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Olaya

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About Olaya

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  • Birthday December 6

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  1. No Refinement

    Hi RadfordPrimaryAcademy, Apologies - reading through your query again I realised I got the wrong end of the stick! I am afraid that the export will always show as 'no refinement'. We absolutely understand where you are coming from with this, so I have passed on your comments to the rest of the team and we will have a discussion about it. In the meantime, if you have any other doubts or queries, please do not hesitate to contact us on customer.service@eyfs.info
  2. No Refinement

    Hi RadfordPrimaryAcademy, First of all - welcome to the forum! May I clarify with you if you are exporting the PDF's from individual observations, or is this happening when you export a PDF journal of your children? Best wishes, Olaya
  3. Hi HoneyPancakes, Thank you for your interest in our webinar! I can confirm that you have been added to our attendees list and we will contact you closer to the time with instructions as to how to access it Do let us know if you have any doubts about it in the meantime. Best wishes, Olaya
  4. Hi Paula_Nall, I can confirm that you have been added to our attendees list and we will contact you closer to the time with instructions as to how to access it! Please do let us know if you have any queries about it
  5. Hi Karenscare, Welcome to the forum! In order to have only the children that need a care diary showing on the main page, you'd have to create a group for this children. This will allow you to filter your care diary section through for this specific group. To create the group, please go to control panel > manage groups > add group. Add all the children that require the care diary to the group through 'select children' and give the group a name - 'Care Diary' for instance! Once the group has been created, you can click on 'filter & sort' on your care diary page, and choose the corresponding group on the 'Group' option within the filters. By clicking on 'submit', the filters will apply. Unless you manually 'reset filters to default', every time you log in, or leave the care diary and then go back to it, your selected filter will apply, which means that only the children that need the care diary will show. Please note that the filters are exclusive for each log in, so each member of staff will have to set up their account so the care diary filters through for the the 'Care Diary' group straight away. I hope this made sense, but if you have any further doubts or queries, please contact us on customer.service@eyfs.info
  6. Help!

    Hi Laura, Welcome to the forum and to Tapestry! I hope you are enjoying giving Tapestry a go so far There is not a feature on Tapestry that allows you to highlight statements as such. I;m sure you are aware that the Development Matters Statements are just examples of the kinds of behaviour and knowledge that children exhibit within those age bands, so it is helpful to have them within each age band as guidelines! Please note that the refinements that you see next to each aspect when assessing an observation are applied to the overall age band, not individual statements. This is, if you were to refine a child's assessment on Emerging, Developing or Secure, you'd be doing so upon the age band, not the statements that you might have chosen to mark. Using the refinements with the age bands will help you show progress for a child even if they remain in the same age band. If you track every three months then it is absolutely fine to set up your account to have three assessment periods that coincide with your tracking periods! We do recommend to settings that they set up their assessment periods on Tapestry to match how often they do their tracking, so it's great that you've done this. If you would like to check your assessment periods, you can do so by going to control panel > settings > summative assessments. We have had many settings using Tapestry during their Ofsted inspection extremely successfully. You will need to consider how you give the inspector access to your Tapestry data - it may be that during the leadership and management meeting you can talk them through some of the analysis screens and show them how you are tracking children and identifying gaps and areas for focus. Key people might want to show the inspector their childrens' journals online as they talk them through their observation, assessment and planning processes. Sometimes, the inspector might not even look at your Tapestry data - if you are confident and knowledgable about your children the actual Tapestry package might only be used to demonstrate how effectively you are engaging with parents. We don't think you need to print anything off from Tapestry for the inspector, everything you might need can be seen on screen. If you have intermittent internet though you might, for your own peace of mind, print off a couple of screens and maybe a journal so that you can have something to show and don't have to worry that your internet might let you down. We'd be really keen to hear other weavers' experiences using Tapestry during Ofsted and their might be some 'top tips' that we can all benefit from! We do have some articles about the inspection process and they might be useful for you to read through and think about how you might integrate Tapestry into your inspection day: Preparing for inspections, the inspectors' view The day of the inspection part 1 The day of the inspection part 2 The New Ofsted Inspection Framework If you still have any doubts or queries, please do not hesitate to contact us on customer.service@eyfs.info
