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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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.