Measuring pupil progress and managing the data
How St Peter바카라 사이트™s C of E Primary School worked with 4 other schools to identify ways to measure pupil progress that could be collected easily.
St Peter바카라 사이트™s C of E Primary School is part of the Lighthouse Schools Partnership, a multi-academy trust (MAT) in south-west England with schools from nursery to sixth form.
- St Peter바카라 사이트™s C of E Primary School, Portishead, Somerset
- Phase: Primary
- Number of pupils: 565
- Website:
Project outline
Teaching staff from St Peter바카라 사이트™s collaborated with 4 other schools in the Lighthouse Schools Partnership, in year groups and phase teams.
They identified the learning objectives they felt children in years 1 to 7 need to achieve to be ready for the next stage in their teaching for each subject.
For years 2 and 6 these were based on the National Teacher Assessment Frameworks, as is required nationally.
Building on these objectives, key performance indicators (KPIs) were developed for each year group for:
- reading
- writing
- maths
Each KPI had an expected descriptor and a 바카라 사이트˜depth descriptor바카라 사이트™. Using these KPIs, a bespoke tracking system to enter and extract data in the assessment process was developed, based on the school바카라 사이트™s own assessment principles.
An important feature of the system was to ensure data would be entered once and could be used multiple times at:
- class level
- school level
- MAT level
Outcomes
Findings from a survey completed by 24 teachers following one round of assessment and implementation of the new tracking system indicated that:
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since the development and use of KPIs:
- all staff have a clear understanding of the assessment objectives in their year group
- all staff understand the standards pupils need to reach in their year group
- the majority of teachers understand how progress is measured
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most teachers reported that their increased understanding meant a reduction in time taken to assess pupils바카라 사이트™ learning using the KPIs, and a reduced teacher workload
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positive features of the new tracking system include:
- clarity of KPIs and depth descriptors
- ease of use
- opportunities to moderate with colleagues
- the ability to use point in time assessment to inform future teaching
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using the same tracking system across the MAT:
- created a common language and format across schools
- provided a facility for data to be entered once and used several times within and across the schools
More information
- Contact: Janine Ashman, deputy headteacher, at janineashman@sppschool.uk
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