APP APP Middle School’s ProjectMiddle School’s Project

Kirklees Kirklees

The VisionThe Vision

Every childEvery child knows how they are doing and what they need to do to knows how they are doing and what they need to do to improve and how to get there. They get the support they need to be improve and how to get there. They get the support they need to be motivated, independent learners.motivated, independent learners.

Every teacher Every teacher is equipped to make judgements about pupils’ is equipped to make judgements about pupils’ attainment, understands the principles of progression and knows how to attainment, understands the principles of progression and knows how to use assessments to forward planuse assessments to forward plan..

Every school Every school has in place a structured assessment systems for has in place a structured assessment systems for making regular, useful, manageable and accurate assessments pf pupils making regular, useful, manageable and accurate assessments pf pupils and for tracking progress.and for tracking progress.

Every parent Every parent knows how their child is doing, what they need to do knows how their child is doing, what they need to do to improve and how they can support the child and their teachers.to improve and how they can support the child and their teachers.

Laying the FoundationsLaying the Foundations

Familiarisation - what are the benefits?Familiarisation - what are the benefits? Support of Senior LeadershipSupport of Senior Leadership Build partnershipsBuild partnerships Identify ‘key players’Identify ‘key players’ Parental engagement Parental engagement Monitoring and evaluationMonitoring and evaluation Devote quality time to it – be relentlessDevote quality time to it – be relentless Start smallStart small Identify APP as a monitoring focusIdentify APP as a monitoring focus Establish partnerships within school to Establish partnerships within school to

share practiceshare practice

Intended OutcomesIntended Outcomes

To engage all schools in Scissett PyramidTo engage all schools in Scissett Pyramid To ensure that APP guidelines for writing are used To ensure that APP guidelines for writing are used

consistently for all pupils consistently for all pupils To ensure AFL strategies are utilised in all schools To ensure AFL strategies are utilised in all schools

and share good practiceand share good practice To introduce work shadowing between Year 5 and To introduce work shadowing between Year 5 and

Year 6 teachersYear 6 teachers To narrow the gap between boys and girls To narrow the gap between boys and girls

attainmentattainment Improved attainment across KS2 writingImproved attainment across KS2 writing Improved Sats results in writing at KS2Improved Sats results in writing at KS2 Teachers, parents and pupils know ‘next steps’ to Teachers, parents and pupils know ‘next steps’ to

make further progress with writingmake further progress with writing

Initial analysis of what was Initial analysis of what was already going wellalready going well Key data shared although not always consistent Key data shared although not always consistent

across schoolsacross schools Use of a common format for transfer of informationUse of a common format for transfer of information Supportive school communitiesSupportive school communities Transition arrangements Transition arrangements A variety of target setting systems & processes A variety of target setting systems & processes

across schoolsacross schools Professional relationships and dialogueProfessional relationships and dialogue

APP Writing NetworkAPP Writing Network

Half termly collaboration network meetingsHalf termly collaboration network meetings Heads, subject leaders, Year 5 and 6 teachersHeads, subject leaders, Year 5 and 6 teachers Focus on APP writing and joint moderationFocus on APP writing and joint moderation Developed throughout the year and data was Developed throughout the year and data was

shared from Year 3 to Year 6 and analysedshared from Year 3 to Year 6 and analysed Proforma was developed for work shadowingProforma was developed for work shadowing Detailed agendas and extensive minutes – Detailed agendas and extensive minutes –

communication was key communication was key Linked to the Narrowing the Gap project - fundingLinked to the Narrowing the Gap project - funding

Gap tasksGap tasks

Gap tasks were given at every meeting this was to Gap tasks were given at every meeting this was to give ownership to all parties involved;give ownership to all parties involved;

collecting data collecting data conducting pupil interviews about writingconducting pupil interviews about writing designing a format for work shadowing designing a format for work shadowing collecting samples of effective practice and pupils collecting samples of effective practice and pupils

work to share with the group.work to share with the group.

Outcomes- Pupil AttitudesOutcomes- Pupil Attitudes Pupil surveys Y3-6 confirmed pupil enjoyment for Pupil surveys Y3-6 confirmed pupil enjoyment for

writing was high. There was consistency across the writing was high. There was consistency across the schools. The following outcomes were revealed:schools. The following outcomes were revealed:

98% pupils gave a positive response to the question 98% pupils gave a positive response to the question ‘What do you like about writing?’ ‘What do you like about writing?’

