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We have updated two filters in all reports this month:

New Ability Filters: All reports now have the option to filter by prior ability. If the report allows you to choose a subject there will be a “Subject Prior Ability” and a “Combined Prior Ability”. If there is more than one subject within a report the “Combined Prior Ability” filter will be available.

Additional Groups Filter: There is now an option on grouped reports to add ethnicity. This filter will add each ethnicity relevant to the year group you have selected.

We have released two new reports this month:

Pupil Progress and Attainment: This report shows termly objective progress by pupil.

Whole School Summary: Report shows Summary of objectives assessed by all subjects in each year group, shows each page by year group, and also have options to shows all year groups by each subject.

We have released four new scores reports this month:

Scores Group Snapshot: This report shows you the number and percentage of pupils working at each stage in relation to their ARE grouped by year for different contextual groups for a selected term.

Scores – Combined Subject Attainment Stage Breakdown: Report shows pupils at and above age related expectation for two or three combined subjects.

Scores Venn Diagram: This report displays, through the use of a Venn diagram, the number and percentage of pupils working At or Above expected attainment in either 2 or 3 selected subjects.

Scores – In Year Scores Mapping: This report maps pupils into scores groups for each term in the academic year.

We have updated three reports this month and released three new reports too.

Updated reports

EYFS Flight Path: Average progress added to each baseline in the report.

EYFS In Year Attainment Overview Report: Option Under Pupil Name to select “Hide Pupils Section” which will show summary data only.

EYFS Distribution and ARE Analysis: The report is now able to display all of the Age Bands and Status using the filter towards the bottom of the list labelled ‘Age Band Breakdown’.

New Reports

EYFS Termly Attainment & Progress Summary Tracker: This report shows a summary of attainment and progress for each Aspect, each Area of Learning, prime areas, specific areas, GLD and all 17 aspects. Data is shown for each term of the academic year as well as first entry.

EYFS Pupil Report Card: Provides termly reports for teacher assessments and has the option to switch to early learning goals for the end of Reception.

EYFS Attainment Over Time: This report displays the number and percentage of pupils that are At and Above ARE for each aspect. There is the option to view all terms in the academic year chosen.

Updated reports

We have updated four reports this month:

Current Attainment Venn Diagram (Linear): New filter to colour pupil names by selected contextual groups.

Triangulation of Data Analysis (Linear): If a pupil has passed their phonics test a green tick will appear next to their name.

In Year Attainment Overview (Linear): Option Under Pupil Name to select “Hide Pupils Section” which will show summary data only.

Attainment and Progress Summary (Linear): Now has the option to select target vs expectation within the filters. You can also change the way the report is grouped.

New reports

We have released six new reports this month:

Pupil Report Card (Linear): Provides a report card for the term selected for all tracking methods.

Contextual Group ARE and Termly Targets Comparison (Linear): This report compares contextual groups against contextual groups, displaying the percentage of children attaining the expectation set for the subject and term selected.

Contextual Group Attainment and Progress Comparison (Linear): This report compares contextual groups against contextual groups, displaying average attainment or average progress for the selected term and subject.

Contextual Group Stage Distribution (Linear): Allows multiple ways to group the report; Contextual groups, all year groups, all terms or a combination of them all. Then analyses the data for age-related expectations or termly targets by individual subjects.

Mapping by Test Scores (Linear): Grouping filter allows FFT scores grouping or ARE then provides a linear distribution along the top.

Subject Overview (Linear): Displaying pupil results for each subject; option to colour by termly targets and ARE.

New reports

We have released two new reports this month:

Phonics Screening Overview – This report provides the outcomes for the phonics screening tests. There is a summary which provides average score and percentages for both tests by all pupils, passed and not passed.


Phonics Screening Group Snapshot – This report provides summary information for the outcomes of the phonics screening tests, grouped by contextual groups.

We have released three new reports and updated severn reports over the last month, please see more info below.

New reports

Pupil Report Card: Provides a report card for the term selected for all tracking methods.

Contextual Group ARE and Termly Targets Comparison: This report compares contextual groups against contextual groups, displaying the percentage of children attaining the expectation set for the subject and term selected.

Subject Overview: Displaying pupil results for each subject; option to colour by termly targets and ARE.

Updated reports

Current Attainment Venn Diagram: New filter to colour pupil names by selected contextual groups.

Triangulation of Data Analysis: If a pupil has passed their phonics test a green tick will appear next to their name.

In Year Attainment Overview: Option Under Pupil Name to select “Hide Pupils Section” which will show summary data only.

Expected Attainment Cohort Review: Added the ability to select at and above or above.

Prior Attainment Mapping Grid: The report is now able to colour code pupil names in accordance with progress arrows. This is done using the ‘Colour Pupil Names’ filter and selecting ‘By Progress’.

Group Snapshot: The report now has the functionality to run for Progress Arrows. This is done by using the ‘Display Other Assessment Data’ filter.

Attainment and Progress Summary: Now has the option to select target vs expectation within the filters. You can also change the way the report is grouped.

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Hello

Hi!

Progress is like the holy grail for primary schools. 

Whether you’re in an inner city or leafy suburb, if pupils don’t make progress you’re in trouble. Even schools with healthy numbers of high attaining pupils have come unstuck in the past and been found to be coasting.

Under sub-levels there was a (fairly) global expectation of 3 points a year. A pupil gets a 2B in Year 2, gets a 4B in Year 6 and they’ve made expected progress. We all spoke the same language, but the system had its flaws, which is why it was dropped.

