St Michael and St John's Primary School - Best Practice
Our project has continued to establish strong links between parents as partners and school practitioners in the Foundation Stage. This has led to improvement in accurately assessing children and has accelerated their learning as a direct result of the connection and contribution from their parents. The curriculum is now designed around the children's interest. By breaking down the barriers of home and school we have introduced a variety of home school links, which include parent questionnaires, half termly newsletters, homework grids, target trains and wow moments.
We invite parents and extended family members on a regular basis to work alongside their child through 'coffee mornings', we encourage parent reading sessions where parents come into school to promote reading and we actively seek parent helpers. As a direct impact of establishing these links pupils' end of year results have improved each year, children are motivated and excited to learn and parents have enjoyed taking on a more active role. As a result, our ethos has promoted a family environment where parents feel non-threatened, and are able to approach staff. Together we at St Michael and St John's are proud to have a shared vision in each child's learning.
Raising standards in mathematics through the use of assertive mentoring and whole school intervention. |
Lomeshaye Junior School - Best Practice Award
The A.P.P.L.E. (Attitude Pupil Performance and Learning Excellence) project has been highly effective at raising standards in mathematics across our school. Using the A.P.P.L.E project, Lomeshaye Junior School has strengthened all of our pupil's attitude to mathematics whilst developing key compentencies of fluency, reasoning and problem solving. Through 'big maths' intervention sessions, which are planned for using weekly assessments, pupils are guided through specific skills and given additional confidence when dealing with mathematical concepts. Pupils are grouped across school with others of the same level of attainment to work on personalised objectives to close gaps in learning. There are over 20 groups running across school whand teaching assistants play an importnat role in the delivery of the group interventions. Each child is given a mentor with whom they meet every half-term to discuss their progress, attitude and attainment in maths. 1-1 tuition in the meeeting is also given when needed. Within these meetings the children are asked to review the previous term and set themselves targets for the next. These targets are quickly reviewed by their mentor, in the hope that the children will continually progress and develop in this subject.
Targetted intervention and Focus groups in Basic Literacy and Numeracy extra to usual lesson times. |
Tarleton Mere Brow CE Primary - Best Practice Award
In 2011 as a new Headteacher at Mere Brow my first action was to start focus groups from Year 2 to Year 6 every morning for an hour in basic Maths and Literacy as looking at previous data and the Y5 and 6 we had a lot of ground to make up!
We levelled everyone, trained staff on what was required as we would be using TAs and teaching staff and myself to take groups of 6 to 8 children. On a catch up, move on program, higher achievers could work with older children and vice versa.
Singleton Primary School - Innovative Practice Award
Ofsted recognised the school as satisfactory with Foundation Stage being recognised as outstanding in all three areas. There is a strong team with the Foundation teacher and TA. The aim is to build on practice and where ppossible share relevant aspects of Foundation practice with the rest of the school. These areas are an exciting classroom and stimulating provision that provides learning experiences at the level of every child; a system of rigorous assessment that
In Foundation we wanted to develop the recording of this through our learning journey. This also provides a manageable way in which to record evidence for EYFSP. Developing the Foundation outdoor area and a whole school approach, valuing the outdoor area as a positive learning environment - we wanted to develop outdoor learning using the natural environment.
... to Improve Teaching and Learning Outcomes
Bryning with Warton St. Paul's CE Primary School (Good Practice Award)
The school identified an issue with pupil progress across Key Stage 2, especially in writing. A system of close and robust tracking of both progress and attainment against national norms was implemented across the school.
Children are monitored very regularly throughout the school year and are identified for inclusion within intervention programmes. A variety of programmes are in place, both published schemes and school's own interventions, which are monitored and used to improve learning and pupil outcomes.
This has had a significant impact on the performance of pupils as well as their progress, raising the levels of progress across KS2 from the 75-80% range in English to 96% in June 2011. In particular, writing has improved from around 50% 2 levels progress in June 2008 to 96% 2 level progress in June 2011.
Indicative results suggest that progress for reading and writing across KS2 will all be in the 90%-100% for all years for which we can predict future data.
through Foundation Stage into Key Stage 1 at Mount Pleasent Primary School.
Mount Pleasant Primary School and Mount Pleasant Children's Centre - Innovative Practice Award.