  7. Assessments and progress

    Hi there, Welcome to the forum and to Tapestry! I believe that the best screen for you to see the age band progress for your children throughout several periods would be the 'age band tracker' screen, which can be found within tracking > EYFS > age band tracker. This tutorial will show you how this screen works and how you can interpret the data: EYFS Snapshots - age band tracker Hopefully this is all you need, but if you have any further queries please do contact us on customer.service@eyfs.info
  8. Staff / supervisor settings

    Hi there, Welcome to the forum and to Tapestry! The best way to create 'virtual classes' within Tapestry is by assigning teachers with their key children. This is a bit different from creating groups. Whilst groups are great when it comes to analysing data and filtering through, by assigning teachers with their key children you can then restrict their view to only seeing their key children. We would suggest that you assign all the children in a class as key children to all the teachers in that class, and then create groups for the more specific 'sub-classes' within the one class. For instance, if the Penguin class has three teachers, you would assign all the children as key children to all of the staff that works with the Penguin class and then restrict their view to their key children, so they cannot see the data for the Dolphin's class. After that, you could create sub-groups (Adding groups) called Lucy's key children, Paul's key children, etc. as a way to narrow it down a bit further, so you can then look at the specific progress of those groups within a class. Here's a couple of tutorials on this - hopefully you will find them easy to follow through! Adding key children to staff Restricting staff to only see their key children If you still have any doubts or queries, please do not hesitate to contact us on customer.service@eyfs.info
  9. Observation notifications

    Hi Deena, Welcome to the forum! Certainly - you can change your notification preferences by going to edit preferences > change notification preferences, which can be found within your Tapestry profile's drop down menu on the top blue tab. New unapproved observations refers to any new observation that has been added, authored either by a relative or a staff member, and that requires of manager approval before it is published in the journal. If you set this up for 'immediate email', you will be notified immediately after a new unapproved observation has been added. Do get in touch directly with us on customer.service@eyfs.info if you have any further queries!
  10. Hi Rukaiya, Welcome to the forum! When you go through the process of adding relatives to your account, you will be asked how you want to activate their accounts: 1) By sending them an activation email; 2) by generating an activation link; 3) by assigning them with a random password and manually activating their account. We recommend you go with option number one, which will trigger an automatic activation email that will be sent to the email address you have set them up with. Relatives will then have 30 days to follow up the link within the activation email in order to create a password of their choice and activate their account. The most important thing is to let your relatives know that you have send them an activation email, which might have ended up in their spam/junk folder. Once their account is active, they can download the free app directly from their devices' app store. Please note that relatives will only be able to see their children's journal once they have been linked to them. Tutorials 45-53 in our tutorial contents page here guide you through the process of adding relatives! If you have any further queries, please contact us on customer.service@eyfs.info
  11. Summative Assessments

    Hi Alex! Welcome to the forum You can create a report alongside your end of term summative assessments! These reports include your latest summative assessments for each area of learning, as well as a comment box where you can add more specific information, such as the achievements and interests that you mention. Tapestry's next steps suggestions are also included, so you can leave, delete or even add your own as you please! The report feature gives you the option to upload your own documents as well. We have a tutorial on how to create reports in our tutorial contents page, but you can find a direct link to it here. I hope you are enjoying Tapestry so far!! You can always message us on customer.service@eyfs.info if you have any other queries.
