Enhancing Achievement Through Assessment at Holly Lodge: Kite Assessment System & Assertive Mentoring
Gain insight into how assessment strategies at Holly Lodge, including the Kite Assessment System and Assertive Mentoring, are utilized to elevate student achievement. Explore robust target setting, targeted teaching, progress tracking, and child-inclusive goal setting to support student success. The emphasis is on addressing gaps in current learning stages and broadening knowledge. Assessments encompass ongoing evaluation, spelling, mathematics, writing, and reading assessments to inform planning and support. Progress is measured against age-related expectations, with a focus on securing reading benchmarks and ensuring consistency through cross-school moderation.
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Presentation Transcript
Parent Meeting 15.01.20 To gain an understanding of how we use assessment at Holly Lodge through the Kite Assessment System and Assertive Mentoring to raise achievement for all.
Assertive Mentoring an evidence-based system Well being and Character Curriculum
The Kite Assessment System Assessment:reading, writing, maths and science Where are the children? (Robust target setting based on knowledge of prior attainment) leads to targeted teaching Tracking: How are they progressing? Target Setting: What do they need next? Involve the child in the process. Challenge: Targets are deliberately ambitious Support: What help is needed?
ASSESSMENT - Age related Learning Escalator vs Lift? The National Curriculum Stage 1 = Year 1 Stage 2 = Year 2 It is no longer a best fit. Children s gaps are addressed in the current stage. The emphasis is on broadening knowledge rather than going up to the next level.
ASSESSMENTS take the form of: Ongoing continuous assessment: Grammar Hammer Focus on teaching points linked to the age-related expectations Spelling Weekly focus on spelling rules (words - non-statutory) Tested with spelling test/dictated sentences/correct spelling applied in writing Maths Skills weekly checks used age expected Writing - BIG Write Extended independent writing session Reading Knowledge through guided reading/ home reading records /book bands Class Teachers use this information to inform future planning and support. There is a focus on filling gaps in understanding: Fix-its Interventions Daily Dashboard Learning Links -
Termly assessment Writing Independent piece of extended writing. (This includes composition, application of grammar, spelling and handwriting) + continuous assessment. Maths/Science test together with teachers professional judgement based on evidence from classwork. This will be assessed against the ./X sheets according to the Government age-related expectations. Attainment: By the end of the year children should be Securing to be age-related. Progress is measured by the number of Xs achieved. Reading PM benchmarking 1:1 reading assessment related to book bands Cross school moderation Kite schools to ensure consistency Surrey: Moderation against statutory KS1 and KS2 expectations
. / x Emerging Developing Securing Next Stage Ready Has a deeper understanding of the objectives. S3R End of year expectation e.g. S2S To be on track By Christmas: emerging/developing By Easter: developing By Summer: securing If your child is only developing by the end of the year, they will still move up to the next stage but support will be put in to continue to fill gaps. If your child is securing/NSR early in the year challenge will be put in to help deepen the knowledge and your child will be encouraged to apply the knowledge in a broader range of applications.
What happens if my child is not progressing? The ./X system is used by the teachers and teaching assistants to identify individuals or groups of children who have not secured understanding against the statements. / indicates that the child has some understanding of the concept but may need extra support to consolidate. T As and teachers work with these children within the classroom or in short focussed interventions which are personalised to the needs of the individual child. . Indicates that there is not enough evidence to show understanding of the concept and the child will need extra teaching.
Benefits for children 1 to 1 mentoring meetings termly Children have a greater understanding and ownership of their targets (parents are invited to the spring meeting). Individual opportunity to talk positively with teacher: Share their file This is Me Progress Targets Attitude to learning Effort Approaches/strategies (SEN/more able) Increased motivation
Enriching the school partnership Working together for your child Parents and teachers have a joint understanding of how to best help your child achieve his/her potential. Reports contain evidence-based judgements of progress and attainment.
Any general questions? If you have any specific questions, please speak to us afterwards or talk to your child s teacher.
Please write down any questions you still have. Help us in our partnership to be more effective for your child. Do join us on a school tour contact the office.