68% pupils indicated that they prefer story/creative 68% pupils indicated that they prefer story/creative writing as their favourite mode of writingwriting as their favourite mode of writing

31% pupils indicated that a calm quiet atmosphere 31% pupils indicated that a calm quiet atmosphere helps them to write wellhelps them to write well

100% pupils were able to give at least 1 strategy for 100% pupils were able to give at least 1 strategy for improving writingimproving writing

80% pupils highlighted teacher feedback and 80% pupils highlighted teacher feedback and targets as ways they found out how to improvetargets as ways they found out how to improve

78% pupils thought they were a good writer78% pupils thought they were a good writer 38% pupils said tests/timed assessment situations 38% pupils said tests/timed assessment situations

were situations where they found writing hardwere situations where they found writing hard

Outcomes- Staff AttitudesOutcomes- Staff Attitudes Staff surveys revealed high rates of satisfaction in the Staff surveys revealed high rates of satisfaction in the

following aspects:following aspects: Focus on raising writing levels Focus on raising writing levels 85% 85% Focus on closing gap between boys & girlsFocus on closing gap between boys & girls 82% 82% Focus on supporting vulnerable pupilsFocus on supporting vulnerable pupils 80% 80% Work ScrutinyWork Scrutiny 90% 90% Work ShadowingWork Shadowing 85% 85% Data AnalysisData Analysis 76%76% Moderation Moderation 94% 94% Opp. for own learning & developmentOpp. for own learning & development 86% 86% Termly Network MeetingsTermly Network Meetings 94% 94%

Staff AttitudesStaff Attitudes

What did teachers say?

“The project enabled me to

build professional relationships

with teachers”

“Really good to compare standards/levels across all schools and share good practice”

“Invaluable! Time to discuss, reflect and plan. Feel this has led to a much stronger shared

vision”

“Have valued discussions and practice

that will support

underachieving boys”

Fostering positive, trusting

relationships between schools,

leading to consistent,

smoother, more effective

transition”

“The project has given me lots of

strategies to move learning in

my own classroom”

Parental InvolvementParental Involvement

Pyramid parents evening to introduce APP, great interest shownPyramid parents evening to introduce APP, great interest shown Greater involvement of parents in pupils progress as a resultGreater involvement of parents in pupils progress as a result APP introduced by Laurie Kwissa from the National StrategyAPP introduced by Laurie Kwissa from the National Strategy First and Middle school staff spoke to parents about the impact First and Middle school staff spoke to parents about the impact

of APP-a surprise!of APP-a surprise! Workshops by English, Maths and Science staff on using the Workshops by English, Maths and Science staff on using the

APP grids to assess work and to set learning targetsAPP grids to assess work and to set learning targets Small groups questions and answer sessionsSmall groups questions and answer sessions Question and answer sessionQuestion and answer session Parent questionnaireParent questionnaire

1.1. Before tonight what did you understand about ‘assessment’?Before tonight what did you understand about ‘assessment’?

2.2. Has the workshop increased your understanding? How?Has the workshop increased your understanding? How?

3.3. How will you use this information to support your child’s How will you use this information to support your child’s learning?learning?

4.4. What further information and support would you like to help you What further information and support would you like to help you support your child further?support your child further?

Writing celebration events in each schoolWriting celebration events in each school

More EffectiveTransitionMore EffectiveTransition

APP data analysis used to identify vulnerable boys for extra APP data analysis used to identify vulnerable boys for extra transition writing project.transition writing project.

A day at the Middle school writing all day- They loved it!A day at the Middle school writing all day- They loved it! Pupils voice questionnaires used at the start and at the end.Pupils voice questionnaires used at the start and at the end. Pupils will be closely tracked across Year 6 and some will be Pupils will be closely tracked across Year 6 and some will be

given 1:1 tuitiongiven 1:1 tuition All pupils have provided a piece of work that will be displayed in All pupils have provided a piece of work that will be displayed in

their new schooltheir new school Every pupil has come with a current writing target that will be Every pupil has come with a current writing target that will be

stuck into their books before they start their English lesson in stuck into their books before they start their English lesson in Year 6Year 6

Data analysis has led to pupils going into sets on arrival at Data analysis has led to pupils going into sets on arrival at middle schoolmiddle school

Why? In the hope of greater enjoyment of writing and confidence Why? In the hope of greater enjoyment of writing and confidence and to lessen any dip on entry.and to lessen any dip on entry.

Impact- Evidence from DataImpact- Evidence from Data Collation of data and subsequent analysis has shown improved pupil Collation of data and subsequent analysis has shown improved pupil

attainment in writing. Within the current Y5 cohort children made the attainment in writing. Within the current Y5 cohort children made the following average points progress:following average points progress:

Y3 Y4Y3 Y4 average 2.77 points progress across the cohort average 2.77 points progress across the cohort Y4 Y5 average 3.82 points progress across the cohortY4 Y5 average 3.82 points progress across the cohort Y3 Y5Y3 Y5 average 6.52 points progress across the cohort average 6.52 points progress across the cohort Children’s average points scores increased:Children’s average points scores increased:

Y3 Average Points ScoreY3 Average Points Score 19.1419.14 Average level 3C+Average level 3C+

Y4 Average Points ScoreY4 Average Points Score 21.9321.93 Average level 3B+Average level 3B+

Y5 Average Points ScoreY5 Average Points Score 25.7225.72 Average level 4C+Average level 4C+ Vulnerable pupils (attainment 3C or below at end Y5) made good Vulnerable pupils (attainment 3C or below at end Y5) made good

progress in writing in line with their peers, with the vast majority making 4-progress in writing in line with their peers, with the vast majority making 4-6 points progress during the year.6 points progress during the year.