  12. Tapestry allows users to use the same email address for several profiles as long as these are not within one same Tapestry account. For example, you can be a staff member on the Fiddlesticks Nursery account and a relative on the Sunrise Nursery account with the same email, but you can't be both a relative and a staff member on the Fiddlesticks Nursery account with the same email. As a relative, you would be able to have an account on Happy Beans Childminding and Berriedale Primary under the same email address. However, having more than one account linked to the same email address can sometimes lead to confusion, especially when: - trying to log in to the app, and - resetting your password. In this tutorial I will explain the difficulties that having more than one account in those two circumstances can cause, and how to resolve them. Logging in to the app: Tapestry uses your login details as a means to find your account(s). The email address allows the system to find any profiles linked to it, and then, the password allows the differentiation of and access to such profiles. In the browser version, when an email address is linked to more than one profile, when you type in their your details (email address and password), the system will recognise that the email address is linked to several profiles, and will give you the option to choose which account you wish to enter. If your accounts have different passwords, you will be given the option to enter either the profile you just input the password for (1), or the other one, for which you will have to type in the corresponding password (2). If the two accounts have the same password, the system will give the user the option to choose which account they would like to enter. As you can see, having the same password and email address for more than one account should not give any trouble when logging in through the browser. However, this works differently in the app version of Tapestry. In this case, if you have several accounts registered under the same email and the same password, the Tapestry app will not have a tool to recognise which account you are trying to access, so it will directly access the very last account that was created under that email address. For this reason, we always encourage and recommend you to have different passwords for each account, despite the profiles being registered under the same email address. Resetting the password: When you have more than one account registered under the same email address, requesting a password can sometimes be confusing. The most important thing to bear in mind is that, whenever a user who has more than one account registered under the same email address requests a reset password email, the system will issue one reset email for each of the accounts the email is registered for. So you will have to make sure that you are following up the reset link for the account you need to change your password for. But let's take a look at this process step by step. In order to reset your password you need you click on 'having trouble logging in?' on the Tapestry log in page (www.tapestryjournal.com). And then click on the link under 'I've forgotten my password'. You will then have to type in the email address registered for your account (1) and press submit (2). Once the reset has been requested, the green confirmation box (3) will come up. As I mentioned above, if you have more than one account, you will have to wait until you have received as many reset password emails as accounts you own. By reading the emails, you will be able to determine what account they are linked to. Once you have found the email that corresponds to the account you need to reset your password for, simply click on the 'reset your password' link and fill up the form that will come up in your screen. In this form, you will be able to check that you are resetting the password for the correct account (1). You will then need to come up with new password (2) that fulfils the minimum requirements displayed, and a new PIN (3), which will allow you to log in much quicker when using the app. For security reasons, we also recommend that you have different PIN numbers for each account. By clicking on submit (4) the request will be processed and your password for the selected account will be changed. To sum up, we recommend that, to avoid confusion when having more than one profile registered under the same email address, you have different passwords for each account. It might be a bit of a nuisance, especially for users with over three accounts, but having different logins also works as a safeguarding measure. If you are still struggling with your accounts, or have any other doubts or queries about this matter, please contact our support team on customer.service@eyfs.info. Go back to Main Tutorials Page
  13. Thoroughness is the number of assessments that have been made for a child or group throughout a selected period. Please note that this figure is likely to be different to the number of observations that have been made, as it is possible that you have added several assessments to one single observation. This tutorial will talk you through the three main screens that you can use to see thoroughness for groups. We will look at group thoroughness across all aspects as a whole, and group thoroughness across each of the aspects individually. One important thing to bear in mind is that we will be dealing with the average number of assessments for each group. The system calculates this figure by adding the average number of assessments for each child within the group, and dividing it by the number of children in the group - this calculation also includes the children within the group that had no assessments. So if Aarav's average number of assessments for the selected period is 0, George's 0.4 and Jackson's 1.5, this would be calculated: (0 + 0.4 + 1.5) / 3 = 0.63 (in this case