS1 – KS2 maths

84% 95% 88% Table showing progress - based on 22 Pupils (2 Pupils with no KS1 data )

School 2012-2013 National 2012-2013 Level 4+ Level 4B+ Level 5+ Level 4+ Level 4B+ Level 5+ % level – KS2 English & Maths combined

88%

NA 29% 75% NA 21% % level - KS2 reading 88%

88% 79% 86% 75% 45%

% level - KS2 writing 88%

88% 42% 83% NA 30%

% level - KS2 maths

92% 83% 54% 85% 73% 41%

SPAG

83% 79% 63% 74% 65% 47% Table showing attainment - based on 24 pupils in the cohort (all pupils level 4 and above)

What our data shows for our present Year 3 children? 22 pupils in 2011 - 2012 and 23 pupils 2012 – 2013. This chart shows the progress the children have made since the beginning

• f Year 1 of 2 levels and the levels which were achieved.

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Expected progress Didn’t reach Reached Exceeded Level 1 Level 2 Level 3 2013 Reading 8.6% 47.3% 38.7% 100% 87% 21% Writing 0% 21% 73% 100% 87% Maths 0% 60% 36% 100% 95% 17%

One child was not included in expected progress.

What else do we use our data for?

• Reading, writing and maths targets are set for,

and with, your children every term.

• These are areas targeted for your child to achieve

success in. They work towards these challenging and individual targets and it is very satisfying for them when they achieve them.

• These targets are shared with the children and

are regularly reviewed, usually after an assessment.

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School Improvement Plan

• Annual Plan which details the priorities for the

year, including responsibilities, resources, success criteria

• Includes areas identified for improvement

from the review of data, Ofsted and other government initiatives

• Reviewed regularly including formal reviews

with Curriculum & Monitoring committee

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School Priorities for 13-14

• To continue to raise standards of attainment in spelling across the

school (Ofsted)

• To continue to improve presentation and handwriting in written

work as appropriate to purpose/audience (Ofsted)

• To continue to develop investigation and problem solving skills in

mathematics across the school (Ofsted)

• To develop strategies to challenge all learners in mathematics
• To prepare for the new National Curriculum to be introduced in

September 2014 across all subjects

• RE (SIAS) – the development of a new teaching and learning

package

• To develop pupil voice
• PE
• Updating tracking system

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So what’s it all about?

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• Based on the National Curriculum for

England and Wales

• An established creative curriculum written by

experienced UK teachers and professionals for teachers

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Curriculum Organisation

• 1. Communication

Literacy Information Communication Technology (ICT) Modern Foreign Languages(MFL)

• 2. Mathematics
• 3. Expressive arts

Music Dance Art Drama

• 4. Science & Design Technology
• 5. Faith & Community (we use the Wiltshire RE Syllabus)
• 6. Health & Well-being
• 7. Place & Time

History & Geography

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YEAR FIVE YEAR SIX

INVESTIGATION Dt42 Explore the qualities of materials and how to use materials and processes, including textiles Dt43 Explore alternative ways of making their product Dt44 Carry out appropriate tests before making any improvements Dt52 Explore alternative ways of making their product, if first attempts fail Dt53 Investigate ways of meeting a design challenge OBSERVATION Dt45 Identify users’ views and take these into account Dt46 Reflect on the progress of their work identifying ways they could improve their products Dt47 Estimate and measure using appropriate instruments and units Dt54 Check work as it develops and modify Dt55 Evaluate their products, identifying strengths and areas for development, and make appropriate changes Dt56 Consider the implications of familiar designs and products for the environment and different communities APPLICATION Dt48 Plan what they have to do, including how to use materials, equipment and processes, suggesting alternative methods if first attempts fail Dt49 Communicate design ideas in different ways as these develop, and consider the purpose for which the product is intended Dt50 Apply knowledge of mechanical and electrical control when designing and making functional products Dt51 Refine sequences of instructions to control events or make things happen Dt57 Draw on and use various sources of information, including ICT sources Dt58 Generate and clarify ideas for products, considering intended purpose Dt59 Develop, explain and record ideas clearly Dt61 Plan what they have to do, suggesting a sequence of actions and alternatives if needed Dt62 Follow safe procedures Dt63 Communicate design ideas in different ways as these develop, considering use and purpose Dt64 Select appropriate tools and techniques Dt65 Refine sequences of instructions to control events or make things happen using a range of equipment including ICT

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www.akps.org.uk TWO YEAR ROLLING PROGRAMME CURRICULUM THEME CYCLE UPPER KEY STAGE 2

