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Is it an average of 6 points across CLL, or 6 in ALL of the 4 areas of CLL (Reading/Writing/LCT/LSL)?
I have met another YR teacher in my city who was told her scores were too high and to pare them back, as children higher up the school were not showing the same sort of progress.
My view was that her HT should be looking closely at teaching and learning higher up the school to find out why children in KS1 + 2 do not fulfill the promise they show in FS.
hyssop_puppyI have met another YR teacher in my city who was told her scores were too high and to pare them back, as children higher up the school were not showing the same sort of progress.My view was that her HT should be looking closely at teaching and learning higher up the school to find out why children in KS1 + 2 do not fulfill the promise they show in FS.
Just had my (annual) "discussion" with senior management over this issue - he accepts no correlation between FS "levels" (grrhhh points!!!) and NC BUT evidently the LEA don't and as the LEA are on our backs re KS 2 levels he would like us to not give too many 7/8 (we rarely award 9's) ... I was furious (as I am annually) ... and I have insisted that if the children imo have achieved 7/8 they WILL be awarded it - we and they have worked very hard and so should have our just "rewards"... WHY can't they see it's the system at fault and not FS assessments???? I get very hot under the collar about this at this time of year every year - planning to retire at the end of summer - thank goodness - pity everyone left flighting the good fight - will it EVER get sorted?????
I do feel quite fortunate in comparison to some of you posting here. As a member of SMT myself, my it is accepted that I know what I'm talking about when it comes to FS issues, including assessment and profiles. My HT certainly accepts that I know better than he does, which is very astute of him!!
I also feel quite able to award 6/7/8's to children according to their achievements and do not have to try and justify an 'inflated' picture. We don't award many 9's, but where they are accurate they are given and we all celebrate the children's achievements when this is the case.
For years my HT has used profile scores as a yardstick to predict KS1 SAT outcomes, and from there what those children will achieve at KS2. While I know this fills many EY colleagues with horror, it has proven to be a fairly accurate predictor. I take great heart from this - it reinforces the trust the head places in our profiling, fulfills his desire for statistics that he can use, and reassures me that I am neither over-estimating or artificially under-estimating children's achievements.
I also work in an authority where a lot of children across the city perform less well than national averages, yet they are happy to recognise that there are schools who are fortunate enough to have children who achieve better than their peers, locally and nationally.
Sorry if I'm sounding smug - I was trying to be sympathetic to others in less happy situations.
kellyunigala couple of examples of writing for points 7, 8 and 9
I'm guessing you mean examples of writing from a child who will achieve/is achieving 7 points/8 points/9 points altogether by the end of the year, as opposed to pieces of work that are evidence for scale points 7, 8 and 9 specifically.
I'll see what I can find - won't be back in school till Tuesday of course. (How lovely - long weekend!)
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