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The PNS has produced an example pupil tracking grid to support schools to identify children who are at risk of underachievement against national standards.
These example spreadsheets, developed by local authorities and schools in the Intensifying Support Programme, are being made available to support school leaders to map out attainment over an academic year and record pupil progress. Schools need to have systems and processes to track pupil progress both summatively and formatively. It is important to note however that there are no nationally agreed criteria for judging progress through the school. Local authorities and schools have developed these systems using National Curriculum levels and we are providing them as an example of how this has been done. The purpose of these grids is to engage colleagues across the whole school in a professional dialogue about pupil progress, groupings, expectations and appropriate use of interventions. They should be used in conjunction with your Raise Online / PAT data, and your knowledge of the individual children and context of the school, to establish judgments based on prior attainment and national expectations. It is also important to note possible factors for any under-performance, such as a child's acquisition of English, special educational needs or their attendance, and take this into account when planning appropriate interventions or setting realistic expectations.
Excel 151KB
Learning and teaching
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Pupil tracking sheet
The PNS has produced an example pupil tracking grid to support schools to identify children who are at risk of underachievement against national standards.
These example spreadsheets, developed by local authorities and schools in the Intensifying Support Programme, are being made available to support school leaders to map out attainment over an academic year and record pupil progress. Schools need to have systems and processes to track pupil progress both summatively and formatively. It is important to note however that there are no nationally agreed criteria for judging progress through the school. Local authorities and schools have developed these systems using National Curriculum levels and we are providing them as an example of how this has been done. The purpose of these grids is to engage colleagues across the whole school in a professional dialogue about pupil progress, groupings, expectations and appropriate use of interventions. They should be used in conjunction with your Raise Online / PAT data, and your knowledge of the individual children and context of the school, to establish judgments based on prior attainment and national expectations. It is also important to note possible factors for any under-performance, such as a child's acquisition of English, special educational needs or their attendance, and take this into account when planning appropriate interventions or setting realistic expectations.
Excel 151KB
The reading environment Year 1 and Year 2
JPEG 209KBThe reading environment Year 3 and Year 4
JPEG 192KBThe reading environment Year 5 and Year 6
JPEG 209KBThe speaking and listening environment Year 1 and Year 2
JPEG 182KBThe speaking and listening environment Year 3 and Year 4
JPEG 178KBThe speaking and listening environment Year 5 and Year 6
JPEG 200KBThe writing environment Year 1 and Year 2
JPEG 202KBThe writing environment Year 3 and Year 4
JPEG 194KBThe writing environment Year 5 and Year 6
JPEG 225KBDisclaimer notice
The Department for Children, Schools and Families wishes to make clear that the Department and its agents accept no responsibility for the actual content of any materials suggested as information sources in this document, whether these are in the form of printed publications or on a website. In these materials icons, logos, software products and websites are used for contextual and practical reasons. Their use should not be interpreted as an endorsement of particular companies or their products. The websites referred to in these materials existed at the time of going to print. Tutors should check all website references carefully to see if they have changed and substitute other references where appropriate.- Academies |
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