In May 2013, the Secretary of State announced: ‘as part of our reforms to the national curriculum, the current system of ‘levels’ used to report children’s attainment and progress will be removed. It will not be replaced.’ These announcements made it clear that central government was no longer going to dictate how schools should record and report progress.
We have devised our own assessment systems and demonstrates visible progress for all our students. Our assessment system allows us to track students against the content and skills required by programmes of study, whilst ensuring progress. Assessment for Learning is the key to formative assessment in the new curriculum, where ‘I can’ statements and personalised learning checklists are key in tracking progress.
PIVATS is an assessment programme used nationally to measure pupil progress through the ‘P’ Scales and up into the new National Curriculum. Progress in core subjects is measured by a PIVATS level description known as a ‘milestone’.
Each ‘milestone’ between P1(i) to P8 has been broken down into five ‘stepping stones’. Core subjects in the new early stages of the National Curriculum have been broken down into ‘milestones’ and each of these has fifteen ‘stepping stones’.
A new ‘bridging milestone’ between P8 and ‘milestone one’ has been created to securely lead pupils from the ‘P’ Scales into the new early stages of the National Curriculum. The school has also developed its own ‘milestones’ and ‘steps’ for non-core subjects to compliment the PIVATS assessment programme.
A ‘Flight Path’ is a matrix of grades that displays the expected attainment of pupils as they move through the school from a given starting point to a given endpoint i.e. End of Key Stage 1 to End of Key Stage 2 and End of Key Stage 2 to End of Key Stage 4.
When we collect assessment data a calculation of the ‘Expected Flight Path’ for each student will be created and we will be able to track pupil progress accordingly. Students exceeding the expected flightpath over time will graduate to an ‘Aspirational Flight Path’. Those exceeding the ‘Aspirational Flight Path’ over time will graduate to the ‘Exceptional Flight Path’.
Teachers will use the following to report on a student’s progress:
Red – Below
Amber – Almost
Green – On
Purple – Above
Teachers are expected to submit their judgements at each of the six progress and reporting points in the annual assessment calendar. Analysis of the assessment data measures the level of progress made by individual students. Teachers are expected to submit Red, Amber, Green and Purple for each student in their care in relation to their peronalised ’Flight Path’.
We will know exactly where each pupil is expected to be at each assessment point. If a student is making the expected progress since the last progress point the teacher colour codes the progress ‘Green’ and this matches the expected progress of the individual ‘Flight Path’. If a pupil makes less than expected progress ‘Red’ the individual student is scrutinized and a decision made on entering the student on the ‘Intervention Flight Path’. If greater than expected progress ‘Purple’ is made over time, the student will graduate to the next ‘Flight Path’.
The school has set itself a target of 80% of students will be track on ‘Expected Path’ (based on Upper Quartile end of key stage expectations from the SEN Progression Guidance 2010-11). 50% of students will be on track on the ‘Aspirational Path’ and 20% on track on the ‘Exceptional Path’. Those students not making the “Expected Path” will be placed on the ‘Intervention Path’.
|Key Stage 1 to Key Stage 2 |
For students attaining at least P2 or P3 at the end of Key Stage 1
|Key Stage 1 to Key Stage 2
For students attaining at least P4 or above at the end of Key Stage
|80% + make 2 Milestones of Progress |
50% + Make 3 Milestones of Progress
20% + make 4 Milestones of Progress
|80% + make 3 Milestones of Progress
50% + Make 4 Milestones of Progress
20% + make 5 Milestones of Progress