The Pinvin Federation

Together, we inspire, discover and achieve

pinvin logoPinvin C of E First School
Telephone: 01386 554196
E-mail: office@pinvinfirst.worcs.sch.uk

st nicholas logoSt Nicholas C of E Middle School
Telephone: 01386 554196 
E-mail: office@st-nicholas.worcs.sch.uk

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Curriculum

Curriculum and Assessment 2015-2016

 

Click here to read the Pinvin Federation Guide to Assessments

We follow a curriculum which develops the learning of our children in an engaging way, coupled with high expectations. It includes all of the core and foundation subject areas as well as visits, visitors to school, special projects and more.   The approach we take is aligned with our Mastery Curriculum Policy which has at its heart a focus on pupils becoming experts in subject fields.  We therefore see our pupils as Scientists, Linguists, Artists and Historians etc... 

Please see the following links for the Year Group Curriculum Maps.

Year R Year 1 Year 2 Year 3 Year 4 Year 5  Year 6  Year 7 

 

  • EYFS
  • Reading
  • Assessment Principles
  • Attainment
  • Caveat to Revised Entry Scores (RES)
  • Measuring Progress
  • Summary
  • British Values

Reading

At Pinvin Federation, reading standards are a strength of the school. We encourage reading from the Eary Years Foundation Stage where pupils are introduced to early reading alongside their daily phonics sessions.  We have, during the last twelve months invested in a programme entitled "Accelerated Reader." (AR)  This programme operates within our guided reading structure, which in turn works within the wider English curriculum.  The aim is for all aspects of English to be interwoven to create a greater learning depth.

Accelerated Reader (AR) is a tool for monitoring and managing independent reading practice. With AR, teachers can create a reading programme to meet the needs of every student.  Using information generated by the software, our teachers can help students select books that are difficult enough to keep them challenged, but not too difficult to cause frustration. In addition, it helps our teachers to monitor students’ vocabulary growth, literacy skills development and reading skills taught through other reading schemes.  Our library is continually being updated and now contains sections for boys, gifted readers and younger children. Information about how to support your child with reading is given in Reception and at the start of Year 5, via annual parent meetings and individual support.  If your child finds reading harder, they will be given extra support, assessment and intervention in order for them to make good progress. The ability to read well is at the core of school life and it is something that, inthe Pinvin Federation, we believe we do well.

Beyond Accelerated Reader, we encourage the children to have a love of reading and they are also able to take home a regular library book that they have in addition to their AR book.

Our Approach to Reading and Phonics

At Pinvin, we aim to develop our children’s reading ability by developing their fluency, understanding and confidence. We aim to promote reading for pleasure and enjoyment as well as for different purposes such as information retrieval.

Children within Reception have regular opportunities to read individually with their Class Teacher and with Teaching Assistants. Daily guided reading sessions within years One to Four ensure that each child reads with their Class Teacher and a Teaching Assistant each week, as part of a small group. Children at Pinvin have access to a wide range of books, spanning all genres, which are levelled by reading ability. We encourage our children to enjoy reading and to become motivated, independent readers. Children are able to select their own reading books and cross-curricular reading is used to support learning in other curriculum areas.

We use a combination between Rigby Star, Pearsons Bug Club, Ginn, Oxford Reading Tree and Lighthouse reading schemes in Key Stage 1. We also use Phonics Bug e-readers alongside Accelerated Reader which was introduced in January 2015.

Phonics has a high profile within our school. We view phonics as the starting point for developing a lifelong love of reading.  Children within Reception and Key Stage One experience daily phonic sessions which follow the phonic phases set out within Letters and Sounds. In Reception, aspects from the Jolly Phonics programme are used to support kinaesthetic learners.

