Froglet Posted August 24, 2015 Share Posted August 24, 2015 I am trying to put together some statements about progress and attainment for last year's reception cohort. I can make a statement like 'Ethel made typical progress in number and more than typical progress in speaking.' But I'm wondering whether it's possible (or if I should) make statements like 'Overall, progress in writing was more than typical.' Or, 'Progress in understanding was less than typical'. How do I go about making useful generalisations? Link to comment Share on other sites More sharing options...
Guest Posted August 25, 2015 Share Posted August 25, 2015 Hi Froglet Are the statements about one child or the cohort as a whole? And who are they for? We use target tracker and so can quantify progress - eg Ethel made 6 steps progress in writing and 8 in reading - typical progress being 6 steps, 7 and above being good progress - but I wouldn't report in these terms to parents. For parents I use the months bands as reference points so Ethel was working in the 30 - 50 months band in September and moved to exceeding the Early learning goal by June etc. Link to comment Share on other sites More sharing options...
Froglet Posted August 25, 2015 Author Share Posted August 25, 2015 Thanks for replying. The statements are for me/my HT. We were looking at updating the SEF and I want to be able to summarise progress in Reception. I know how I'm measuring it (ie what would be typical or more or less than typical) and can easily do that do an individual child in a specific ELG. I'd like to be able to do it for the cohort as a whole within an ELG. I know where my children started and finished so feel I should be able to say something. Maybe I'm over complicating things! Link to comment Share on other sites More sharing options...
catma Posted August 26, 2015 Share Posted August 26, 2015 (edited) From your cohort of children how many were broadly at expected on entry, maybe looking across the 12 areas of the GLd. How many got the GLd at the end? Has that gone up? What was the gap for gender, SEN, EAL, PP/FSM etc. Did it narrow at the end? Does the progress reflect the judgement of the teaching over time??? what areas were lower on entry - have you evened them out? Cx Edited August 26, 2015 by catma Link to comment Share on other sites More sharing options...
Froglet Posted August 27, 2015 Author Share Posted August 27, 2015 Thanks Catma, I think I understand what you mean. I'm just about to start on it now so I may be back to you with questions shortly! Link to comment Share on other sites More sharing options...
catma Posted August 27, 2015 Share Posted August 27, 2015 Any time!! If you take 40 - 60 emerging as a broadly in line expectation on entry can you work out how many children were at that in all the 12 GLD aspects. Then how many got the GLD. HOw many went from expected on entry to exceeding as well. Cx Link to comment Share on other sites More sharing options...
Froglet Posted August 27, 2015 Author Share Posted August 27, 2015 I've done it and sent to my head. I still felt like I was tying myself in knots a bit but I've sent it to my HT and we'll see what he says! Thanks for the tips everyone. Link to comment Share on other sites More sharing options...
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