Tapestry would round down to 0.6). Similarly, the average figure for each area of learning is calculated by adding the number of assessments made for each area of learning for the selected group and period, and then dividing this by the number of children within the group. So if for Making Relationships for the selected period Aarav has 0 assessments, George has 1 and Jackson has 4, this would be calculated: (0 + 1 + 4) / 3 = 1.66 (which Tapestry would round up to 1.7) Note that the average number of assessments for individual children is calculated by adding all their assessments for the selected period and dividing this number by the total number of areas of learning (17). So, if George had 7 assessments made throughout the 17 areas of learning for the selected period, his average number of assessments would be calculated: 7/17 = 0.41 (Tapestry would round down to 0.4) The first screen I am going to show you is the thoroughness group picker screen. This screen will show you in a very clear view the average number of assessments that have been made per group and, also, how this is broken down by areas of learning. You can access this by going to tracking > EYFS > thoroughness > pickers: group. You will then be able to choose an assessment period (1) or a custom period (2) of your choice. The figures will be calculated based on the assessments that were made throughout the selected period. As mentioned above, you will also be able to see the average (3) number of assessments made for each group throughout the selected period, and the average of assessments broken down in areas of learning (4). For the purpose of this tutorial, I am going to check how many assessments have been made for the boy's group for Summer 2016/17. As you can see, the average number of assessments that were made for the boys for the Summer term 2016/2017 was 0.6. This is, the individual average number of assessments for each of my children in the boys' group divided by the number of children in the group resulted in 0.6. This means that, on average, the boys had less than one assessment made for each of them in each aspect. You can also see that average broken down by area of learning is showing 1.1 for Making Relationships, for instance. This means that the total number of assessment made for MR for the boys for the selected period divided by the number of children in the group averaged that score. You can check exactly how many children you have in that group and each child's individual average in the thoroughness child picker - you will need to make sure that you are viewing the same period as your group picker screen and to select the corresponding group. I have attached a screenshot of this screen for you to see: As you can see above, the average number of assessments for the boys' group was calculated: (0.0 + 0.4 + 0.0 + 1.5 + 0.1 + 0.0 + 2.1) / 7 = 0.58 - which is rounded up to 0.6. The average number of assessments for MR, on the other hand, was calculated: (0 + 1 + 0 +4 + 0 + 0 + 3) / 7 = 1.14 - which is rounded down to 1.1. If you are only interested in the key children groups, you can see those from the staff key group picker. The second screen that I am going to show you displays an overview of the average number of assessments distributed by area of learning. To access this screen you'd have to go to tracking > EYFS > Thoroughness > overview. You will then be presented with a bar chart. By default, this chart will show you the scores for the running period and all your children, but you can change both the period (1) and the group (2) according to your needs. Again, I have chosen Summer term 2016/17 and the boys' group. This is a very visual screen, as you can take a quick look at what areas have been assessed more, helping with the spotting of gaps and planning. One unique feature in this screen is the list that shows you the 5 areas with most/least assessments (3) for the selected period and group. In this case, you can see that Listening and Attention has had the most number of assessments, averaging at 1.6 (remember that this figure is calculated dividing the total number of assessment made for L&A for the boys for the selected period by the number of children in the group). By clicking on the drop down menu, you can change the view to 'least', which will help you identify the areas that have been covered the least, if at all. The colour coding responds to the ranges for trailing, satisfactory and good that have been set up within control panel > settings > analysis > Qualitative Ranges > thoroughness. If you want to change the ranges you can do so from here, it is also possible to change the terms 'good, satisfactory and trailing' as well here if you wish. Please note that adjusting the ranges will not change the children's thoroughness scores themselves, but it might change whether they are considered as trailing, satisfactory or good (or whatever terms you might want to use). You can learn more about this feature here. Finally, the third screen you can view group thoroughness on is the group comparison screen. This screen is a bit different, as it will show the total number of observations that had at least one assessment for each area of learning for up to two periods and one group. The interesting thing about this screen is that you can compare how many observations contributed towards each area of learning between two periods, shown side by side. To get to this screen you need to go back to the Tracking tab, EYFS section, and click on the 'Comparison: Group' button. This will take you to a screen where you can select the period or periods you would like to see and the group of children you would like to see them for. You will need to select one group and up to two periods. You can do that by clicking on the + Add Snapshot button and either clicking on one, then pressing okay, then pressing + Add Snapshot again, etc, or you can press and