Click on the  websites below to learn more:

 Phonic games

Reading resources

Articulation of phonemes

Pershore Library

Bug Club

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Assessment Principles

Integral to any school are the systems in place to measure the attainment and progress of the pupils.  The new national curriculum has at its very core the notion that the overwhelming majority of pupils will meet Age Related Expectations (ARE) and that those who are secure at the standard have the opportunity to make connections not only within a given subject area, but beyond it, therefore transferring skills to other subject domains and embedding their learning.

The Pinvin Federation has developed a set of performance measures for attainment and progress that are aimed to be understood by a range of key stakeholders, including: teaching and non-teaching staff; parents; governors and the pupils themselves.  The objective of such measures is to be as robust and accurate as possible but at the same time allow the data that is generated to drive real and meaningful pupil improvement.  Therefore, the tracking of this data overtime becomes crucial in assessing the progress the Federation is making in terms of outcomes.

We view specific pupil groups as important in the context of performance measures, however we consider the individual and their characteristics of greater significance.  In this way we have a more refined system that analyses pupil under performance.

The new national curriculum is now delivered throughout the Federation, however our pupils are currently in the transition period, having experiences of both new and old systems and curriculum content.

The Federation believes that there is some, although limited, correlation between the previous levelled system and the new one although a great deal of caution should be applied when making direct comparisons with this as the bands that assess attainment are very different.  The table below is an indicator for teachers of how possible links can be made, but as suggested this is a guidance tool only.

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Attainment

On arrival, the pupils in the Federation all receive an ‘Initial Entry Score’ (IES) for English and Mathematics that will be Age Standardised (SAS).  If the IES is below 85 then a Below Secure Score (BSS) is recorded alongside this.  Pupils will be recorded as ‘BSS’ until they reach a score of 85, at which point they are then given an IES from which all future assessments are judged against.  If a pupil performs above their IES for 3 consecutive years they are given a Revised Entry Score (RES), which is aggregated from the previous 3 years scores.  The IES will be from the first point of assessment where an age standardisation has been given, whether that be in Year 1, for example, or Year 5.  (Reference Fig.1)

All feeder schools from the Avonbrook Cluster utilise the INCAS assessments (a test of a range of mathematical and English language skills and Developed Ability), so it is anticipated that the vast majority of pupils entering St. Nicholas CofE Middle School will have a SAS from the end of Year 4, at the latest.

As a Federation we utilise the GL Assessments that provide an accurate measure in terms of SAS.  The Federation has also subscribed to the CEM assessments for September 2016 for the EYFS, which align with INCAS as they are part of the Durham University assessment package.

Throughout their time in the Federation the pupils will sit a GL Assessment that provides an attainment judgement and a SAS.  The SAS is used to support teacher assessment whereby judgements are made as to the extent to which a pupil is working at ARE.  As a Federation we define pupils working at ARE as being ‘Secure’ and therefore meeting the year standard.  Those pupils yet to meet the standard are either ‘Beginning’ or ‘Developing’, those who demonstrate a great depth of application are defined as ‘Mastery’.  The diagram below offers some guidance as to how SAS and these measures correlate, however the SAS only provide guidance.  If pupils are to be assessed as Mastery they must also demonstrate depth of understanding through evidence in work.

In terms of judgements therefore, there is an expectation that any pupil achieving a SAS of over 95 should be assessed as Secure and at ARE (Age Related Expectations).  Any child who scores between 85-95 but a teacher is not judging them as Secure at the end of the year will be subject to a formal moderation to consider the evidence in their books.  Equally, any child judged Secure with a SAS of below 85 will also have their work analysed to ensure that they have met year expectations.

When judging Mastery, the SOLO Taxonomy model alongside the SAS must be considered.  There may be pupils very secure with particular subject content, with a high SAS but who are not evidencing enough application.  Equally the opposite of this may be the case. As part of our robust moderation system, a sample of books and evidence of working at Mastery standard will take place at the end of the academic year, following the GL Assessments.