The project has been to establish consistent and appropriate tracking for children throughout early year's foundation stage using both children's centres in their early education.
positive links between White Ash School and local mainstream Primary Schools.
White Ash School, Oswaldtwistle - Good Practice Award
In September 2011 White Ash became a GLD Primary Special School for pupils aged 2-11 years as part of the re-organisation of Hyndburn Special Schools. In order to make this an inclusive experience for the pupils and ensure a smooth transition we planned:
Since September White Ash has increased the number of links with local mainstream schools, from 1-10. As a result of this we now offer:
.... to Secure Progress for Pupils with SEN
Bryning with Warton St. Paul's C.E Primary School (Good Practice Award)
Our project centred around the need to maximise the effectiveness of our Individual Education Plans (IEPs) to secure consistent progress for our pupils with Special Educational Needs (SEN).
.... for Primary Modern Languages
.... school and pupil progress in the Foundation Stage
Lordsgate Township C.E. Primary School (Innovative Practice)
Assessment in the Foundation Stage was an issue and we were keen not only to improve this but also to involve parents in their understanding of the process. It was important to establish positive parental links to ensure all parents became involved in their child's progress and development in the Foundation Stage. Effective communication was essential. This was established by a 'Taking School Home' book. Throughout the year both school and home developed strong positive links. Feedback from parents was very good and enabled us to identify further developments.
.... pupils within the GLD cluster group
Acorns School (Best Practice)
... improve self-esteem and, ultimately, to raise standards (Innovative Practice)
Padiham St. Leonards C.E. Primary SchoolThis was achieved by modifying the timetable and curriculum to introduce a Breakfast Club, aerobics at the beginning of the day, the ALPs approach to learning and teaching including physical Brain Breaks - and a healthy eating club at mid-morning break. Another key feature was the introduction of two hours of taught sport per week delivered by expert coaches alongside the class teacher. The children are now more physically able to access the curriculum. Our children are healthier and fitter and sickness absenteeism has reduced. We have found that pupils are more confident in their approach to their own learning which has led to significant improvement in results. Most importantly, children enjoy coming to school and are enthusiastic about taking part in all physical activities, therefore preparing them for long term athletic development.
McMillan Nursery School (Best Practice)
The Nursery wanted an assessment procedure which was manageable, useful and linked exactly with the Early Years Foundation Stage. We wanted to have data which was valuable in planning for progress and recording value added. This has been developed using action research over several years, modified and redesigned.
Crawshawbooth Primary School (Good Practice)
To continue to raise standards by innovative tracking processes and developing creative and enrichment activities linked to pupil progress, by reviewing the creative curriculum and interventions.
Barton St Lawrence C.E. Primary School (Good Practice Award)
Further to the Government's target of PML in primary schools by 2010, our school wanted to build on the offering of languages that were already happening in school. Over a period of time, we have developed a link with our local High School, who come in to deliver model lessons to Key Stage 2 children. This link has not only enabled staff to tap into a bank of ideas and resources, but also increased the school's understanding of the progression of languages. This was further enhanced by visiting our local high school to observe Year 7 lessons.
In September 2008, we recruited a member of staff who had French as a second language. With her introduction, a whole-school development policy for languages was introduced. This involved starting PML in Key Stage 1 as a phonic and practical-based approach and revising our provision of PML in Key Stage 2.
As we have continued to monitor the development of languages during the course of the year, we have since revised our initial development policy and introduced German in Years 3/4. This change happened as a direct result of internal assessment and as French was progressing extremely well, this change would facilitate children's transition to the high school, as they would study either of these languages.
We now have languages firmly embedded in our curriculum and exploit any opportunities to develop them further: our Christmas Nativity was a French play and only recently we performed a cheerleading routine in French.
....across the whole school
Little Digmoor Primary School (Best Practice)
In September 2005 pupil attainment was well below National and Local Levels and at some point the school had slipped into 'Serious Educational Weakness'. There were many more children on the SEN register than LA or NA. The responsibility for SATs results appeared to rest on the shoulders of the Y2 and Y6 teachers with progress plateauing in other year groups. Teaching assistants were all L1 and simply supporting groups rather than taking personal responsibility for pupil progress. There was no evidence of performance management or subject leadership which would raise standards. Planning was not submitted for audit by the HT.The new Headteacher had an opportunity to raise the stakes by changing the culture to one of personal responsibility for pupil progress. Result - improved accountability= Improved Value Added.