Attainment in reading is still higher than attainment in writing, in line with Attainment in reading is still higher than attainment in writing, in line with national trend.) . Data shows a 2.3 point difference between attainment in national trend.) . Data shows a 2.3 point difference between attainment in writing (APS 25.72, Average level 4C+) and attainment in reading (APS writing (APS 25.72, Average level 4C+) and attainment in reading (APS 28.02, average level 4B+) at the end of Y5.28.02, average level 4B+) at the end of Y5.

Impact- Evidence from DataImpact- Evidence from Data

Analysis of data by gender has shown that the gap between boys Analysis of data by gender has shown that the gap between boys and girls attainment in writing has not significantly reduced:and girls attainment in writing has not significantly reduced:

Y3Y3 Boys APS 17.71Boys APS 17.71 Girls APS 20.26Girls APS 20.26 Y4 Y4 Boys APS 20.54Boys APS 20.54 Girls APS 23.08Girls APS 23.08 Y5Y5 Boys APS 24.17Boys APS 24.17 Girls APS 27.02Girls APS 27.02 Closer scrutiny reveals that the points difference between boys Closer scrutiny reveals that the points difference between boys

and girls attainment in writing over the last three years has and girls attainment in writing over the last three years has remained stable at an average of 2.5 points. remained stable at an average of 2.5 points.

Attainment of both girls and boys in writing is generally high. Attainment of both girls and boys in writing is generally high. There is no significant gender difference in the progress rates of There is no significant gender difference in the progress rates of boys and girls (Y5 boys Average Points Progress 3.73 and Y5 boys and girls (Y5 boys Average Points Progress 3.73 and Y5 Girls Average Points Progress 3. 89 2009/10). Girls Average Points Progress 3. 89 2009/10).

Points progress for both boys and girls showed an increase of 1 Points progress for both boys and girls showed an increase of 1 point from the previous year. point from the previous year.

Wider Impact on SchoolsWider Impact on Schools

Development of trust and a supportive environment, particularly dataDevelopment of trust and a supportive environment, particularly data Improved working together with a focus on assessment leading to a direct Improved working together with a focus on assessment leading to a direct

impact on teaching and learningimpact on teaching and learning Confident application of APP and the consistent use across the pyramidConfident application of APP and the consistent use across the pyramid Improved understanding of pupils’ views of writing Improved understanding of pupils’ views of writing Improved pupils engagement and enjoyment Improved pupils engagement and enjoyment Improved parental understanding of assessment and APPImproved parental understanding of assessment and APP Teachers, pupils and parents increased knowledge of next learning stepsTeachers, pupils and parents increased knowledge of next learning steps Impact on teaching and learning by Impact on teaching and learning by -sharing good practice-sharing good practice-understanding the impact of transition on pupils-understanding the impact of transition on pupils Improved and effective transition opportunities for pupilsImproved and effective transition opportunities for pupils

Future impact on standards:Future impact on standards: A narrowing of the gap between boys and girls attainment in writing.A narrowing of the gap between boys and girls attainment in writing. Increase in teacher confidence and knowledgeIncrease in teacher confidence and knowledge To be confident of impact we will need conversations, questionnaires with To be confident of impact we will need conversations, questionnaires with

teachers, parents and pupils as well as analysing datateachers, parents and pupils as well as analysing data

Next StepsNext Steps

Continuation of half termly meetings about assessment, use of Continuation of half termly meetings about assessment, use of APP, AFL.APP, AFL.

Continued moderation of pupils’ workContinued moderation of pupils’ work Extending this model to Reading, Speaking and Listening and Extending this model to Reading, Speaking and Listening and

MathsMaths Sharing good practiceSharing good practice Further work shadowing of Year 6 teachersFurther work shadowing of Year 6 teachers Tracking identified pupilsTracking identified pupils Extending the transition opportunities for a greater number of Extending the transition opportunities for a greater number of

pupilspupils This is all with the aim of giving all stakeholders greater This is all with the aim of giving all stakeholders greater

knowledge of the next steps for learning and thereforeknowledge of the next steps for learning and therefore

raising standards, enjoyment and achievement in writing and raising standards, enjoyment and achievement in writing and eventually reading, speaking and listening and Mathseventually reading, speaking and listening and Maths