The expectation is that the overwhelming majority of pupils achieve an attainment within the parameters of Secure, with others deemed to be a mastery and a smaller percentage beginning or developing towards the year standard.  There may be a small minority of pupils in the top and bottom 2% that are either working above or below the years curriculum and therefore subject, potentially to different content.  This is defined as Previous Years Curriculum (PYC) or Beyond Year Curriculum (BYC), respectively and it will be clear with teachers as to which years curriculum they will be covering.

As a Federation we will analyse the performance of any pupil who is not meeting ARE or is not deemed Secure.  Unless the child has very specific needs, there is an expectation that Quality First Teaching and some tailored additional support will narrow the attainment gap.  The subsequent progress of these pupils and any barriers they have in their learning will always be discussed at subject development meetings.

In terms of attainment, the basic expectations of the Pinvin Federation is as below

Attainment Concern Below Minimum Attainment

Minimum

Attainment

Above Minimum Attainment Exceptional Attainment
65% 70% 80% 90% 95%

We recognise that The Attainment Journey of a pupil will never be totally linear; there will be times when progress accelerates and times when pupil attainment plateaus. There is an expectation that SAS will be broadly maintained once ARE are met by the pupils.

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Caveat to Revised Entry Scores (RES)

It should be noted that any significant differences in SAS may determine a Revised Entry Score (RES).   All pupil results will be analysed annually by the Executive Headteacher, Head of School and Deputy Head.  Where there are significant differences or any anomalies this will be explored.  An example of a revised SAS could be where a pupil has underperformed on an initial SAS.  This could for example be a child who achieves 100 for their IES.  They then achieve a SAS of 131, 129 and 128 respectively.  This would indicate that the child should be given a revised entry score (RES).

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Progress

There are two principle progress measures that the Federation uses and two principles that underpin how we view progress.  The measures are firstly tracking the pupils at ARE and therefore secure, secondly is the annual tracking of the pupils’ SAS.  With regard to the progress principles we believe that there should be an expectation that all pupils reach ARE and therefore a narrowing the gap measure (NGM) is recorded.  Secondly, as a Federation, we believe strongly in learning depth and therefore we have a Required Progress Measure (RPM) which takes into account pupils retaining their level of security or SAS as a minimum.  We therefore do not measure accelerated progress for those pupils who have reached the year standard.  We do however track their on-going progress to ensure that there is no aspect of performance dip.  This is different than the levelled system in that the focus is on the depth of knowledge and application, rather than learning new skills without prior application.

Narrowing the Gap Measure (NGM):

The NGM works on an annual basis and will include any pupil who is not deemed as secure.  If there are 20% of pupils who are not at ARE in one year, there is an expectation that this is reduced in the subsequent year as pupils reach the year standard.  Pupils with very specific educational needs are tracked separately to ensure that they make sufficient progress.  In terms of SAS for example, a pupil who has a SAS of 82 one year and then records a SAS of 90 the following year has ‘narrowed their attainment gap’.

Required Progress Measure (RPM):

The RPM operates once a pupil has met ARE and are deemed Secure.  The expectation is that they continue to meet ARE and are Secure throughout their schooling. They then have the opportunity-as they improve their performance- to demonstrate Mastery. However, there is no progress measure that judges the percentage of pupils moving from the Secure bracket to Mastery as this depends on the evidence in work produced and books.  The expectation in terms of SAS is that pupils retain a SAS that is within 10 points either side of their Initial Entry Score (IES).  Any pupil who falls below this will have their performance analysed and, where necessary, interventions and support put in place to ensure standards are maintained.  It is important that the IES is the comparative measure as this gives the baseline from which all future performance can be judged (this can only be revised after 3 years where a RES can be instated).  The only difference for those pupils who are working from BSS is that the aim will be that they secure an IES where all future tracking can be made.  An example of the IES SAS tracking is set out below:

As a Federation, we acknowledge that The Progress Journey of a pupil is never totally linear; there will be times when progress accelerates and times when pupil progress plateaus. There is an expectation that SAS will be broadly maintained once ARE are met by the pupils.  If a pupil falls below 10 points of their IES or below 85 having achieved the ARE then they are deemed not to have made sufficient progress.

