A real world example of how the new approach championed by the NAHT and Frog Education is making an impact in East Whitby Community Primary School, along with a number of observations from a large number of other schools on the same journey. With thanks to Simon Smith, Head Teacher from East Whitby School.

2. This is not a new reporting system.
This is a complete change in the way teaching and learning is conceived,
delivered and assessed.

3. And Ofsted like it too…
“A good system to track pupils’ progress quickly identifies any pockets of
underachievement.”
“This enables leaders to take prompt action and identify gaps in pupils’
learning.”
“Moreover, staff are held closely to account for the progress of their pupils.”
East Whitby, Ofsted Report - Dec 2015

4. “The use of assessment information is strong. Everything possible is done to
ensure that assessment is accurate, through teachers working together to
compare their assessments and working with other schools in the area.”
“The quality of teaching across the school has improved considerably. This
is evident because pupils who previously made poor progress are now
catching up. High-quality training for teachers is high on the agenda and is
combined with regular, detailed checks on the quality of teaching.”
East Whitby, Ofsted Report - Dec 2015
And Ofsted like it too…

5. Still interested?

6. 1. A different approach
2. The positive impact on teaching and learning
3. The profound change in the classroom
4. The issues you will face
5. What success looks like
Now you can discover…

7. A Different Approach

8. This new approach is built on 4 very simple principles:
1. A clearly defined curriculum, broken down into learning objectives
2. Assessment organised around key performance indicators (KPIs)
3. “Traffic light” status to measure a child’s progress against key performance indicators
4. Teachers moderating the “traffic light” judgements against agreed standards
Four very simple principles

9. This approach is meeting 3 very significant objectives:
1. Give every child a personalised education so they achieve their best
2. Make every teacher an outstanding teacher
3. Change the school culture to allow teachers to focus on the individual
needs of every single child
Three profound objectives

10. This is not about a new reporting system.
This is not just about a new piece of technology.
This is a whole new approach to teaching and assessment that changes
everything.
This approach is very different

11. If you are going to succeed you’ll need to be:
• Brave
• Patient
• Honest
Are you ready?
To succeed you’ll need to be

12. The positive impact on
teaching and learning

13. • Teachers can easily see gaps in a child’s learning
• SLT can “see” what’s being taught in the classroom and when
• Teachers are able to have better discussions with the children
• There’s a more practical dialog with parents around “next steps” and “how they
can help”
• Real time insight improves the teaching in the classroom – teachers become
outstanding
The obvious impacts

14. Simon Smith, Head Teacher of East Whitby Community Primary School,
reflects on the impact the new approach to assessment has delivered
across the whole school
(you’ll hear from him throughout this presentation)
Their December 2015 Ofsted rating: Good with outstanding elements
In Simon’s words…

15. The profound change

16. • Real time assessment helps move teachers towards the facilitator, the
challenger role. They’re not just the presenter
• Teachers have a real focus on “what the learning is” for specific children
that day.
• Teachers can target their provision where it’s needed. They can start
grouping children based on their ability of a specific learning objective that
day. This makes learning more personal and effective.
Change in the classroom model

17. • There’s a more targeted and focused intervention model
• The right assessment information helps define the booster set of work
needed or extra tutoring required for a specific child on a specific learning
objective
• There’s no longer a generic 12 week intervention programme, children get
targeted help on specific areas of work.
It’s different for every child

18. • Teachers are free to be more creative with teaching and planning because
they are focused on outcomes and the “best way to get there” for every
child
• Teachers will feel more valued as professionals as they are trusted and
empowered to adapt their practice to deliver the agreed outcomes
Empowered and valued teachers

19. • Children have complete clarity on their strengths and next steps. They
know where and how to get the help they need
• Teachers talking about a child’s progression have a clear picture of their
ability and will spot underlying issues rather than prejudging their capability
Children get a voice

