INSIDE THIS EXCITING ISSUE: - The TES

Assessing your child and the National Ruler
Assessing your child and the
All parents want the best for their child, and in school they want
to know that their child is making good progress, but what does
that really mean? When the government introduced the National
Curriculum in England and Wales in the late 1980s and early
1990s they developed something called (see the chart opposite):
‘The National Ruler for Measuring Children’s Progress at School’
This very simply relates a number of ways of assessing children to
the expectation of progress for the ‘average child’. We all know
National Ruler
that there is no such thing as the average child, but to say what
‘expected progress’ looks like is very helpful because this allows
All parents want the best for their child, and in school us to they judge want if a child to know is ‘keeping that up’ their with child his or is her making education. good
progress, but what does that really mean? When the government introduced the National Curriculum in
Though this looks very complicated it actually isn’t. If we take the
England and Wales in the early 1990s they developed something called (see the chart opposite):
example of a 12 year old child, what can we see from the ruler?
They will just be starting key stage 3 in ‘Year 7’, their first year of
‘The National Ruler for Measuring Children’s Progress at School’
secondary school. What should educational attainment look like?
This very simply relates a number of ways of assessing The children ‘points’ to gives the the expectation average points of progress score, which for the we ‘average can see is
child’. We all know that there is no such thing as the average around 27/28 child, at but the to start say what of secondary ‘expected school. progress’ This is looks taken like from
is very helpful because this allows us to judge if a child the is average ‘keeping of up’ the with KS2 test his or results her education. for English maths and science.
A level 2 is awarded 15 points, level 3 awarded 21 points, level 4
Though this looks very complicated it actually isn’t. If we take the example of a 12 year old child, what can we
awarded 27 points and a level 5 is awarded 33 points. The
see from the ruler? They will just be starting key stage 3 in ‘Year 7’, their first year of secondary school. What
average is calculated by adding these 3 and then dividing by 3.
should educational attainment look like?
Since KS2 levels are assessed in the summer term of Year 6 we
can see that the ‘average child’ should be averaging 27 points,
The ‘points’ gives the average points score, which we can see is around 27/28 at the start of secondary school.
This is taken from the average of the KS2 test results
which
for English
equates
maths
to the middle
and science.
of level
A
4.
level 2 is awarded 15
points, level 3 awarded 21 points, level 4 awarded 27 No points employer and will a level ever 5 ask is awarded about National 33 points. Curriculum The average Levels, is and
calculated by adding these 3 and then dividing by 3. if Since you tried KS2 to levels tell them are assessed they wouldn’t in the know summer what term you are of Year talking
6 we can see that the ‘average child’ should be averaging about. 27 In points, secondary which school equates we are to interested the middle in of GCSE level grades 4. up
to the age of 16. As you can see, on entering secondary school
No employer will ever ask about National Curriculum Levels, and if you tried to tell them they wouldn’t know
our ‘average child’ is achieving the boundary between grades F
what you are talking about. In secondary school we are interested in GCSE grades up to the age of 16. As you
and E. The National Ruler expects that the average child will
can see, on entering secondary school our ‘average child’ is achieving the boundary between grades F and E.
move from the middle of level 4 to the top of level 6, or from the
The National Ruler expects that the average child will move from the middle of level 4 to the top of level 6, or
from the bottom of grade E to the middle of grade C,
bottom
making
of
exactly
grade
two
E to the
and
middle
a half levels
of grade
or
C,
grades
making
of
exactly
progress.
two
(One level is equivalent to one grade).
and a half levels or grades of progress. (One level is equivalent to
one grade)
The government has complicated this issue by talking The about government ‘good progress’ has complicated being three this levels issue by of talking progress about from
the beginning of year 7 to the end of year 11. It then
‘good
says that
progress’
all schools
being
should
three levels
be good,
of progress
so we
from
should
the
expect
beginning
three levels of progress. Three levels then becomes the ‘expected progress’. But this is not how the system was
of year 7 to the end of year 11. It then says that all schools should
set up, so everyone gets confused, which is what happens when politicians mess about with technical matters.
be good, so we should expect three levels of progress. Three
However, the important thing is that all schools want children to progress as much as possible, in all sorts of
levels then becomes the ‘expected progress’. But this is not how
ways, so three levels as a target is fine with us. The reality is that nationally, about two thirds of children will
make three levels of, or good progress.
the system was set up, so everyone gets confused, which is what
happens when politicians mess about with technical matters.