Accelerated Progress

If a pupil performs above their IES for 3 consecutive years they are given a Revised Entry Score (RES), which is aggregated from the previous 3 years scores. This would indicate a level of progress acceleration.  There is no defined number of pupils that we expect to have a revised entry score, however this does provide some additional evidence that the Federation adds value.

Reporting Attainment and Progress

The Executive Headteacher, with support from the Head of School (PFS) and Deputy Head (SNMS), will report the following to the Full Governing Body on a termly basis.  Data will be presented the term after it has been received. For example, the December data entry will be reported to Governors in the Spring Term.  The table below provides an overview of the data that will be presented for English and Mathematics:

Term Attainment Progress
Autumn

% on track for ARE

Overall SAS Attainment

% making RPM

% Narrowing the gap

Overall Year on Year SAS comparison

Spring % on track for ARE

% making RPM

% Narrowing the gap

Summer % on track for ARE

% making RPM

% Narrowing the gap

Groups

The Federation tracks different groups of pupils in relation to their attainment and progress.  It believes that standard groups are valuable in the context of tracking attainment and progress but also that school defined groups can provide a more informative picture.  To this end groups are revised on an annual basis.  GRT and Pupil Premium are significant groups that are traditionally tracked by the Federation assessment system. 

Science and the Foundation Subject Attainment and Progress

There will be an assessment on an annual basis of a pupils’ performance in Science and the Foundation Subjects and this will be completed by the end of June by the teacher responsible for delivering the subject.  Assessments are made as to whether a child is at the following attainment standard.

  • At the Previous Years Curriculum
  • Beginning
  • Developing
  • Secure (At Age Related Expectations {ARE})
  • Mastery
  • Beyond Year Curriculum

The expectation, as with the core subjects, is that pupils meet ARE and are judged secure by year end.  Attainment will be reported annually to the governing body in September and will be given as a percentage.

Progress in the Foundation subjects and Science will follow that of the core – with an expectation that pupils once secure will retain security thereafter.  Pupils will be judged as having made the required progress (RPM) if they are secure in one year and then maintain or exceed this thereafter.  If a pupil is judged secure in one year and then developing the next, they are deemed not to have made sufficient progress.  A narrowing the gap measure (NGM) will also be given every year and will reflect the percentage of pupils who previously were not at ARE but who then achieve the year standard.  The RPM and NGM will be reported annually to governors as a percentage.  Subject leaders are expected to analyse data and moderate both the judgements and the outcomes.

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Summary

The following link takes you to our Curriculum and Assessment Road Map that outlines in brief our transition to assessment without levels over the last twelve months.

In terms of how we will assess children’s progress against the new curriculum, how we will keep parents informed, to enable governors to make judgements about the school’s effectiveness, and to inform Ofsted inspections the following information is shared with you.  Accurate and effective assessment

  • Assessments which are accurate and effective are the cornerstone of learning. ‘Assessment for learning’ is at the heart of our practice. In essence this means quality first teaching where staff know exactly what children can do and where to take their learning next
  • Children having a sound understanding of their own learning, knowing how well they are doing and how to improve is in integral part of this

Tools for assessment

  • We currently use INCAS and GL tests to assess our pupils in a range of areas within the core subjects
  • We also use a range of other assessment tools including the Sheffield STAT, which is directly linked to the new national curriculum

How is this achieved?

  • Through effective questioning
  • Through specific marking and feedback which children understand and act upon
  • Through children knowing their next steps
  • Through ‘assessment for learning’ where staff respond to children’s learning
  • Through a tracking system which enables comparators between groups and nationally in terms of attainment and progress over time
  • Through robust discussion of each child’s progress through a meeting every half-term
  • Through careful analysis of group and cohort attainment and progress by all staff
  • Through sharing best practice and standardisation at Federation, Cluster and Pyramid level
  • Through consideration and benchmarking of best practice nationally

How is this shared with parents?

