The document outlines strategies for developing learners and assessments from both primary and secondary perspectives, focusing on enhancing pupil progress and attainment through various monitoring and targeted interventions. It emphasizes the importance of active learning, effective questioning, and personalized feedback mechanisms, as well as establishing clear learning intentions and success criteria. Additionally, it highlights the role of gamification, collaborative support, and parental involvement in fostering educational engagement and progress.

1. Alistair Smith - Director Of Learning , Frog
Natalie Power - AST Paddington Academy, Westminster
Rob Carpenter - Director of Primary Education, (South) United Learning

3. Developing Learners and
Learning through
Assessment:
A Primary Perspective
Rob Carpenter - Director of Primary Education,
(South) United Learning

4. Review of pupil progress
and attainment
“What are our
challenges?”
Assessment activity to Target setting for
measure progress over individual pupils
given time “Where do pupils
“How well are we doing?” need to be?”
Monitoring of pupil progress
Mapping of provision for pupils
and ongoing adjustment of
based on individual needs.
planning / provision
“How will they get there?”
“What else could we do?”

5. Autumn 1 Autumn 2 Spring 1 Spring 2 Summer 1 Summer 2
Training for staff in Assessments / tasks Review of pupil Assessments / tasks Progress Review Data Analysis and
setting progression and internal progress and and internal Meetings for whole school
targets moderation standards across moderation identified cohorts / moderation of
school involving all pupils standards
Numerical targets Review of school leaders Progress Review
and progress interventions and Meetings SATS / Assessment Review of
targets set for all provision map Review of Tasks interventions and
pupils interventions and Review of pupil pupil progress /
Progress Review provision map progress and Moderation of FSP standards involving
Review of Meetings for standards across / KS1 / Optional all school leaders
standards with identified cohorts / school involving all Data
Improvement pupils school leaders Provision Mapping
Partner Phonics
Raise Online – Review of Assessments begin Pupil / Parent
Target setting Report to interventions and Conferences
shared with LA and Governors provision map
Improvement Annual reports to
Partner Assessment Progress Review parents
predictions to LA / Meetings
SIP / Governors
Updated
Progress Review assessment
Meetings predictions to LA /
SIP / Governors
Pupil / Parent
Conferences to
share targets and
review progress

6. End FS2 1-3 points 4-5 points 6/7 points 8 points 9 points
Beg Y1 Towards LW Secure LW L1c L1b L1a
End Y1 1c 1b 1a 2c 2b
End Y2 2c 2b 2a 3c 3b
End Y3 2a 3c 3b 3a 4c
End Y4 3b 3a 4c 4b 4a
End Y5 4c 4b 4a 5c 5b
End Y6 4a 5c 5b 6c L6
Progress
16 APS 16 APS 16 APS 18 APS 18 points
from KS1 to
points points points points APS
KS2
Levels of
Progress
2 levels 3 levels 3 levels 3 levels 3 levels
from KS1 to
KS2

8. 1. Clear purpose or
learning intention
2. Very clear steps to
success or success criteria
3. Great modeling and
scaffolding of expectations
4. Learning has to be
challenging
5. Lots of opportunities for
active discussion and
feedback
6. Learning is active

11. Developing Learners and
Learning through
Assessment:
A Secondary Perspective
Natalie Power - AST Paddington Academy,
Westminster

12. Assessment for Learning: A secondary perspective
We derive our principles for outstanding
learning from the ‘Paddington 10’
Teachers
Students
Keywords
Checked regularly
Using a range of
activities to check
for understanding
Check every
7 minutes,
Students are reflective learners
two way flow,
Independence is fostered question with a
question

13. Our approach to Assessment for Learning
Self/peer/teacher assessment
Whole class assessment
AFL at
Paddington
Academy
Student-led assessment

14. Planning effective questioning
Reflection: How Blooming are your questions?
Bloom’s
Taxonomy

15. Self and peer assessment at Paddington
Students mark their own/their partner’s work
Video link
and set “two stars and a wish”
Peer Assessment Teacher Assessment
The teacher
completes
a RAG
assessment of
student work
They respond to their
target by evidencing where
they have met this in their
work
Tracker for where students have
Evidenced their targets

16. Whole class Assessment for learning
Human Continuum – To be used to assess viewpoints/understanding of key
concepts
Students stand on
the side of the room
that most represents
their view
Photo
Students are allowed
Students must use
to move across the
evidence from their
line but must be
Classwork in their
prepared to justify
discussion
why

17. Whole class Assessment for learning
Question Box – A nice strategy for revision, enquiry based
lessons or a method for students to ask for further help
Students quiz each other
by creating their own To express what areas
questions they need support in
At the start and end of lessons
to connect and consolidate
learning

18. Student-led Assessment for learning
Socratic circle – A mixture of group work, paired work and individual
reflection and evaluation
• Students are given time to
prepare an answer to a question/
go through an extract.
• They then set up the room into
fishbowl shape
• Using different observation cards
students watch for aspects of effective
group work
• These cards can be differentiated with
some students getting the individual
observation card
• Each group give ten minutes
feedback to each other

19. Year 9 students take part in
a discussion on whether evil exists
In the world in response to the
novel Jekyll and Hyde
Students assess themselves and the
Group during the discussion

20. Frog and Learning
Alistair Smith - Director Of Learning , Frog

22. Our principles of learning from
which all Frog product design begins
Build upon the prior knowledge, understanding and achievements of the learner
Actively engage the learner
Provide a strong sense of purpose with clear outcomes
Ask compelling questions and foster original solutions
Scaffold challenge and track progress
Individualise loops of improvement feedback through collaborative support
Provide early responsibility and ownership

23. Our principles of gamification
against which we test Frog products
Blissful Productivity
Urgent Optimism nurtured by Discovery Moments
Unlocking of Achievements
Different Layering and Levelling of Challenge(s)
Spaced Release of Information
Granular Feedback to aid progress(ion)
Highly Personalised spaces with strong Ownership Values
Communities of Collaboration

24. The design of Frog Primary
Accessible day and night
Focused on Pupil Learning
Involves pupils, peers and teachers in Feedback Loops
Gamified for Engagement
Digital Evidence of non-digital work
Parental Involvement
Meaningful Analytics
No administration