CYCLE A CYCLE B

AUTUMN 1 It’s All Greek to Me! Ancient Civilizations

Place and Time

Abracadabra! Material Behaviour

Science and Technology

AUTUMN 2 Come and Join the Celebration Creative Christmas

Expressive Arts

Pupil Voice Project The Spirit of Christmas Christmas Traditions and Customs

Place and Time

SPRING 1 That’s Life Life and Living Things in the Environment

Science and Technology / Place and Time

Music, Lights, Action! Sound and Light, Electricity, Forces

Science and Technology

SPRING 2 Eco Warriors Sustainability

Place and Time / Science and Technology

SUMMER 1 A World of Cracking Ideas! Inventions and Developments

Place and Time / Science and Technology

When Henry met Victoria Periods, Events and Changes in History

Place and Time

SUMMER 2 Spaced Out! Earth and the Solar System

Science and Technology

Production

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Stones & Bones, Classes 5/6 Autumn Term, 2013

Worked Example

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YEAR FIVE YEAR SIX

INVESTIGATION Hi34 Investigate the characteristic features of, and changes within, periods

• f history that were significant to the locality and the UK

Hi44 Use primary and secondary sources to investigate events in the past OBSERVATION Hi35 Identify and describe reasons for and results of historical events, situations and changes Hi36 Recognise primary and secondary sources Hi45 Recognise social, cultural, religious and ethnic diversity of societies Hi46 Identify and describe the effects of some economic, technological and scientific developments Hi47 Recognise that the past is represented and interpreted in different ways and give reasons for this Hi48 Recognise and understand the broad chronology of major events in the UK, and some key events in the wider world, from ancient civilisations to the present day, and locate within this the periods, events and changes they have already studied APPLICATION Hi37 Place events, people and changes into correct periods of time Hi38 Use dates and vocabulary relating to the passing of time, including ancient, modern, BC., AD., century and decade Hi39 Interpret historical evidence Hi40 Show some understanding that aspects of the past have been represented and interpreted in different ways Hi41 Select and combine information from different sources Hi42 Begin to produce structured work, making appropriate use of dates and terms Hi43 Communicate their knowledge and understanding of history in a variety of ways Hi49 Use an increasing depth of factual knowledge to describe past societies and periods and make some links between them Hi50 Suggest possible omissions and the means of finding out Hi51 Record information relevant to the focus of the enquiry Hi52 Recall, select, organise and communicate historical information in a variety of ways

STONES & BONES

Explore Stories set in the Stone Age

Paleolithic Art (e.g. Lascaux)

Learn about Neolithic settlement and farming Trip to Stonehenge Design a new Stonehenge Visitors Centre Make Stone Age artefacts in clay

Research Ice Age creatures – write fact files Geography of the Ice Age Paleolithic, Mesolithic & Neolithic Periods

Introduction to Palaeolithic Cave Art & Ice Age Cave Man Investigation

IMMERSION DAY

Introduction to Palaeolithic Cave Art & Ice Age Cave Man Investigation

IMMERSION DAY

Who was this? What does the evidence tell us? What did he look like?

THE ICE AGE!

Geography

The Palaeolithic

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Literacy

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Numeracy

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Palaeolithic Cave Art

Making Stone Age Artefacts

Mesolithic Settlements

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School Trips to Stonehenge

Designing a new Stonehenge Visitors Centre

Gravel is great!

Mammoths in Ashton!

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Classroom Displays

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Learning Journeys

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YEAR FIVE YEAR SIX

INVESTIGATION Hi34 Investigate the characteristic features of, and changes within, periods

• f history that were significant to the locality and the UK

Hi44 Use primary and secondary sources to investigate events in the past OBSERVATION Hi35 Identify and describe reasons for and results of historical events, situations and changes Hi36 Recognise primary and secondary sources Hi45 Recognise social, cultural, religious and ethnic diversity of societies Hi46 Identify and describe the effects of some economic, technological and scientific developments Hi47 Recognise that the past is represented and interpreted in different ways and give reasons for this Hi48 Recognise and understand the broad chronology of major events in the UK, and some key events in the wider world, from ancient civilisations to the present day, and locate within this the periods, events and changes they have already studied APPLICATION Hi37 Place events, people and changes into correct periods of time Hi38 Use dates and vocabulary relating to the passing of time, including ancient, modern, BC., AD., century and decade Hi39 Interpret historical evidence Hi40 Show some understanding that aspects of the past have been represented and interpreted in different ways Hi41 Select and combine information from different sources Hi42 Begin to produce structured work, making appropriate use of dates and terms Hi43 Communicate their knowledge and understanding of history in a variety of ways Hi49 Use an increasing depth of factual knowledge to describe past societies and periods and make some links between them Hi50 Suggest possible omissions and the means of finding out Hi51 Record information relevant to the focus of the enquiry Hi52 Recall, select, organise and communicate historical information in a variety of ways

Evaluation Process

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Children’s Viewpoints

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Where next?

Questions

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