hold 'Ctrl' on your keyboard and select the two periods you wish to see. If you decide to make a comparison between two periods, please make sure that your periods are being displayed in chronological order though, otherwise this could lead to some confusion! If they are not, you can simply click on one and drag it through to set the periods up in the correct order. Here, you want to look at the contributing obs column(s). For instance, in the example above, you can see that 7 observations made for the boys' group for Spring term 2016/17 had at least one assessment for Listening and Attention, whereas, for the Summer term, there were 11 observations that included at least one assessment for L&A. Please note that the contributing observations are the sum of all the observations made for all the children within the group that contributed towards the calculation of their summative assessment scores. If the score of any of the children has been manually overridden, none of the observations made for that child for that period and aspect will be considered as a contributing observation. For example, if John and Ben had 3 and 4 contributing observations respectively for Listening and Attention, and Mike had 5 observations made for L&A but his summative assessment score was manually changed, the number of contributing observations for this group would be 7, not 13 So that's it - those are the main screens to look at when you're trying to see progress for groups. If you have any follow up questions about group progress, please send us a support ticket to customer.service@eyfs.info where we can answer your questions via email, or set up an over the phone training session where we can look at your data with you and help explain anything you're unsure of. Best wishes, Olaya Go back to Main Tutorials Page
  14. Similarly to how you can view how much progress an individual child is making, there are several different ways in which you can learn how much progress a group of children is making. There are a couple things you need to bear in mind to understand group progress: Any percentages shown are for the number of children that have been assessed for each area and/or aspect within the group. That is, if there are 15 children in a group, but only 10 have been assessed for a specific area, the percentage will be calculated over 10 children. Any other figures are calculated by finding the progress score for each individual child in the group, adding all of those up, and dividing it by the number of children with progress scores in the group. Let's start looking at the four different screens where you can view group progress. Age band tracker The age band tracker is a screen within the tracking tab. This screen shows you the average assessment scores for the individuals within the group for several periods side by side. This is the more visual representation of progress and doesn't take the group's average age into account - it just shows how they have moved through the age bands and refinements. You can find it by going to the Tracking tab, ensuring that you are on the EYFS sections, and clicking on the ‘group view’ button in the age band tracker box. This will take you to a page where you’ll be able to choose the group you want to see the progress for - this can be either a group added by you, or groups based on cohort, key person, gender, season born, etc. You will also be able to select a start period and an end period, which will determine the number of terms that you will see the progress for. For the purpose of this tutorial, I’m going to analyse the progress for 'Olaya's Group’, and I will take a look from Spring Term 2015/2016 to Autumn Term 2017/2016. Once you'veset your filters, you will see a chart like the one shown below for each aspect of the EYFS. You will see that each column refers to a period and each row refers to a specific age band and refinement. The aspects of learning are divided in different charts, so you can scroll through directly to the one that most interests you. You will also see each child's name in the box that corresponds with their age band and refinement for each period they've been assessed in. This score is taken from the summative assessment screen. The percentage refers to the percentage of children within the chosen group that were assessed for that aspect for each period. Remember that the percentage is calculated over the number of children within the chosen group that were assessed for each aspect and for each period. For example, in the chart below you can see that 40% of the 5 children that were assessed for Making Relationships in Summer Term 2016/2017 were assessed at 30-50 Developing. If you'd like to isolate the percentages for a period from the rest of the information displayed, simply hover your mouse over any of the percentage numbers for the corresponding period. Points Progress screen The points progress screen will show you how many points of progress - or refinement 'jumps' - a child has made between two periods, and the percentage of children in each group making however many points progress. You’ll find this screen by clicking on the ‘Points Progress’ button in the Progress box in the EYFS analysis section from the ‘Tracking’ tab. Here you can select two periods (1) to compare and Tapestry will calculate a ‘points progress score’ based on how many points of progress (i.e. refinement jumps) the children have made between in those two periods. You can also narrow your search down by area of assessment (2) and type of group (3). You can also sort the list order by name, most observations, youngest, etc. (4) After this, you will be presented with a series of grids containing either a positive or negative number (for if they've moved backwards). There will also be a grid named 'not assessed'. The numbers represent how many refinements a child has moved. We consider moving from 30-50 secure