With internal applicants apply for an Assistant Principal roles to lead inclusion, questions on attainment and progress were abundant. Question before interview, at interview and after. Knowing the students, data, very quickly rose in statue.What are the BN codes on the sheet?
Key Stage 2 codes – If the pupil was working below the level of the test (B), not awarded a test level (N) or achieved level 2 in the Key Stage 2 test, the teacher assessment (providing it is a valid level) is used as a measure of their Key Stage 2 attainment. However that teacher assessment is capped at level 2, meaning that a pupil in this situation with a teacher assessment of 3, 4, 5 or 6 will be deemed to have attained a level 2.
Rather predictably, followed by, what is a W?
Working towards Level 1.
Are all students expected to make the same progress, ‘cos the targets do not seem equal?
I was really pleased to receive this question as is showed that our work and communication on targets was hitting home. I replied by saying that, Level 3, 4 and 5 students or UML do in fact have different target profiles. I explain why, and how they were calculated.
Next I explained why all level 4s or ‘M’ are not equal. The difference in academic achievement at secondary school between these pupils and those who manage a ‘good’ level 4 (level 4a) and a ‘weak’ level 4 (level 4c) is significant. 81% of those who secured level 4a in English and mathematics went on to secure at least 5 A*-C GCSEs, compared to only 47% of those who secured level 4c.
[qr_codes_display]