Expectations and Attainment
We categorise into the EYFS seven areas of learning, sub-divided into 16 aspects. Each is formatively assessment, and tracked through our EYFS data sheet on a half-termly basis. It provides this information for individuals, and any particular pupil groups (for example pupils form a minority ethnic background or this who receive funding from the pupil premium), and each aspect, and records progress of the cohort towards a ‘Good level of development’. It informs monitoring and so supports reflective teaching and improved progress.
For the essentials curriculum (KS1 and KS2), we categorise expectations in terms of ‘processes’ and ‘outcomes’. (For example, sitting at a table, holding a pencil correctly is a process whereas transcribing letters accurately, neatly and consistently is an outcome). Both processes and outcomes are taught and formatively assessed but only outcomes are tracked.
The Milestones meet, and in some cases exceed, the requirements of the National Curriculum programmes of study. Our classes, broadly matching the milestones, are used as the basis of assessment as the National Curriculum attainment targets are only for the end of key stage.
We define progress a the increasing depth of understanding pupils have in each of our key learning objectives. This travels through three ‘cognitive domains’: Basic, Advancing and Deep. We use a system called the 'Depth of Learning Index' to translate these cognitive domains into a quantitative figure for pupils’ understanding of the curriculum.
Expectations for ‘good progress’, which show the depth of understanding that is required each term, form the basis for tracking. The extent of ‘Good Progress’ depends on the starting points of each pupil and we categorise three starting points: Emerging, Expected and Exceeding at the end of EYFS. This provides us a way of tracking progress from starting points enabling early interventions, and forecasting of whether pupils will meet or master end of key stage expectations.
It provides this information for individuals, cohorts, and any particular pupil groups (for example pupils form a minority ethnic background or this who receive funding from the pupil premium). The ‘Lines of Good Progress’ show high expectations for pupils and use the following rationale:
- The demands of the curriculum are in themselves a high expectation
- Pupils who are at a good level of development at 5 years old should be at a good level of development at 7 and 11 years old. This means the national expectations (in Advancing cognitive domain)
- Depth of understanding will not be gained in a stead, linear route as was the assumption in the old ‘levels’ system.
We believe this provides a robust and coherent system closely matched to our curriculum for checking pupils’ progress in all year groups. It enables us to check the progress of individual and groups of pupils carefully. As such it provides an effective way of measuring pupils’ achievement.
We are proud of how well our children achieve and you can find a summary of our Key Stage Results below. Full information is on the DfE website: http://www.education.gov.uk/schools/performance then click on "Primary" and enter our Postcode PE13 4NB Gorefield Primary School will come up, click on it and you will go to School and Local Statistics where you will find our results.
We are also delighted that additionally, in 2015, all children entered achieved success in their phonics tests, something achieved by only 2% of schools nationally.