Click the project titles to download the full case study.
Lea St Marys Catholic Primary School
Lea St. Marys received a Good Practice award in November 2004, for using Assessment for Learning to raise standards in Writing. As a result of achieving this award the staff and pupils have been well motivated throughout the year and have continued to share and develop good practice. Staff have gained confidence in their own ability to teach writing and pupils have been more focused, making their own writing targets more challenging, and being aware of how to move forward to the next curriculum level. Across the curriculum, writing has improved as children have become more confident. It is now an enjoyable activity and the children are keen to express themselves in stories, poems, reports, diaries etc. At St. Marys we now have children who write willingly, not just at school, but out of choice in their own free time. Writing has become exciting!
Brookfield Park Primary School, Best Practice Award
Working with our ISPC we set up very thorough whole school practices to monitor pupil progress to highlight strengths and areas for development in terms of whole school, year group and individuals. A particular focus was writing. Whole school training was based around this to further skill-up the staff, including literacy intervention to all support staff.
Lesson observations showed that teaching and learning in writing was improving. Half termly writing assessments were moderated across the school. Marking practices were agreed and implemented. Regular writing book scrutinies by Headteacher, Literacy Subject Leader and Assessment Leader showed greater consistency in marking, which led to improvements in writing.
Throughout the time, Class Teachers identified number of learners at age related expectations as well as number of sub levels progress. Also, to support achievement, half termly layered curricular targets were set in writing and shared with learners and parents/carers.
Lesson observations showed that teachers referred to the targets in their lessons. In interviews with learners they were able to talk about their targets and what they needed to reach their target and what to do to improve further. Any learners identified as underachieving (from BAL, AAL and HAL) were included in Class Action Plans detailing action needed to raise achievement.
The impact has been a big increase in the number of learners at age related expectations and more year-on-year progress.
... and raising pupil achievement (Good Practice Award)
Great Eccleston Copp C.E. Primary School
This practice looked at ways of using assessment data to identify and address underachievement. The school appointed an Assessment Co-ordinator who identified a need to be able to keep track of the data collected from test results. A simple spreadsheet was created detailing student names, dates of birth and test scores, with a highlighting system that clearly indicated children who did not attain an appropriate level. Under-achieving or higher-achieving children could be targeted and significant deviations identified by looking along results lines.
The results were analysed yearly by the assessment team and fed back to class teachers. Key Stage test data from the Pupil Progress Charts was interpreted and represented graphically for interested parties - e.g. parents and governors. Individual pupil preferred learning styles have been identified and added to the charts, and data from former pupils Secondary Schools is also stored to give the staff an indication of what pupils are likely to achieve in the future. This practice has significantly impacted on standards and aided the school in reducing underachievement.
... through the use of pupils preferred learning styles and Assessment for Learning strategies
Grimsargh St. Michaels C.E. Primary (Good Practice Award)
As a result of this practice, pupils are now much more involved in self-evaluation. For example, this year many more pupils than is usual completed the pupil response section of their annual report and returned them to school. In their responses, pupils referred to their learning and their targets in a positive way. They were also able to suggest targets for improvement for next year. Positive parental verbal feed back has also been received. For example, one parent of a child with ADHD, who is on our underachievers register, commented that she had noticed a real improvement in her sons attainment against his targets since he had been involved in self evaluation. Pupil tracking information has shown improvement in attainment at above average levels across the school.
... on raising standards and tracking children within our school (Good Practice Award)
St Wulstan and St. Edmund Catholic Primary School
The school identified Assessment, Recording and Reporting as a key area for development in the school development plans between 2002 and 2006. An ARR Co-ordinator was appointed and chose this area as a focus for the school-based assessment for NPQH. The improvements made in assessment policy and practice have ensured that pupils are now more effectively tracked and their progress monitored across the school from Foundation Stage to Year 6. In addition, assessment evidence and outcomes are regularly shared with children. Amongst the many other benefits of this work, value added can now be shown on graphs and tables and areas of weakness for individual children can be targeted and addressed. Achievement and attainment across the school has improved as a result.