20. • Marking becomes part of the assessment process for the child, and teachers will no
longer be marking for a third party audience
• There’s less of it. If the marking isn’t helping the child progress then question why you are
doing it. The best way for children to make progress is if their work is corrected at the
point of making the mistake
• Marking is only one way of providing feedback – talking works too!
• Less marking means more time to think about lesson planning, the approach they are
going to take and the children that need attention
• Teachers can adapt their lessons in real time to be more challenging or scaled back
Guaranteed less marking

21. • Trusted, empowered, informed teachers with complete clarity on the Head
Teacher’s expectations and a detailed understanding of every child is a
strong foundation to develop outstanding teachers and high attaining
pupils
• With reflective time built in to a teacher’s week to discuss assessment,
everyone learns from each other and a child has an optimum learning
environment
Creates outstanding teachers

22. The issues you will face

23. • This new way to assess is different. It’s your chance to put assessment at
the heart of teaching and learning. If you try to treat it as just a new
reporting mechanism to replace levels this opportunity will be missed.
• You need to question everything you know about assessment in schools
and start from first principles.
Old habits die hard

24. • While your children and parents will be delighted with these changes, your
staff and governors are likely to find the transition difficult
• The main reason - the shift to focus on the child's actual learning and
progress above the reports and graphs. This will make them feel exposed.
• The only answer - strong leadership and complete trust in the leader
Handling resistance

25. • There will be hurdles. They’ll come from Governors, staff, places you
couldn’t imagine. Expect them. Be prepared.
• Here’s what Simon has to say to schools that might struggle in this new
world of assessment
Jumping hurdles

26. • Systemic change has to be driven by the Head Teacher. No ifs, no buts. If
it’s not it will fail.
• Don‘t try to do too much. Keep workload as light as possible (eg. don’t try
to back date last year‘s judgements).
Reasons this new approach fails

27. • Lack of educational principles driving the project and focusing on reporting
for an audience. Do not treat this as a new way of reporting, it is a whole
school cultural change.
• A laser focus on reporting causes schools to complicate things, create too
many status points, collect too much evidence and burden teacher
workload. It produces increasingly abstract data. This is at complete odds
with the driving principle to focus on the child‘s progress.
• Question every decision. Ask yourself, “Will it help the children progress?”
If not, don’t do it.
Reasons this new approach fails

28. What success looks like

29. Trust
SpaceTime
Three key things:

30. • The Head Teacher needs to focus performance management on outstanding
teaching. The teachers need the confidence to be honest about assessment.
• Focus initially on working with teachers to set agreed standards through the
development of exemplification materials for a targeted year group.
• Then move on to helping teachers judgements by moderation against the agreed
standards, and trust them to do it successfully. Teachers will be better at this than
they think they are, but they’ll need their confidence building.
• Teachers must know that you understand large scale change creates an initial dip.
• Trust is not a “nice to have” without it you won’t see the benefits
Trust

31. • Take it one step at a time. It will take about one year to get the foundations
embedded
• Give teachers the time to adjust to this new approach. Value them as
professionals and invest in them
• Once you’ve built a process that works for your school, then worry about
broadening your exemplar standards. Don’t try and build a whole set of
exemplar materials up front; things will be fluid at the outset and you risk
wasting a lot of time and creating an unreasonable workload
Time

32. • Give your teachers space. You will all need to explore this new world and
take the journey together.
• Set realistic expectations. You aren’t likely to hit the Department for
Education targets against the more challenging curriculum in the first year,
so don’t put this pressure on your teachers. Set a realistic first year target
and aim to build from there.
• Make and spend time on setting robust standards and moderation,
discussing what’s working and what isn’t and be prepared to change the
things that aren’t working for you, even if that’s the KPIs you’ve chosen or
the assessment statuses you’re using.
Space

33. This is not a new reporting system.
This is a complete change in the way teaching and learning is conceived,
delivered and assessed.
This is the future of assessment.

34. ARE YOU READY?
Yes!
Then give Frog a call on 01422 250800 and
we will advise you on what to do next.