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Reporting to Parents
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Information about your child's report

Below is the information you will find helpful in understanding your child's termly and end of year report. If you still have questions after reading the information on these pages, please contact your child's class teacher.

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Attainment and Effort:

 

Attainment grades are given as a grade relating to either: emerging, expected or exceeding/greater depth.

 

 

Reception class:

In early years, children are given as either emerging, expected or exceeding. Within the Early Years Foundation Stage, children learn skills, acquire new knowledge and demonstrate their understanding through different areas of learning and development. You will notice that the areas of learning are divided into ‘Prime’ or ‘Specific’. The prime areas  begin to develop quickly in response to relationships and experiences, and run through and support learning in all other areas.  These prime areas are those most essential for your child’s healthy development and future learning. As children grow, the prime areas help them to develop skills in the specific areas of literacy, mathematics, understanding the world and expressive arts and design. 

 

Year 1-6

In reading, writing and mathematics, grades relate to how well your child has developed and applied the knowledge, skills and understanding expected within the national curriculum statements and school schemes of work for your child’s year group. These results are given as a grade score so parents can see how comfortably you child sits within each of the grade headings (see table below). 

 

grades

 i.e. a child in Year 4 achiving a grade of 4.6 would suggest they are working at the higher end of the 'expected' attainment grade and is likely to be targeted to achieve a higher standard over time.

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Pupils with Special Educational Needs and/or Disabilities (SEND).
Some pupils will be working below what we would consider to be 'emerging' for their year group. In these cases pupils may be working a number of years behind their peers’ developmentally.
As we do not want to simply note YG.0 each year on their report (as this tells parents little that they do not already know), for these pupils, we will report a separate, PIVOTS assessment grading.

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PIVATS provides a structured approach to assessing, planning for learning, tracking and measuring small steps of attainment, focusing within the PIVATS structure on small steps within the P scales up to the revised National Curriculum Year 4 age-related expectations.

 

What are PIVATs?

  • PIVATs stands for ‘Performance Indicators for Valued Assessment and Targeted Learning’.
  • They are used to track pupil progress as well as achievement and for setting clear targets.
  • It is a tool for the assessment for learning, performance and monitoring and effective target setting for pupils well below national expectations for their age.

Using PIVATs to narrow the gap:

  • When assessing attainment, tracking and setting learning targets for pupils whose performance lies outside national expectations, certain principles underpin our process.
  • Through our work using PIVATs to assess and set personal targets, we aim to narrow or close the gaps between those pupils whose needs are additional to or different from other learners in the same year. In order to do this, teachers are secure in their assessments of these pupils and then identify and address any gaps in pupils’ knowledge and understanding.
  • The main aim is to “add value” and be able to demonstrate each pupil’s progress that they have made at their cognitive ability.

 

What PIVATs does:

  • Enables our teachers to assess pupils working below age-related expectations in reading, writing and maths.
  • Provides a link between the P scale and the National Curriculum with a “bridge” of performance indicators in reading, writing and maths.
  • Supports our teachers in the planning of next steps for pupils working below the level of their age related curriculum.
  • Enables our teachers to assign a numerical score which ties in to the small steps of progress.
  • Supports in effective feedback to parents, using consistent terminology on their child’s progress.
·         Allows an approach that will be consistent within school and supports the SENCo to moderate with staff.
For all other subjects, the grade links to how well your child has achieved against the planned expectations within each unit of work across the year. A copy of these can be found under the ‘Curriculum’ heading on our school website. 
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Promoting Reading:

The Reading – Oxford Reading Tree Scheme (OTR) stages indicate your child’s current position within our reading scheme. If your child falls below the ‘expected’ stage for their year group your class teacher will discuss ways in which you can support them further at home. In KS1 your child is also tracked within the appropriate phonics phase. This too is indicated on your report.

 

 

KS1 readingReading KS2

 

BOOKFLIX is our approach to promote reading for pleasure. On our school blog, we have published reading lists for each year group which have been especially chosen for the age group and interests applicable for your child. You can also download the Bookflix reading lists here.

Children are encouraged throughout the year to read as many books off these lists that they can. 

When children have read a Bookflix title they are then encouraged to use the school blog to write a short review for others to read. Parents can support their child by talking about books they have read and encouraging them to write the book reviews from home. All reviews should be written within the year group post relevant to the book read.

 

Maths Passports:

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Here we note your child’s position within our individual maths target scheme. Throughout the year your child has been taught and assessed against the three ‘year group’ passports relevant to your child. The first passport number therefore represents the passport given in the autumn term, while the second and third passports within a year group are given in spring and summer. Some children may be progressing quicker or slower within the passports - your child's class teacher will discuss this with you if this is the case.

 

NEW 2022 - This year we have developed a 'keep up' programme within the passport scheme which is driven through our 'revision passports'. If your child has fallen behind within the passport scheme during the pandemic, they will be placed on the accelerate revision passport path. This is designed to focus on the key objectives from each year in an attempt to help pupils narrow any gaps in knowledge while keeping up with the year group and term specific teaching of maths passport objectives delivered in class. e.g. a child working in Year 3 on passport 10 this term will have been moved on to the Y3 Revision passport to reduce the number of targets they have before moving to the passport they should be working from next term.

Parents can use the grid below to work out where their child sits against the school expected passport (which is the final numbered passport within your child’s year group). 

 

Passports
  

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Attitudes and Dispositions:

We place a great deal of emphasis throughout the school year on your child’s attitudes and dispositions towards their learning and wider contribution to school life. Below is an overview of some of the defining characteristics of each grade though please note, judgements are made on a ‘best fit’ basis so your child may not display or demonstrate all characteristics within the grade awarded. 

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Class Dojo Certificates: are awarded as follows:

 

Medal = 1000 Dojos

Honours = 800 Dojos

Gold = 600 Dojos

Silver =400 Dojos

Bronze = 200 Dojos

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Support from Home:

 

The school target for attendance for 2021-22 is  97%.

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Usual judgement boudaries: 

attendance
NOTE: Occasionally, there are mitigating circumstances surrounding a pupil's absence from school i.e. prolonged illness, medical needs etc. In these circumstances, attendance will still be noted under the appropriate grading but it is for this reason we only publish the colours and numbers of each grading on the pupil reports.

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Home Reading: Each time your child completes a book within the school reading scheme, this is noted within their reading record. Each time your child demonstrates they have read a book off the designated year group reading list, this is also recorded. The total of these two records is then used to create an average ‘books read’ figure for the class and compared against the number of books read by your child.

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Homework: Each week your child will be allocated at least one piece of homework. When this is handed, you child’s class teacher will make a record of this throughout the year which is used to inform the judgement within this report.