Mike Pudifoot's presentation for the visit to multigrade school in South Africa

1. Sherborne C of E Primary School
• State run with Local Authority
control & assisted by the local
Diocese

2. Based in Gloucestershire
• Two hours drive west of London
• Tucked away in the heart of the Cotswold Hills
• School built in 1868 by the Lord of the Manor
• Next nearest school 10km away
• 43 pupils on roll
• Age range is 4 – 11 years
• Pupils split across two classes (4-7 years - infant,
8 – 11 years junior)
• Foundation Stage begins in Pre-school and
continues for first school year

3. Staff
• Headteacher – teaching commitment of two
days a week
• One full time teacher & one part time teacher
• Two teaching assistants
• School secretary
• Lunch time supervisor & cleaner
• Governing Body consisting of 8 people from
the community

4. Trust within the community
• Head-teachers are trained to a National Standard -
National Professional Qualification for Headship (NPQH
run by the National College)
• All teachers are trained to national standards
• All Head-teachers have high expectations of their staff
• In every school there is a strong commitment to
teachers Continuous Professional Development (CPD)
• The vast majority of teachers see their position as a
vocation and not merely a job
• All staff are committed to supporting the development
of all pupils within its school community

5. Who monitors children’s progress and
achievement?
• Headteacher (whole school – continuously)
• Class teachers (whole class, session by
session)
• Teaching assistants (individuals and groups)
• Pupils (AfL, Assessment for Learning)
• Governing Body (challenge the Headteacher
about standards – Performance Management)
• Local Authority – All state schools return data

6. What & who do we monitor?
• Pupils on entry to school (usually at age 4)
• During first year compile a Foundation Stage
(FS) profile of each child
• Covers 6 areas of learning against National
Standards (scale of 1 – 9 for each area)
• This FS profile forms the basis for the pupils
next steps in learning in year 1
• Year 1 pupils will be carefully tracked and
monitored especially for progress in Phonics

7. Monitoring continued:
• During year 1 and 2 we introduce AfL where
the children are encouraged to begin to take
some responsibility for their own learning
• In this scenario the children become active
participants and respond by wanting to take
ownership of their work and its progress
• This AfL journey continues through out the
rest of their primary education
• From these foundations we build the basis of
‘life long learning’

8. AfL in summary
• Whole school approach – all staff trained
• Teachers plan and schedule areas of work within the
National Curriculum
• Teachers don’t deliver lessons, they carefully craft
questions for pupils which helps to understand whole
class, group and individual learning needs
• Teacher then continues to prepare activities which will
develop learning needs and close any gaps
• Teachers will adapt plans to suit needs on a daily /
weekly basis
• The emphasis is on pupils working to agreed Success
Criteria (what should my work look like and contain)

9. AfL summary continued:
• Pupils are organised into response partners to
support them learning from each other
• Response partners may assess each others
work or discuss, an outcome or a question
• They are taught to praise each other and
respond positively and where necessary to
give critical support
• They are also taught to suggest what they
might need to do next in terms of their next
steps to learning and making further progress

10. Pupil Targets
• To ensure pupils are involved with their learning
pupils are given 2 – 3 targets in English & Maths
twice a year
• Progression targets indicate to the pupils and
parents what they need to work towards
• Targets go into school exercise books and are
given and explained to parents at consultation
evenings twice a year
• Progression ladders are also evident within the
classroom on display boards to show the children
where they are and where they can move onto.

11. Example of layered Progression Targets
MUST Target Statement SHOULD Target COULD Target Statement
Statement
• I know equivalent • I can find equivalent • I can convert mixed
fractions to ½ percentages for simple numbers to improper
fractions such as ¼ and fractions
25%
Jess Healey Milly Neiss Matthew Watts
Robert Austin Charlotte Brelsford Jenny Townsend
Archie Monk
Lydia Furner
Charley Privett (Yr6)

12. APP - Assessing Pupil Progress
• For English and Maths there are national
guidelines which indicating, in fine detail, what
pupils should be achieving at each attainment
level
• Throughout the year teachers are constantly
monitoring pupils progress against these national
guidelines.
• This helps to ensure good coverage of the English
and Maths national curriculum and supports
teachers understanding of the curriculum they
are teaching

