Tracking pupil progress: Effective provision in a primary school

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England, David
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Educational Level
ISCED Level 0 Early childhood education
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Background: The purpose of the study was to improve pupil learning and attainment by introducing a system of assessment and target-setting, and providing CPD to staff on assessment and subject knowledge.

Aims: The main aim was to improve pupil learning and attainment towards national expectations through the use of assessment and target setting.

Methods: The participants in this case study are the headteacher, senior leadership team, teachers, local authority staff, and the National Strategies. Methods used included introducing a system for assessment and target-setting, CPD focusing on Assessment Focuses, monitoring and evaluation, and the Venn diagram process for professional dialogue in Pupil Progress Meetings.

Findings: The main findings are that the introduction of a system for assessment and target-setting, combined with CPD and support from the local authority and National Strategies, has resulted in improved pupil learning and attainment that exceeds national expectations.

Implications: The findings suggest that setting high expectations, tracking pupil progress, and providing CPD can lead to improved pupil learning and attainment. This has implications for school organisation, leadership, and teaching.
Keywords (free text)
Primary education , Assessment and target setting
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