Tracking Progress and Attainment
Reflecting the principles of Curriculum for Excellence, progress is now defined in terms of ‘how well’ and ‘how much’ as well as learners’ rate of progress.
This approach will promote greater breadth and depth of learning, including a greater focus on the secure development of skills and knowledge.
Assessing progress across learning and when applying learning in different and unfamiliar contexts will also help teachers to plan, track progress and summarise achievement. This should be done in a rounded way to better prepare children and young people for the next stage in learning.
Tracking in Writing
Teachers go through a very effective moderation process each term. Plan together, identify assessment task and agree assessment criteria and then moderate 6 pieces of writing in each class. A selection of these are then sent to the Management Team.
Tracking in Reading
A similar process is gone through in the assessment and tracking in reading. Teachers go through the moderation process as described above. The only difference is that teachers try to get into each others class. Again a selection of the yellow folders are sent to the Management Team.
Tracking in Maths
End of Pathway/Unit assessments measure how well children have grasped particular skills taught. Teachers work together to plan and assess more in-depth tasks related to significant aspects of learning, measuring how well children can apply their skills to solve problems. These are monitored by the Management Team.
Meetings are held regularly with each member of staff normally during the first term and then again around Easter. PSP and IEP’s reviewed and evaluated at this stage.
Teaching staff and SMT discuss the needs of each child after carrying out an assessment detailing all of the well-being indicators.
Standardised Assessment (PIPS and GL)
These are used as part of a range of information to inform teachers judgements and planning for learning. They are carried out at P1,4 and 7 and results are collated by SMT and recorded.
Forward Plan Evaluations
Forward plans are monitored termly. Staff evaluate the curricular areas and highlight in their evaluations those who are exceeding the level expected and those who are struggling. A discussion is held with the staff teachers on their forward planning where these things are highlighted – identifying possible next steps.
Target Meetings with Management Team
Targets in different curricular areas are discussed as part of forward plan discussions with SMT.
Using these processes to gather evidence, teachers develop a detailed picture of each pupil’s strengths and areas for development. These are shared with pupils and parents during our target planning meetings in October and February and in written reports which will be sent home in June.
We have an open door policy here at Lochwinnoch Primary and should you have any have any concerns about your child’s progress, your child’s teacher or a member of the management team will be happy to discuss these concerns with you and plan for any necessary interventions or support.