However, the important thing is that all schools want children to
progress as much as possible, in all sorts of ways, so three levels
as a target is fine with us. The reality is that nationally, about two
thirds of children will make three levels of, or good progress.
Academic Progress at
Lordswood Boys’ School
When I started at Lordswood Boys’ School in April 2008 the school was in a
sorry state, for all sorts of reasons. Behaviour of the boys was poor, in and
out of lessons. The school had a very bad reputation in the local community,
some of it unfairly but some of it earned. But most importantly the boys were
not doing well academically. The school had done a lot of work to develop a
very good vocational provision and around two thirds of boys were leaving
with good vocational (mainly BTEC) qualifications. However, without good
achievement in core subjects, particularly English and maths, these are of little
use. In 2005, 6 and 7 the average pass rate in GCSE English was 32% with maths
being somewhat better at 45%. Even so with so few boys passing English the
overall measure of five good GCSEs including English and maths averaged
26% for these three years. In June 2008 the school was placed in the National
Challenge with 637 other schools nationally, where fewer than 30% of pupils
were passing five good GCSEs including English and maths.
Age KS Yr Term Points Level GCSE
Autumn 1
3
Spring 2
Wc
Summer 3
Autumn 4
Wb
4 N Spring 5
Summer 6
Wa
Autumn 7
5 R Spring 8
1c
Summer 9
Autumn 10
1b
6 1 Spring 11
Summer 12
1a
Autumn 13
7 2 Spring 14
2c
Summer 15
Autumn 16
2b
8 3 Spring 17
Summer 18
2a
Autumn 19
9 4 Spring 20
3c
G
Summer 21
Autumn 22
3b
10 5 Spring 23
Summer 24
3a
Autumn 25
11 6 Spring 26
4c
F
Summer 27
Autumn 28
4b
12 7 Spring 29
Summer 30
4a
Autumn 31
13 8 Spring 32
5c
E
Summer 33
Autumn 34
5b
14 9 Spring 35
Summer 36
5a
Autumn 37
15 10 Spring 38
6c
D
Summer 39
Autumn 40
6b
16 11 Spring 41
Summer 42
6a
Autumn 43
17 12 Spring 44
7c
C
Summer 45
Autumn 46
7b
18 13 Spring 47
Summer 48
7a
Autumn 49
19 14 Spring 50
8c
B
Summer 51
Autumn 52
8b
20 15 Spring 53
Summer 54
8a
Autumn 55
21 16 Spring 56
9c
A
Summer 57
9b
Autumn 58 A*
Foundation
Key Stage 1
Key Stage 2
Key Stage 3
Key Stage 4
Key Stage 5
Higher Education
In terms of results, the graphs below speak for themselves. GCSE English pass
rates have been in the 50%s for the last two years and are set to rise into the
70%s this year with an estimated 70% of boys making 3 levels of progress.
GCSE maths results have also been in the 50%s for the last two years and again
are still rising with an estimated high 60%s passing and again 70% making 3
levels of progress. When you bear in mind that the boys who sit their GCSEs
this summer started the school in 2007, when teaching was still very poor, it
becomes clear just how hard teachers in these two areas have had to work to
make up for the ground lost early on in the school. Ask the year 11 boys and
they will be more than ready to tell you how hard teachers have worked to
put the extra in to ensure their success. There have been one or two who have
dissented, there always are, for whatever reason. The programme of study has
been intense but has definitely been for the greater good, and many boys life
chances will have improved because of it.