to 40-60 emerging as a refinement 'jump' as well. For example, if a child moved from 22-36 secure, to 30-50 emerging, this would be a score of +1. Also, if a child gone backwards from 16-26 developing to 8-20 secure, this would be a score of - 2. Please note that if you haven't included the refinements on your summative assessment, the system will consider all refinements as 'developing', so any jumps will be considered from whichever age band developing to whichever age band developing. ‘Not assessed’ means that there isn't an assessment for these children for that aspect in at least one of the 2 periods you have selected. From a group analysis point of view, the interest lies in that you can see exactly the percentage of children that have moved +1, -4 or 0, for instance, as well as the percentage of children in the group that were not assessed for that aspect for either or both of the chosen periods. Comparison group This screen works out a numerical value based on how many months the average group age is away from their average assessed age and the percentage of children that were assessed at or above their age. The interesting thing about this screen is that you can have two periods side by side, so you can compare the figures from one period to another. To get to this screen you need to go back to the Tracking tab, EYFS section, and click on the 'Comparison: Group' button. This will take you to a screen where you can select the period or periods you would like to see and the group of children you would like to see them for. You will need to select one group and two periods. You can do that by clicking on the + Add Snapshot button and either clicking on one, then pressing okay, then pressing + Add Snapshot again, etc, or you can press and hold 'Ctrl' on your keyboard and select the two periods you wish to see. Please make sure that your periods are being displayed in chronological order though, otherwise this could lead to some confusion! If they are not, you can simply click on one and drag it through to set the periods up in the correct order. That will bring up a table that will display the percentage of children that are at or above actual age (1) for each aspect for the selected periods. Remember that this is for the children within the group that have been assessed for that period and aspect. You will have both periods side to side, so you can easily see the progress. It will also show you the average number of months that the assessed children within the group are above the average actual age (2). So, if four children out of 5 have been assessed for Making Relationships on the Spring Term 16/17, and these children were aged at that period 21, 26, 22 and 34, for instance, their average age would be (21 + 26 + 22 + 34) / 4 = 25.75. Tapestry rounds this figure up, so that would be 26 months old. Tapestry then calculates the average age band that they have been assessed at for that aspect. The way this average is calculated is by assigning the lowest age band with a 1, and then each age band/refinement between the lowest and highest number will be assigned a subsequent number. So let's say that the four children above were assessed as 16-26 secure, 22-36 emerging, 22-36 emerging and 30-50 emerging. The assigned numbers would be as follows: 16-26 secure: 1 22-36 emerging: 2 30-50 secure: 7 To work out the average we would add up all of the assessment values, so 1+2+2+7 and divide this by the number of assessments, which is 4. his gives us a score of 3. We can then convert this back to an assessment value, so if 16-26 secure is 1, and 22-36 emerging is 2, 3 will be 22-36 developing. (If you want to know more about how the figures in analysis are calculated, please go to our tutorial on this here.) Once these two figures have been calculated - average age and average age band - the system compares them against each other, showing you the figure that shows under ‘average months above actual age’. In this case, the average months above actual age for Making Relationships for the Spring Term 2016/2017 is 0. This means that the average group age, and the average assessed age band coincide. On average the group are on track (because there are 0 months difference between average actual age and average assessed age), but only 80% are at or above. This indicates that 20% of the assessed children are below actual age. If you want to see the individual figure for each child you'd have to go to the child picker in the attainment screen. Note that it is possible that the average months above actual age is shown as a negative number. This would mean that the average age is below the average age band. The Contributing obs (3) column indicates how many observations in total have contributed to the calculation of these figures. Please note that the contributing observations are the sum of all the observations made for all the children within the group that contributed towards the calculation of their summative assessment scores. If the score of any of the children has been manually overridden, none of the observations made for that child for that period and aspect will be considered as a contributing observation. Progress Picker Screen The best place to see progress as a single number which takes into account how much time has passed is the 'Progress Picker Screen'. You can find the button for this from the Tracking tab in the EYFS section – make sure that you click on the ‘group picker’. That will take you to a page where you need to select the two periods you would like to see the progress between. That will open a chart like the one below, with all your different groups listed. For each group, in each aspect, you will either see a single number or a dash. The dashes mean that there isn't an assessment for any children within the group in that aspect in at least one of the 2 periods you have selected. The numbers indicate how many months