What

What specific curriculum area, subject or aspect did you intend to have impact on?

• Transfer and transition
• Mathematics

How did you intend to impact on pupil learning?

At the heart of the project is the common system for plotting the progress of pupils. (See Summary page for example)

A close working relationship between Year 4 and Year 5 teachers is at the root of its effectiveness. Teachers from all schools were involved before and during the design process and the result was a system that is easy to use, simple to read and contributes directly to planning.

The elements that make the system so easy to use for planning are:

• data is entered termly to inform early response
• each child’s progress is monitored in relation to age-related expectations. These are broken down to take into account expected progress each term
• each child’s termly trajectory is plotted from Y1 allowing teachers to see where they have made the most progress and where it has slowed
• each class’ attainment in relation to age-related expectation is plotted to identify successful practice
• a series of simple tables and charts, with colour coding and ease filtering makes interpretation of the data quick and easy.

The tracking system is aligned with a complimentary target setting package that ensures continuity of curricular target setting between schools. Its design has also been informed by teacher feedback which aimed at establishing consistency, identifying appropriately challenging targets that build on prior learning, and facilitating pupil involvement in setting expectations.

A booklet is used by all schools with parents to support their involvement in children’s learning of calculation methods.

To supplement attainment data and information acquired during meetings between Year 4 and Year 5 teachers, a common ‘Cohort transfer handbook’ has been designed. All schools have agreed to what should be included ensuring it is seen as efficient and valuable. It covers medical, social, personal, academic and curricular aspects of the child’s circumstances, abilities and experiences. (See Summary page for example.)

Year 4 visits to the middle school occur throughout the year. Three key events focus on maths, science and PE but a regular programme of contact encourages pupils to see the transfer as the next step in their learning journey rather than a new one.

A joint primary school education visit is arranged to give an opportunity for pupils to work with children they will meet after transfer.

A buddy system and peer mentoring system operate to ensure pupils feel they have someone to turn to from the first day of the Autumn term.

Children who may be vulnerable at transfer are given added support. Learning Support Assistants travel between schools in the summer term to work alongside pupils, additional pupils visits are arranged, and a programme to build self-esteem and self-efficacy all contribute to a their preparation for the move.

What were your success criteria?

• An increase in the proportion of pupils exhibiting continued progress in the first half term of Y5 compared with the end of Y4.
• Evidence that teachers were using the information to inform planning and enhancing AfL practices.

PLEASE NOTE this page has three tabs - click 'Next tab' below or use tabs above to see Teaching approaches and CPD approaches

What information or data did you use to measure progress towards your success criteria?

• Periodic teacher assessment

What did you do? What teaching approaches (pedagogy) did you use to achieve the intended impact?

• Assessment for Learning (AfL)

Describe the teaching approaches you used

The schools involved are: Bacton Community Middle School working with Bacton Community Primary School, Old Newton CEVCP School, Mendlesham Community Primary School, Crawfords CEVCP School, and The Freeman CP School.

The Head of mathematics at Bacton Middle School has developed significant links with each partner primary: teaching Year 4 children and working with Year 4 teachers to develop common approaches to teaching mathematics. This has extended to joint planning and preparation for the revised primary framework.

What did you do? What approaches to CPD and learning for adults were used?

• Training

Describe the CPD approaches you used

The schools organised joint training and planning meetings to increase continuity and develop greater professional understanding between teachers from different schools.

What CPD materials, research or expertise have you drawn on?

The expertise of one of the headteachers was used to develop the tracking package.

Relevant National Strategies resources:

• MIS and Pupil tracking: http://nationalstrategies.standards.dcsf.gov.uk/node/151641
• Strengthening transfers and transition: Partnerships for progress: http://nationalstrategies.standards.dcsf.gov.uk/node/85276
• Strengthening transfers and transition - e-learning modules: http://nationalstrategies.standards.dcsf.gov.uk/node/167062

Who provided you with support?

• Middle leader
• Senior management
• Subject leader

How were you supported?

The project has been led by the headteachers from the schools. They have committed the time and resources necessary to making collaborative working effective.