The Curriculum at
Lordswood Boys’ School
Academic Progress at Lordswood Boys’ School
When I started at Lordswood Boys’ School in April 2008 the school was in a sorry state, for all sorts of reasons.
Behaviour of the boys was poor, in and out of lessons. The school had a very bad reputation in the local community,
some of it unfairly but some of it earned.
The Curriculum
But most
at Lordswood
importantly
Boys’
the
School
boys were not doing well academically. The
school had done a lot of work to develop a very good vocational provision and around two thirds of boys were
The main organisational arrangements a school has to ensure that pupils get the right ‘educational diet’ are:
leaving with good vocational (mainly BTEC) qualifications. However, without good achievement in core subjects,
‣ The structure of the school day and week, including the number and length of lessons
particularly English and maths, these are ‣ of The little amount use. of In time 2005, devoted 6 to and each 7 subject the average and options pass offered rate to in pupils GCSE as they English progress was 32%
‣ The arrangements for setting (by ability) and grouping of pupils within subject areas
with maths being somewhat better at 45%. Even so with so few from boys the faculty passing of reasoning English to the that of overall creative measure studies. of five
good GCSEs including English and maths
If these
averaged
are not right
26%
for the
for
pupils
these
this
three
creates
years.
significant
In
difficulties
June 2008
in ensuring
the school
consistent
was
progress.
placed in
the National Challenge with 637 other schools nationally, where fewer than 30% of pupils were passing five good
GCSEs including English and maths.
The main organisational arrangements a school has to ensure that pupils get computerised timetabling system to work out option blocks and the vast
the right ‘educational diet’ are:
majority of boys are able to study their first three choices. They also now study
• The structure of the school day and week, including the number and length a qualification in PE, which with GCSEs in English, maths, science, German and
of lessons
short-course RE offers a broad and balanced curriculum. We continue to make
• The amount of time devoted to each subject and options offered to pupils small changes as the need arises; two subjects will move faculties this year:
as they progress
geography from the faculty of environment to that of social studies and ICT
• The arrangements for setting (by ability) and grouping of pupils within
subject areas
•
The charts below show how we have
All core
changed
subject
the
areas
structure
now
of
have
the school
the freedom
curriculum
to set
over
pupils
the recent
according
past,
to
to better
their
If these are not right for the pupils this creates significant difficulties in ensuring ability in that subject. In the past pupils were banded into bands X and Y on
fit the needs of the boys. We teach subjects for 25 hours per week. This was organised into 25 one hour lessons, but
consistent progress.
entering the school in all subjects, meaning that they were either always in
following extensive consultation in 2010, we changed to 6 fifty minute lessons per day giving 30 per week. |These
lower sets or always in higher sets, and movement between the two was very
The charts This below was my show introduction how we have to changed Headship the structure
are organised
at the of school, the
into
school
three double sessions,
with some difficult. significant This
meaning
was
that
problems clearly
practical
unfair
subjects
to and solve the
such
structure
as art, technology,
in both of overall the timetable
PE, music
has
and
been
curriculum over the recent past, to better fit the needs drama of the can boys. be scheduled We teach in one hundred altered to minute give subjects double sessions. independence It also means from that each the other, time meaning we were able that to pupils
subjects leadership for 25 hours processes per week. This in the was organised school and into allocate in 25 subject one to English hour delivery, lessons, and maths particularly in year are taught 7 and 8 correctly could in English be to split the five but level ways also of instead their maths. ability of four, in meaning every In terms subject, that of they regardless have English of
but following leadership, extensive everyone consultation in the in 2010, current we changed and maths
senior to leadership 6 every fifty day minute of the week.
team worked how The they changes
as fare a elsewhere. have also intentionally offered boys much more freedom of choice:
middle leader in the school before my
lessons per day giving 30 per week. |These are
organised arrival, into and three all double have sessions, been promoted meaning internally. They are doing a great job and I am proud of them. We have rebuilt
that practical teaching subjects teams such in as both art, technology, English and PE, maths and we now have a core team of very capable and hard-working teachers
music and drama can be scheduled in one hundred
minute in double both sessions. areas. It also means that the time
we were able to allocate to English and maths in
year 7 and 8 could be split five ways instead of
four, meaning that they have English and maths
every day of the week. The changes have also
intentionally offered boys much more freedom of
choice:
In terms of results, the graphs below speak for themselves. GCSE English pass rates have been in the 50%s for the
last two years and are set to rise into the 70%s this year with an estimated 70% of boys making 3 levels of progress.
