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Assessment and tracking

Assessment and tracking. Tracking Pupils’ Progress. Day-to-day assessment Lesson observation Work scrutiny Data analysis. Tracking Systems. Linked to annual performance Foundation Stage Profile KS1 SATs Y3, Y4 and Y5 Optionals KS2 SATs . Tracking Progress.

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Assessment and tracking

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  1. Assessment and tracking

  2. Tracking Pupils’ Progress • Day-to-day assessment • Lesson observation • Work scrutiny • Data analysis

  3. Tracking Systems • Linked to annual performance • Foundation Stage Profile • KS1 SATs • Y3, Y4 and Y5 Optionals • KS2 SATs

  4. Tracking Progress • Monitor progress of year groups • Monitor identified groups of pupils • Monitor classes • Monitor individuals, particularly vulnerable children • Central tracking systems • All staff to have information

  5. Key Actions • Use data to identify which pupils are not making the expected progress • Discuss pupil’s progress with class teachers with regard to national expectations for the year group • Identify target group of pupils who would be expected, with additional support, to catch up to age related expectations

  6. Key Actions • Identify where Wave 2 literacy and numeracy intervention programmes (ELS, ALS, FLS, Springboard and Booster) are needed and ensure that they are in place • Ensure that pupils with SEN/LDD are receiving appropriate additional support • Monitor and evaluate interventions for pupils with SEN/LDD

  7. Evaluating Progress • Have the target groups achieved accelerated rates of progress? • How have staff given prioritised attention to pupils in the target groups? • How have the intervention programmes contributed to the process?

  8. Evaluating Progress • How have the pupil-tracking systems helped with the monitoring of progress? • How often does the school review pupil progress? • How could systems be developed further?

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