... through the target setting process (Good Practice Award)
The Coppice School (SLD/PMLD)
This is a special school for pupils with severe learning difficulties or profound and multiple learning difficulties. We set about trying to develop our practice through making pupils aware of their own education targets and enabling them to evaluate their progress towards these targets. An important aspect of this work was advancing the childrens understanding that there are longer term learning goals which can be achieved by working through a series of steps. We also felt it was a significant part of pupils development to share learning goals with each other and recognise each others achievements. As a result, pupils are now far more able to evaluate their own progress, more able to express their opinions and have demonstrated an increasing respect for their peers. The sharing of targets has enabled pupils and teachers to reflect on and celebrate achievement within an environment that promotes positive self-esteem.
... the Introduction of Assessment for Learning (Good Practice Award)
Great Harwood St. Johns C.E. Primary School
The school concentrated particularly on the effective use of feedback, involving pupils in evaluating their own progress and involving parents in helping their child to achieve appropriate targets in literacy. Assessment data was shared with staff to identify children who were underachieving and performance management objectives were focused on raising standards in writing. Attainment has risen remarkably over the last three years as measured by end of key stage results. Tracking data shows a fall in underachievement. Pupils are more involved in their own learning as it has become more real for them.
St Andrews C.E. Primary School, Accrington
Although the teaching in school was good, staff were concerned that learning was not always taking place. In February 2005, two members of staff agreed to attend Assessment for Learning training with Shirley Clarke. Staff then met to discuss the importance of sharing Learning Intentions and Success Criteria. We agreed as a staff that this would only take place in Literacy lessons. Soon Quality Marking was also introduced and staff could see a dramatic effect on the way in which they were focussing their teaching and the response from pupils was amazing. It seemed natural to develop this style of teaching and learning across the whole curriculum. At parent's evening the feedback was very positive. Assessment for Learning has transformed the way our pupils learn, enhanced the teaching and changed the way we mark work completely. This was a focus of our work as part of the Primary Leadership Programme and throughout the broader curriculum, pupils are more focussed and motivated with a greater understanding of their own sense of achievement and learning.
St. Michael on Wyre C.E. Primary School
The aim of the work was to develop an effective system for tracking pupil achievement, using summative assessment data. The system would enable staff to easily identify and focus on groups or individuals, and would assist in target setting processes for the school, cohorts and individual children. Once in place, senior staff could use the system to monitor school performance, set school targets and examine cohort performance. Subject leaders could use the data to set curricular targets; teaching staff to evaluate their own teaching and plan future delivery.
There is now a clear, year on year, system to record the pupils' assessments, both on an individual and group basis. This system is updated each May following annual testing in years 1-5 and in July for R & Y6. Teaching and support staff are using the data to write annual reports to parents, plan future delivery, class groups etc. and the headteacher and SENCO are working with staff to target support highlighted by the data. Governors are also using the data to gain an understanding of how well the school is performing.
(Good Practice Award)
St. Peter's Catholic Primary School, Lytham
As with the majority of schools, our pupils writing attainment did not match their attainment in reading. Evaluating our work in writing, we decided that we needed to look more closely at our target setting procedures and improve composition and effect. Using the primary strategy material and Shirley Clarkes fantastic books, we set about transforming how we presented writing to the children. During each reading and analysis week we created with the children success criteria for the writing week based on the genre. In addition we set 'must, should and could' targets based on composition and effect in writing. We transformed the learning environment to support the children in meeting their targets. We developed the childrens ability to evaluate their own work using the success criteria and targets. Children were encouraged to improve their work through scaffolding and prompting. The result was a fantastic improvement in childrens writing as evidenced from SATs, Optional Tests and teacher assessment. Children are more directly involved in their own learning.
..Leading to a Rise in Standards of Attainment (Best Practice Award)
St. Joseph's Catholic Primary School
At St Josephs we recognise that the use of target setting can be a powerful tool in the raising of standards across every age group and across the ability range.
Frenchwood Community Primary School (Innovative Practice Award)
The main focus of this project was to use assessment for learning techniques to raise attainment in literacy, particularly writing - a challenge for most schools. Staff knew from Professor Blacks research Working inside the black box that formative assessment helps to raise standards as teachers and pupils share responsibility for learning. They also believed that on-going assessment and more regular feedback between home and school would encourage parents to be more actively involved in helping their children to learn.
