A suggested approach to collecting, analysing and presenting assessment data in a primary school

Vision

• Develop rigorous methods of assessment to effectively support pupils to reach the highest standards, and implement accessible systems to capture, analyse and report data.

Data collection

• Avoid flightpaths and levels-style, linear progress measures that are at odds with the reality of children’s learning and distract from the main purpose of data: to provide an overview of who is on track to meet expected standards, and who needs additional support.
• In reception, baseline pupils in the first half-term and make termly assessments that show a) whether they are below, at, or above a typical level of development for their age, and b) on track to meet early learning goals and a good level of development.
• In years 1-6, track whether pupils are working below, towards, within, or above curriculum expectations in reading, writing and maths and record this 3x per year.
• Use standardised tests in reading and maths to inform the teacher assessments and to provide a measure of progress if desired.
• In addition to attainment grades, use a 5-point scale to score pupils’ effort and attitude to learning.
• For pupils working below expectations, gather additional data from appropriate, focussed forms of assessment to diagnose specific learning difficulties and track achievement in targeted areas.
• In foundation subjects, use quizzes and retrieval practice to check pupils’ knowledge and record whether pupils are on-track 1-2x per year.
• In year 6, use KS2 practice tests to help predict if pupils are on track to meet expected standards. Don’t set arbitrary targets; target all pupils that will sit tests to meet expected standards.
• Consider the workload implications of teachers checking off lists of learning objectives. Does it tell them anything they didn’t already know? Instead, do it only for those pupils that are working below expectations, to keep track of gaps and monitor smaller steps of progress.

Systems and Reporting

• Store all data in an online assessment system that provides staff with quick and easy access to key information.
• Teachers should be curious about pupils’ assessment history and be able to look back at their attainment in previous years including the results of statutory assessments.
• Senior Leadership teams require an overview of standards across the school, especially in the core subjects, and need to be able to break the data down by cohorts, classes, and pupil characteristics.
• Provide governors with a simple report that shows the percentage of pupils that are working at or above expectations at the end of last year and in the current term. Questions should be focused on a) any declines in standards, and b) the support in place for pupils that are struggling.
• Keep reports to parents succinct. Attendance, a single comment box, and a table containing the attainment and effort grades in each subject. More detail can be provided at parents’ consultation meetings.

And finally…

• Take a long-term view. Develop a data strategy that maps out where you want to get to in, say, five years’ time. This will provide stability and foster a positive data culture in your school.