Pupil tracking for progress: First to middle school
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Authors
Folley, Trevor
Issue Date
2009
Educational Level
ISCED Level 1 Primary education
Curriculum Area
Geographical Setting
United Kingdom of Great Britain and Northern Ireland
Abstract
Background: The purpose of the study is to develop a common system for plotting the progress of pupils across transfer from primary to middle school, with the aim of maximising their progress.
Aims: The main aim is to maximize pupils' progress across transfer from primary to middle school by developing a shared tracking system, joint planning and delivery, and a cohort handbook.
Methods: The participants in this development work include headteachers, senior leadership teams, school improvement partners, teachers, and middle leaders. The schools organised joint training and planning meetings, developed a tracking package with the expertise of a headteacher, and used feedback from teachers to inform the design process. They also used a cohort transfer handbook, visits, a buddy system, and a programme to build self-esteem.
Findings: The main findings of the project are that there has been a measurable improvement in the rate of progress at the start of Year 5 in mathematics compared to previous years, due to a shared vision among school leaders, joint training and planning meetings, and a tracking package developed with the expertise of one of the headteachers.
Implications: The findings suggest that collaboration between schools and a shared vision are essential for successful transfer and transition of pupils. This is supported by data tracking, CPD, and joint planning and delivery.
Aims: The main aim is to maximize pupils' progress across transfer from primary to middle school by developing a shared tracking system, joint planning and delivery, and a cohort handbook.
Methods: The participants in this development work include headteachers, senior leadership teams, school improvement partners, teachers, and middle leaders. The schools organised joint training and planning meetings, developed a tracking package with the expertise of a headteacher, and used feedback from teachers to inform the design process. They also used a cohort transfer handbook, visits, a buddy system, and a programme to build self-esteem.
Findings: The main findings of the project are that there has been a measurable improvement in the rate of progress at the start of Year 5 in mathematics compared to previous years, due to a shared vision among school leaders, joint training and planning meetings, and a tracking package developed with the expertise of one of the headteachers.
Implications: The findings suggest that collaboration between schools and a shared vision are essential for successful transfer and transition of pupils. This is supported by data tracking, CPD, and joint planning and delivery.
Description
Keywords (free text)
Middle education , Transfer and transition , Mathematics