So what now? Well, after summer 2016 we finally got a glimpse of what schools were being measured against. In came Prior Attainment Groups, and at last some numbers to play with! Because we all love numbers don’t we? Key Stage progress nailed.

But what about in-year progress?

From our OTrack users, from discussions we have seen online, we generally tend to see the four following methods of showing progress:

  Points

The academic year 2014-15 was the last year that end of key stage assessments would be reported in the form of levels. The following year was one of OTrack’s biggest periods of growth in recent years, not surprising when we’ve always sold ourselves as customisable, exactly what the market needed in a period of change.

The first wave of schools that joined us wanted a points based system to replace levels. Completely understandable, given that the rug had been pulled from underneath their feet. Simple, break each programme of study down into 3 or 6 steps (one for each assessment point) and there’s your progress.

Then somebody went and mentioned greater depth didn’t they, and messed it all up. End of year expectation could no longer be point 6 on your 6-point scale, because that left no room for further progress. You couldn’t jump into the next programme of study, so that left a gap. What it also meant was that progress from last summer became tricky.

Some schools have got around this problem well, and continue to use points successfully by creating custom point scores, and having strict rules about what is a ‘secure’ or ‘greater depth’ pupil, for example.

But during that year we had identified that points-progress certainly wasn’t a ‘one size fits all’ solution.

   Target Setting and Progress Assessments

Schools have been target-setting for years. Even when we had sub levels it was good practice to set targets. Not every child learns at the same pace. Some need to have more challenge and therefore more aspirational targets, whilst others should not be expected to learn as quickly as their peers. By setting termly targets, you are making them personal to that pupil. Each child then has a flight path for the year that is both aspirational and achievable.

A good assessment system should then be able to tell you what number/percentage of pupils have exceeded, met or not met their targets, and be able to display this information for whole school, year groups, classes or contextual and user-defined groups.

Another option is to let the teacher decide, when they enter an assessment, whether that child is making good progress or not. This could be based on triangulation of evidence, based on robust formative assessment, testing and teacher judgment.

   Scores

The beauty of tracking standardised scores is that it can work in the same way as end of Key Stage assessments. We are finding that many headteachers are keen to use this method as a way of solidifying assessment within school.

The idea behind this method is that the teacher records a standardised score as an outcome of a test. The school decides which score is deemed to be age-related, and the tracking system does the rest. As we all know, different subjects are tested differently, with varied numbers of questions. So, tracking systems need to be robust enough to cater for this.

Recording scores from a test, of course, helps with moderation. Many schools suffered at the end of KS2 tests in 2016 because they didn’t have an accurate view of where pupils were at. By backing up teacher assessment with testing, the problems can be identified a lot earlier, and interventions put in place before it is too late.

Progress can be shown by maintaining scores or making improvements in the tests. A good tracking system will then be able to map this data back to Prior Attainment Groups to show that pupils are making good progress.

  Formative Assessment

Schools that use formative assessment well, can use this as a powerful tool to demonstrate progress.

It is massively reliant on a good volume of data being recorded, which in turn relies on teachers being able to engage with the software. When you get your curriculum right, and it suits the needs of your school, you can show attainment and progress across subjects and also aspects within those subjects. This can help with lesson planning and identifying the need for interventions, which in turn can only have a positive impact on children.

One thing is for sure. When schools are getting their HMI visits, good inspectors are asking to look at the books. That’s what real progress looks like.

So what next?

I will be holding a one-off webinar on Thursday March 22nd at 3.30pm in order to show you how these 4 methods can be utilised in OTrack. From data entry, through to report analysis, I will show you how the methods can work for your school, depending on how you currently assess. Some of the methods aren’t for everyone, but you will be able to see each in action and find out what are the best OTrack reports to use for analysis. You can register for the webinar here:  REGISTER

Matt Bramley

Phone 01302 360246
Email enquiries@optimumotrack.co.uk
Matt has worked in education for a number of years and has seen many changes in that time. None more so than the removal of levels. He has been involved with OTrack during a great period of growth. Optimum now employ over 30 staff in our office at Doncaster, South Yorkshire.

Are you already sick of hearing about GDPR? The General Data Protection Regulation comes into force in May 2018 but it feels like we’ve been talking about it for years.

You can’t help but think that all those PPI companies out there, whose income stream is getting smaller and smaller, will suddenly become GDPR claim specialists!

What it means to us

The penalties for non-compliance are huge, 20 million Euros or 4% of your global annual turnover, whichever is higher. So companies up and down the country are spending vast amounts of money on making sure they’re compliant. We all just want to get on with the job, I’m exactly the same, but in all seriousness the Data Protection Act was long overdue an overhaul. If you think for a second that we’ve been adhering to an act that was 20 years old, it’s scary when you also consider the technological advances we’ve seen during that time.

We’re ready, are you?

The good thing about being a school software provider is that you’re already pretty clued up about data protection. OTrack holds the contextual information for pupils across over 1600 schools so we have to make sure we’re watertight. Schools on the other hand hold much more information about a child; where they live, telephone numbers etc. The data we hold for children has to be stored securely and I suspect schools will be looking for guidance on this, which is why we’re currently looking at ways we can support you all on this journey. Keep coming back here for further updates.

For more information on our journey

You can read our GDPR statement here https://optimumotrack.co.uk/otrack-and-gdpr/

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