Assessing
progress and
attainment
without levels
Sam Hunter
Hiltingbury Junior School
http://www.hiltingbury-jun.hants.sch.uk
Who we are…
My plan for today…
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How our system works
Tackling tracking attainment and progress
Performance Management
What to think about when you are planning
your route
Assessment at our school
• Pupil Choice
• Challenge 1, 2 or 3
• Mixed ability seating
• Structured feedback
• Focus on Learning Skills
• Learning Council
How we have got to this point
Our Key Tools…
How it works…
How it fits in with Guided Reading
Reading Skills:
1) Decoder
2) Comprehender
3) Reading Detective
4) Language Lover
5) Responder
6) Big Reader
End of Year Expectations…
End of Year Expectations…
Sharing with Parents…
 Working
towards
 Working Within
 Achieved
 Exceeding
Tracking in School…
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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
WT1
1C
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
Attainment against
end of year
expectation
Points awarded
WT
1
WW
2
ACH
3
EXC
4
Standardised
Score of 100
Working it through with staff
World Book Day 2014!
Change
Considerations for Staff
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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
Working it through
with parents
Harvest Festival
What the parents say
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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?
Considerations for Parents
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Parent Forum meetings
Launch evening
Reminders before Parents’ Evenings
Reporting against national expectations in
new system
Reporting progress in new system
Working it through with pupils
Pupil Voice – Charity Group
What the children say…
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“It shows you where you are and what you are
working on. Also, you can see what your next step will
be.”
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“I can see how high up the ladder I am and what I will
be aiming for next.”
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“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.”
What the children say…
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“We can go at our own learning speed.”
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“I like the small steps on the ladder because it makes
it seem possible.”
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“With the ladders, it doesn’t matter if we don’t have
levels. We still know what we need to learn for our
age.”
Considerations for Pupils
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Launch
Pupil Forum
Reward system
Involved in setting own targets
Progress Review meetings
What’s left to do for us?
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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
Any Questions?
www.hiltingbury-jun.hants.sch.uk
www.learningladders.info
@LearningLadder5