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

YBGgi9BO

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.