Is it an average of 6 points across CLL, or 6 in ALL of the 4 areas of CLL (Reading/Writing/LCT/LSL)?

I'm not sure if they use the FS data to set targets in Y1 I'm not sure what they do (I should probably know this). It was a good half term ago when I heard the Y1 teacher stating these 2 particular children were a secure level 2 so they could well be higher now. Yes I know the FS scale points have no correllation with the QCA so it shouldn't be used to set targets for end of Y1 or KS2 I'm not sure if our school has realised this yet. I was hoping the new curriculum would solve this issue of the correllation between FS and NC. There will only be 2 ch who will get 8's and 9's the other 4 HA will be on 7 points by end of year. I could see them been funny if I wanted to award 6 children these high scores but it is only 2! I just find that the results won't show differentiation if I can only give 6 points in each area the middle group are working at 5 points in each area now so by the end I am hoping for some to have 6 points so the HA group wouldn't look any different. I also have 8 children in my class who are LA but they are going to leave us on 3/4 points in each area due to having arrived in last couple of weeks, having no english and having not attneding any nursery or school. I just wondered if any other schools have been told they can only award A total of 6 points?

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.

It is 6 points in each strand of PSED and CLL

hyssop_puppy

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.

I have had this argument with the head many, many times. KS1 results do not reflect high attainment in FS, so of course it must be FS at fault for innacurate assessment rather than questioning progress in KS1. Keep the profile scores low in FS and then it appears great progress has been made in KS1. Progress in FS does not carry the same weight and so can be sacrificed, or so it appears to me. I fight my corner but it falls on deaf ears.

I agree, although in my school there are reaons why the KS2 results are not good this is due to staff moblity and lots of teachers off on long term sick. Also numereous headteachers over the last few years. I just feel as if the couple of kids I awarded 8's and 9's to lst year are still achieving much higher than their peers in Y1 so I know my judgements are accurate also other 8 ch lst year I gave a GLD I know that at least 6 of them are on track for a 1A or L2, this is just from them showing their work in celebration assembly and speaking with them whilst on playground duty. Another annoying thing is that the Y1 teachers will take all the credit for our hard work I have put in hours of work doing observations for the higher points as I got told last year you need loads of evidence before you can give these points. Anyone else in Leeds schools been told not to give higher than 6 points?

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.

You lucky thing retiring! I am only in my second year and already fed up of fighting a loosing battle.

Could I ask a hugh favour hissop_puppy and ask for a couple of examples of writing for points 7, 8 and 9. Also anyy one else who would be so kind to share their evidence I would be grateful also if anyone would like me to share my evudence I would be happy to upload it or send it to you via email. Also I was reeling about a comment my fs manager made regarding evidence for self initiated writing. she looked at it and lots of it was cards and pictures made for me such as To miss . . . Yoo are the best luv . . . Her new isue was not that I didn't have the evidence but that lots of the writing was done for me she stated that when the children go into year 1 they wont have as good relationship with their tea ch er so wont produce this standard of writing. They wont need to produce any self initiated writing in year 1 it will all be dteacher directed!! What does she expect them to write about they spend the majority of their day and time with me and most of them dont go on day trips school and Mosqu is ther life.

kellyunigal

a 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!)

Aww thank you, yeah nice 4 day week to come! I have some evidence for point 7 now just if you have any for point 7 or 8 and 9from last year? I know some schools have exemplication off previous work for scale points, We havn't got one of these not sure if you have one? Thanks again Kelly