The materials in the Excellence and Enjoyment toolkit provided a good basis for discussion and a starting point for developing strategies for self and peer assessment, developing and sharing targets, sharing learning intentions and success criteria and focusing feedback on childrens writing.
Initial outcomes indicate considerable improvements in childrens self-esteem, motivation and attainment. They are now better able to make connections between their work and what is expected of them and have a clearer grasp of what they are working towards. Staff now intend to use these techniques in other aspects of the curriculum and involve parents more fully in childrens targets.
Heysham High School
Since going into special measures in January 2006, a key focus for us has been raising pupil attainment. We identified improvements in assessment and target setting as being key to this. We wanted to ensure our KS4 pupils received detailed and high quality feedback from staff and we also wanted to improve our pupils' abilities to use this feedback to set themselves developmental targets. Rather than give written feedback we decided to explore the possibilities of using audio feedback to allow teachers to give much more detailed feedback to students. Using Audacity, teachers recorded their comments as an audio file which pupils downloaded. Using a proforma, pupils summarised the main points, made the necessary improvements to their work and set themselves targets for their next piece of work.
...through Better Pupil Target Setting
Clifton Primary School
Raising standards and progress of all children through data analysis and subsequent planning and target setting, identifying Gifted and Able children and children who need further intervention programmes as well as targeting and raising standards of Level 4 children.
Heskin Pemberton CE Primary School
Our project to improve assessment throughout school has had a tremendous impact on standards in teaching and learning.
We now have more formalised methods of assessment that inform the class teachers and subject leaders of standards in each curriculum area at the end of each half term. Children's progress is closely monitored through use of the schools tracking system both half way and at the end of the school year. Mid year summative assessments in Literacy and Maths have raised the awareness of teaching staff of children that were not on track to reach expected levels of progress at the end of the year. Children identified were then given appropriate support to help them to meet expected levels of attainment.
Assessment for Learning has raised the children's awareness of their own abilities. They are much more involved in their own self-evaluation and have referred to their targets in a positive way. Staff have become more aware of the focus of lessons and are ensuring that children understand what is expected of them in their learning.
End of year data analysis highlighted that children's attainment was much improved throughout school on the previous year.
Hodsgon High School
The Schools SEF and, following that, an Ofsted New Framework Inspection, highlighted KS2-3 progress as an area for development within the school. This project aimed to raise standards of achievement in Key Stage 3 through a series of highly-focused intervention measures. This was a short-term strategy designed to have an immediate and significant impact on year 9 students' attainment in the 2006 NC Tests, and in particular the raising of the school's Contextual Value Added score for KS2-3 progress.
In summary, the project:
As a result of the highlighted intervention strategies, students were more focused and motivated, well-prepared for their SATs, and more students met their targets. Conversion rates from level 5 to 6/7 were much improved. As a consequence, the school achieved its best-ever Key Stage 3 results.
The Coppice School (Innovative Practice)
From 2003 - 2005, as part of school improvement, the school began to look at different ways of involving pupils in their learning. We had already developed assessment for learning skills across the school.
Longridge Barnacre Road Primary School (Best Practice)
No summary supplied.
Lomeshaye Junior School (Good Practice Award)
Through the school's self evaluation process, raising standards in writing was identified as a priority. Although the school's overall achievement in English was improving, evidence showed a noticeable difference between reading and writing standards.
... enhance teaching and learning
Coppull St. Johns C.E. Primary School
We have identified a greater need for assessment to enhance and improve the teaching and learning throughout the school. We have implemented a strong Assessment for Learning environment where assessment is used to inform future planning as well as being shared with children, to empower them to take control of their learning and support them to challenge themselves. Following detailed SATs analysis, challenging but achievable targets have been set for all pupils and clearly shared with the children and their parents/carers. In EYFS and KS1 these are shared in a stimulating and exciting manner and the children enjoy self - evaluating themselves and seeing if they have achieved their targets. All children are assessed at the end of each term in literacy and Numeracy and this is carefully tracked over the year to ensure that every child is given the chance to reach their true potential. Because of this careful and detailed tracking, standards have dramatically risen. The impact of this has been that all children are on track to reach their true potential.