Sharing information with SLT
With formative assessment being completed, little and often, by teachers, SLT will have a wealth of information at their fingertips which will enable the overviews necessary to make an impact on whole school resourcing and interventions. So with all of this information available, where should we begin?
For discussions with the purposes of helping a teacher make an impact, we would suggest starting at the markbooks and specifically by reordering the markbook by attainment. This will highlight the strengths and weaknesses across a whole class; show coverage of the curriculum and also identify the children who are falling behind and/or achieving above their peers.
For discussions where the end result may be to find funding and/or resourcing at a school level to make an impact, extracting data which shows the overall needs of the school will be most useful. Our "How do we get data without levels" page has some useful resources to help with this.
You may use various terminologies within the school such as a child being "Secure" at a certain stage, or having "Met" objectives. You may also use the "points" or numerical steps within your system to help with extracting this data. It is important, to avoid recreating levels, that you are using this with the sole purpose of making an impact back in the classrooms. Any other use of such terminology will only be consistent within your school, rather than beyond it, within the Key Stages.