The Alice Smith School Primary School perspective

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The Alice Smith School (Primary School
perspective)

• CEM assessments as a tool for school improvement.

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Collecting data for an informed judgement.
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CEM assessments.

• Historically
• (2001-2007)
• ASPECTS
• BASELINE
• PIPS- Yr 1
• PIPS- Yr 3 and 5

• Today
• ASPECTS
• BASELINE
• Yr 1- InCAS
• Yr 2-5 ePIPS

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The Practicalities

• Administering the assessments
• -technical support
• -passwords.
• -rooms/numbers
• Teacher and child reaction to assessments,
  feedback.
• CEM support.

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How do we use the information?

• Class teachers look at the individual
• -attainment
• -predictions/ KS chances
• -prior/context
• -VA for progress being made
• -attitudes
• Subject analysis- performance and trends
• Learning support needs- support, extension
• Gender analysis
• Class progress/ Year Group progress
• Historical comparison- Baseline/ cohort
• Future use- attach to management systems for
  breakdown by ethnicity, EAL
• Reporting to Parents

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Specific examples of data use.

• Impact of high staff turnover- class level
• Response- Class placed with Yr Leader-strategies
  as setting for phonics and LSU focus groups to
  meet identified support needs. (Use of InCAS to
  measure impact)
• Breakdown of previously established systems due
  to high staff turnover. (Early Reading)
• Response- Implementation of RWI programme in FS,
  Yr 1 and for target groups throughout the rest of
  the school.
• G and T/ support programmes implemented to cater
  for highest and lowest ends of the spectrum.
• Response- Strategic approach to support child
  involving Teacher, LSU and Parents. In class,
  withdrawal, home programmes, Blooms.

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Questions for the future.

• What impact has the phonics programme had on
  early reading?
• Why do our girls significantly out perform our
  boys at most assessment points? What can we do
  differently? (World Maths Day), (Tutpup)
• Why do the boys in Yr 5 reverse the trend,
  showing ve VA in attainment and context in
  Maths?
• How and what will we report/share with parents?

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Summary- making it work.

• Establish a clear purpose for the use of the
  data. Is it an internal mechanism for school
  improvement, for tracking, reporting or a
  mixture? What, how and to whom will you
  share/report findings?
• Investing time in training is imperative.
• Infrastructure/Administrative support.