  • Our online tracking system will be shared with parents once new data, for the new curriculum, is uploaded
  • Termly parent meetings or reports
  • We are currently in a transition process in how we are judging standards of achievement and have created a "Curriculum and Assessment Road Map" that explains the process of assessment without levels.

 How are governors’ enabled to make judgements?

  • Through linking with subject coordinators and classes to see assessment in action
  • Through rigorous analysis of assessments at Standards Committee meetings

How is this used to inform Ofsted inspections?

  • Inspectors will see how assessment, teaching and leadership are linked
  • Inspectors will be able to assess our judgments against national benchmarks

In summary, assessment at St. Nicholas C of E Middle School is used to drive improvements in order for every child to ‘Be the Best they can Be’

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British Values

British Values Policy Statement

Introduction

In 2011 the government set out its ‘British values’ for life in modern Britain.

These were:

  • Democracy
  • Rule of law
  • Individual liberty
  • Mutual respect
  • Tolerance of those of other faiths and beliefs

Our approach to British Values is underpinned by our vision statement:

‘Set in the context of our Christian Foundation, the Pinvin Federation of St. Nicholas Church of England Middle School, Pinvin and Pinvin Church of England First School is committed to providing excellence in education, where everyone has the opportunity to develop a love of life -long learning.  Our aim is for all to have the opportunity to excel and that through a strong sense of team and community we can achieve together’

We expect our pupils to be:

  • Confident and enthusiastic
  • Independent
  • Creative thinkers
  • Hard working
  • Caring towards each other
  • The future

We expect our staff to:

  • Be a role model for our pupils
  • Be professional in approach
  • Have high expectations
  • Enjoy learning themselves
  • Be supportive and encouraging
  • Make education fun

We expect our stakeholders to:

  • Be supportive of our Christian values
  • Partners in improving learning
  • Committed to making the Federation a leading establishment of education

Our vision has at its heart a focus on Rights, Respects and Responsibilities.  A rights-respecting school not only teaches about children’s rights but also models rights and respect in all its relationships: between pupils and adults, between adults themselves and between pupils.  This is central to our ethos and our approach to British Values.  These values sit alongside our PSHE (personal, social and health education) our SMSC (spiritual, moral, social and cultural) teaching as well as safeguarding arrangements.

Children understand and apply these values through a range of learning opportunities. For example:

  • Two Federation based ‘Pupil Parliaments’ where children nominate one another, vote for representatives and take part in developing the school
  • The establishment of a Learning Council whereby pupils
  • The fact that all year 7s are given responsibilities and roles in relation to their seniority.
  • Through transition processes whereby we encourage the pupils to reflect on the communities that they have come from before attending either school
  • Other democratically elected pupil voice centred groups including a Green Team and small GRT Council for our traveller pupils
  • Our positive approach to behaviour, where children are taught to make good choices and understand that all are responsible for taking part in making our school a happy place to be
  •  Enabling children to take part in a wide range of clubs of their choice
  • Having high expectations with regard to manners, behaviour and courtesy
  • Supporting children to discuss differences and disagreements and find a solution
  • Taking part in community initiatives
  • Involving the community in the working of the school: the local police, paramedics, doctors etc…
  • Helping pupils to value their own physical well-being through high quality school meals and sports provision
  • Teaching children, on a regular basis, about the importance of the internet, social media and keeping safe
  • Making links with other schools, both in in the UK and abroad, for example Zambia, Tanzania and the United States
  • We actively promote diversity through our celebrations of different faiths and cultures.
  • Religious Education lessons and PSHE lessons reinforce messages of tolerance and respect
  • The children visit places of worship that are important to different faiths.
  • Enabling children to share in regular ‘Celebration assemblies’ where good attendance, learning behaviour and house success are all valued
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