GCSE maths results have also been in the 50%s for the last two years and again are still rising with an estimated high
60%s passing and again 70% making 3 levels of progress. When you bear in mind that the boys who sit their GCSEs
this summer started the school in 2007, when teaching was still very poor, it becomes clear just how hard teachers in
these two areas have had to work to make up for the ground lost early on in the school. Ask the year 11 boys and
they will be more than ready to tell you hard teachers have worked to put the extra in to ensure their success. There
have been one or two who have dissented, there always are, for whatever reason. The program of study has been
intense but has definitely been for the greater good, and many boys life chances will have improved because of it.
As you can see, the options structure that I inherited
meant that the boys had one 4 hour and two 2 hour
options. Most boys studied a BTEC in their 4 hour
options, and though this was generally successful
was of limited value in terms of qualifications. It
also restricted the number of boys studying GCSE
subjects. For the options this year as we moved to
a thirty lesson week, we introduced three options
at 3 fifty minute lessons each. These are ‘open
choice’ and the boys choose reserves. We use the
The overall five good GCSEs including English and maths rose to 44% last year and is already at 46% this year with
some early entries, and an estimated final figure of 57%. For this particular year group, the national figures estimate
that given their ability, if this figure was 50% this would put the school into the top one quarter nationally, so 57%
would be very pleasing indeed. The overall five good GCSEs figure is set to improve similarly. Here is the profile:
As you can see, the options structure that I inherited meant that the boys had one 4 hour and two 2 hour options.
Most boys studied a BTEC in their 4 hour options, and though this was generally successful was of limited value in
terms of qualifications. It also restricted the number of boys studying GCSE subjects. For the options this year as we
moved to a thirty lesson week, we introduced three options at 3 fifty minute lessons each. These are ‘open choice’
and the boys choose reserves. We use the computerised timetabling system to work out option blocks and the vast
majority of boys are able to study their first three choices. They also now study a qualification in PE, which with
GCSEs in English, maths, science, German and short-course RE offers a broad and balanced curriculum. We continue
to make small changes as the need arises; two subjects will move faculties this year: geography from the faculty of
environment to that of social studies and ICT from the faculty of reasoning to that of creative studies.
All core subject areas now have the freedom to set pupils according to their ability in that subject. In the past pupils
were banded into bands X and Y on entering the school in all subjects, meaning that they were either always in
lower sets or always in higher sets, and movement between the two was very difficult. This was clearly unfair and
the structure of the timetable has been altered to give subjects independence from each other, meaning that pupils
are taught correctly to the level of their ability in every subject, regardless of how they fare elsewhere.
This was my introduction to Headship at the school, with some significant
problems to solve in both overall leadership processes in the school and in
subject delivery, particularly in English but also in maths. In terms of leadership,
everyone in the current senior leadership team worked as a middle leader in
the school before my arrival, and all have been promoted internally. They are
doing a great job and I am proud of them. We have rebuilt teaching teams in
both English and maths and we now have a core team of very capable and
hard-working teachers in both areas.
The overall five good GCSEs including English and maths rose to 44% last year
and is already at 46% this year with some early entries, and an estimated final
figure of 57%. For this particular year group, the national figures estimate that
given their ability, if this figure was 50% this would put the school into the top
one quarter nationally, so 57% would be very pleasing indeed. The overall five
good GCSEs figure is set to improve similarly. Here is the profile:
29 The Buzz | Issue No. 2 – September 2012 The Buzz | Issue No. 2 – September 2012 30