the average progress score for the children in the group has increased, relative to how many months have passed. It is very important to understand how this average is calculated for the group screen. The system considers the individual children’s attainment for the two periods that you have selected, and calculates each child’s progress score (which you can check in the child picker of the progress screen). So, for instance, if Poppy's attainment score for Making Relationships in Summer Term 2016/2017 was of 3, and her score in Autumn Term 2017/2018 was of 0, her progress score between these two periods would be -3, which is how much Poppy's attainment has changed for the selected terms. Once the system has the progress score for each aspect for the children within each group, it calculates the average. Please take a look at this tutorial to see exactly how these scores are calculated - to understand progress you really need to understand attainment first, so it's worth reading the whole thing. So that's it - those are the main screens to look at when you're trying to see progress for groups. If you have any follow up questions about group progress, please send us a support ticket to customer.service@eyfs.info where we can answer your questions via email, or set up an over the phone training session where we can look at your data with you and help explain anything you're unsure of. Go back to Main Tutorials Page
  15. One of the key features that we have included in the KS1/KS2 tracking systems is the 'Absence' record. Missing a lesson can have an impact on a child's learning and development, so we believe that this event should be reflected in the KS1/KS2 assessment analysis. This tutorial shows how the assessments marked as 'absent' can affect a child's average tier score for a specific period and statements. It also explains how the tier scores both with or without the 'absent' assessments are calculated, so you can understand the extent to which an absence can impact on a child's development. To find the Absence screen, you will need to navigate to the (1) Tracking tab at the top of the page. Here, you will be given the option to choose which year group you wish to analyse. For the purpose of this tutorial, I am going to analyse (2) KS1 Y1. Once you have selected the year you will then need to click the 'Group View' on the (3) Absence section to enter the area. When you have gone to the absence screen you can filter by (1) subject, area, aspect or statement. You will also be able to filter by (2) groups and (3) period. You can also (4) add more than one group if you wish to compare two or more groups. For the purpose of this tutorial, I have selected all 150 statements, and selected the KS1 group as my group, but you might want to narrow it down a little further. I have also set up the assessment period to the Autumn term. You will then be shown a table that will only include the children that have had at least one 'absent' assessment within the chosen period and group. The Tier Score column shows each child's average tier score for the selected period taking the 'absent' assessments into account. This is the figure that will show in the Attainment and Achievement analysis. Please note that for every absent assessment, the child is given a score of 0. This is, if a child has been assessed five times, but they were 'absent' for one, their score will still be calculated over 5 assessments. I.e. T3, T3, T4, T3 and 0. This is a total of 13 across five assessments, which equals an average tier score of 2.6. The Tier Score with Absence Discounted column shows what the average tier score for the selected period would be for each child if the absence scores are not included. Using the same example as before, if the absent assessment is not taken into account the results will be quite different. This figure would be a total of 13 across four assessments, as the absent assessment wouldn't contribute. This equals an average tier score of 3.25. The Effect of Absence column shows the difference between the tier score and the tier score with absence discounted, so it will show if the average tier score has decreased due to the absent assessments. In both of the above examples, the child wasn't assessed/did not receive the lesson. However, the absence score considers the loss that missing a lesson means in their learning process. Let's take a closer look at Freya: Freya has been absent on at least one of the assessments made during the Autumn term. This has had an obvious impact on her tier score. When the absence is taken in account, Freya's average tier score is set at 2.23. However, if this absence hadn't been taken into account towards the average calculation, Freya's tier score would have been of 3.05. This means that her being absent has dropped her tier score by 0.82. Considering the absent assessments on Freya's tier score will help her practitioners to evaluate her tracking more accurately. If you keep scrolling down you will see a chart that represents the percentage of children with absence for the selected period and statements. By hovering your cursor over a column you will see the exact percentage of children. If you decided to compare two groups, and set the filters up for this purpose, you will see the comparative graph results for the separate groups in this chart. Please remember that these will show the percentage of children that were absent at least once for the statements and periods specified on the filters. You can now export a printable/downloadable version of the analysis by clicking the 'PDF' button on the filtering section. You can also export either the table or the column chart by clicking 'CSV' or 'image' respectively on each figure's title. I hope this tutorial helped with the reading and understanding of your KS absence data! Back to Main Tutorials Page
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