13. Example of an: APP grid for Tracking Pupil Progress
Assessment Focus MA1 MA2 MA2 MA3 MA4
Using and Applying Numbers and the number Calculating Shape, Space and Measure Handling Data
system
Success Criteria select the mathematics  count sets of objects  use the knowledge that  use mathematical names for  sort objects and classify
they use in some reliably subtraction is the inverse of common 3-D and 2-D shapes them using more than
classroom activities,  begin to understand the addition  describe their properties, one criterion
place value of each  understand halving as a way of including numbers of sides  understand vocabulary
discuss their work
digit; use this to order ‘undoing’ doubling and vice and corners relating to handling
using mathematical
numbers up to 100, versa  describe the position of data
language
 recognise sequences of  use mental recall of addition objects  collect and sort data to
begin to represent numbers, including odd and subtraction facts to 10,  distinguish between straight test a simple hypothesis
their work using and even numbers  use mental calculation and turning movements  record results in simple
symbols and simple  begin to use halves and strategies to solve number  recognise right angles in lists, tables, pictograms
diagrams quarters, problems including those turns and block graphs
 relate the concept of involving money and measures,  begin to use everyday non-  communicate their
explain why an answer
half of a small quantity  choose the appropriate standard and standard units findings, using the
is correct,
to the concept of half of operation when solving addition to measure length and mass simple lists, tables,
predict what comes a shape and subtraction problems  begin to use a wider range of pictograms and block
next in a simple  record their work in writing measures graphs they have
number, shape or recorded
spatial pattern or
sequence
Children working at, or MA1 – with support MA2 MA2 MA3 MA4
towards Level 2 Tick if criteria met. Tick if criteria met. Tick if criteria met. Tick if criteria met. Tick if criteria met.
Comment as necessary Comment as necessary Comment as necessary Comment as necessary Comment as necessary
Fletcher √ √ √ Not covered yet √
Megan √ √ Needs to work on:- Not covered yet Needs to work on:-
 understand halving as a way of  understand vocabulary
Needs to develop Needs to understand ‘undoing’ doubling and vice relating to handling
mathematical language halves & quarters versa data
 record their work in writing
Ajay Needs to work on:- √ √ Not covered yet Needs to work on:-
discuss their work begin to use halves and  understand halving as a way of  understand vocabulary
using mathematical quarters, ‘undoing’ doubling and vice relating to handling
language versa data
 use mental calculation strategies  collect and sort data to
begin to represent test a simple hypothesis
to solve number problems
their work using  record results in simple
including those involving money
symbols and simple lists, tables, pictograms
and measures,
diagrams and block graphs
 choose the appropriate
explain why an answer operation when solving addition
is correct, and subtraction problems
predict what comes  record their work in writing
next in a simple
number, shape or
spatial pattern or
sequence

14. Optional SATs tests
• Schools can choose to use a standardised set of
national tests in English & Maths at the end of
year 3, 4 and 5 (marked internally)
• These help schools to recognise if pupils are on
tract to achieve their end of Key Stage tests
• They help to identify groups of children and
individuals who may need additional support in;
reading, writing or maths
• They also help Head-teachers to address any
overall needs within the school

15. Tracking Pupils Progress
On entry to year 4
Less Able Target On Track More Able
SEN Group G and T
Sept 11 Level 1b
Level 2b
Level 3b
Level 4b
Level 5b
Level 1a
Level 2a
Level 3a
Level 4a
Level 5a
Level 1c
Level 2c
Level 3c
Level 4c
Level 5c
Year
W
Group
4
Year
Sam
Reading
Lucy
Charlotte
Sam
Lucy
Writing
Charlotte

16. End of Key Stage Tests
• National Tests exist for end of KS1 & KS2
• End of year 2 tests and teacher assessment data is collected and
used to make judgements within school, county and nationally
• End of year 6 tests in English & Maths are used to assess overall
achievement and progress from the end of year 2 to end of year
6 (marked externally)
• Ofsted – national school inspectorate use these figures to
analyse performance of individual schools
• Ofsted inspect all schools – generally between 3 and 5 years
apart (shorter periods for some schools)
• All Ofsted reports are transparent and are available to the
general public
• Parents will often use an Ofsted report to help them to judge
which school to send their children
• This helps to ensure accountability across the whole system

17. Suggestions
• Get staff on board so that they want the best for
the children in their care
• Communicate so that all members of the school
community are aware of any change
• Roll out any new out initiatives gradually allowing
time for each new idea to become ‘normal’
practice.
• Provide training and support for all those
involved
• Monitor any new programme to assess its impact
upon pupils