Tracking Pupil Progress- The ultimate guide to supporting children’s learning and development
May 13 @ 11:45 - 12:30 BST
Pupil progress is a tricky topic. All too often used synonymously with overly-detailed, workload-heavy paperwork. Transformative pupil progress tracking uses fundamental principles aimed at improving pupil outcomes.
Tracking is one of the best ways a school can ensure they have involved every stakeholder in a child’s future.
There is a fundamental purpose of monitoring pupil progress. It is to feed this knowledge back into teaching and learning. Without that it is a fruitless endeavour which will, indeed, eat into a lot of time with very little return.
Some pupil progress focuses too much on a destination rather than the road travelled. This is not very rewarding in and of itself. Where the focus of pupil progress tracking is on “how do we use this information to best support this child/cohort?”. Then it becomes well worth every minute spent.
Our webinar looks at how pupil progress is best used to impact on pupil outcomes.
If you missed the webinar, have a listen to the recording below:
Melanie Welcome, everyone. Thank you for taking the time out to join us on our webinar today.
So, a little bit of background about myself. I’m Melanie Evans, a former primary teacher. I’ve taught across all the primary phases from early years through to key stage two, as well as having experience on the senior leadership teams as well. And my role at Learning Ladders is working alongside the teams giving education support, looking at product development, talking to our schools and really getting stuck in with the education side of things.
Today I’m really coming at this webinar about tracking pupil progress from personal experience as a teacher and also my experiences of working in the role at Learning Ladders as well. Now, something that I’ve experienced since starting at Learning Ladders is a bit of a realisation, really, about this universal conversation that’s come through about assessment. Now at Learning Ladders, you may or may not know we work with lots of different schools. We have local authority maintained English schools, independent schools in the UK, as well as international schools in the UAE and China and all around the world. And something that I’ve noticed is this global conversation with the teachers that I’m speaking to, the SLT members that I speak to in schools on a daily basis. What level of assessment data is the right amount of data to be recording? How often should we be recording this data? And these questions are happening daily and across every school and thinking about it stemming back from my own practice and our own teacher training. This really happens early on with the introduction of formative assessment, summative assessment. And I can remember back to being a trainee and going to the different placements and actually trying to establish what is the right level of assessment I should be recording. And it soon dawns on you that there’s not one collective consensus or a good reason to collect a certain amount of data or to record and track in a certain way. And that really comes through in the conversations that we have with different schools.
But really, there’s a reason for that. The reason is that the right level of assessment, and this is what we say at Learning Ladders, is assessment that is meaningful to the teacher and to that specific school, its assessment that’s realistic for teacher workload and has the greatest impact on students learning. So, in that case, the level of assessment that is right will be very specific to each individual school. We live in a high stakes, accountable world where we’ve got to provide the data. So why can’t the systems that we use support us in using the data in this way so that it has meaning for everyday life?
So, some schools come to us, and they decide that a point of time, termly judgement is meaningful for them, it has impact on learning in their school. That’s fine. And Learning Ladders can do that. And in fact, we do it better than the ordinary trackers that are out there because we can do it across any curriculum. But what if there’s a more meaningful way to record this granular, rich data? What about the data that’s useful to engage pupils involved parents and no extra effort or cost to teach workload? I talked just before about that realistic workload to teachers.
An ordinary tracker can do this if you’ve used them before, there’s lots out their experience of using a tracker, clunky, poor customer service, slow to add assessments confined to one type of curriculum that doesn’t quite suit our school and very generic assessment descriptors that don’t produce the judgements that are reflective of the school that we’re in. So, thinking outside of that, then, what is the alternative? At Learning Ladders, we have a question to pose. What if the impact comes from the conversation that takes place about the assessment data? What if it’s about the conclusions that are drawn, the actions that are taken as a result of those conversations in activating all the children or the adults in a child’s life to work together?
You’ll see down our image in the middle. We have the child at the centre of everything that is happening. Children know exactly what they’re working on, what they need to do and being in control. And then we have the adults around that child surrounding the will of the parents activate and we’ve got the teachers and the SLT all working together. And everyone’s been on a webinar before with our CEO, Matt. This is the quote that he would talk about. Education is a conversation, not a transfusion. That’s the Sir Ken Robinson quote here. And he talks a lot about these conversations. So that’s what I’m going to talk to you about today, how the conversations actually about that assessment is what actually will give you the impact on the pupil progress.
Part of this is really just having a quick think back to formative assessment and summative assessment, and I think it’s more helpful to think about that in terms of assessment for learning and assessment of learning. So, with the formative assessment, what do we mean? We’re talking about the feedback to students, children’s active involvement in their learning, and then the adjustments that the teachers make to future teaching and learning that takes place and the summative assessment of the learning. So, we’re looking at point in time assessments, a snapshot comparison, and that will allow local and national perspectives, and both have their place.
What if a system could combine the overview of both of these forms of assessment, forming a picture of learning that then triggers conversations that then cause actions that have the greatest impact on learning that we can have and distinguishing between a track and or assessment as well. So, if you’re using a traditional tracker, you may be at the moment it will tell you where the child is and they’re learning it will measure gaps between groups of children. It can be used for accountability, but the process of tracking itself has zero impact alone. And if the purpose isn’t to inform the teaching and purely is for audit purposes, it’s just not a great use of time. And I can appreciate and empathise why teachers might be resistant. So, we would be questioning time spent entering information into a tracker if there’s no impact on learning outcomes. The good news is, as a teacher, I know this, we’re collecting this formative assessment all the time in our heads. We know where our children are. We know where their next steps are.
So, the next question that comes up then is what about teacher workload? If we already know this in our heads and we know where our children are in their learning, why do we need to record it? Is that not creating more workload? And that’s something that I would like to speak through today on the webinar to try and unpick how systems that support teachers in recording information it’s going to be meaningful to them in a realistic way, will get the greatest impact on learning that they could possibly have. So, thinking about it being our heads, then what if as a teacher we’re unable to come to work for whatever reason, illness, absence, family? What happens to the information when the child transitions to a new class? How can we share the knowledge it’s in our heads in an effective way if we’re not recording it anywhere? And what if recording it what’s already in our heads and taking that one step unlocks the power of a system that can save us time and can activate parents and pupils and really have the impact on learning.
So, the first impact is straight away in Learning Ladders by recording that information, we have a Gap Analysis report here. It’s got granular detail for the class creating that picture of learning and the benefit of doing it straight away is the misconceptions that can be identified. So have a look at this. The visual colour is coming through from my assessment system. I know well and I can see there. But for the comprehension, we have lots of children in that class achieving the first milestone. So that may be that is an introduced level of understanding. Perhaps there’s a misconception that was formed in the year previous to this that’s causing this group of children to struggle to move on to the developing milestone for that objective. And in Learning Ladders, we make that really simple. You can just move the one year to the year before. We’re looking at prior years and being able to then view, well, how did those children get on in that objective in comprehension when they were in year one, for example? I can then inform my planning for when I’m planning that topic and I’m going to fill that so that they can move towards that developing understanding.
Children who are I can see here, lots of threes under the pulling together clues from action in the Comprehension and FirstRand. So, we’ve got lots of children achieving greater depth as a teacher. This is a visual way to prompt me that these children will just be rehearsing, learning. They’re not learning anything new. If I don’t put in some challenge to my planning, I’m going to adapt my planning. That’s the whole basis behind that formative assessment, the same as supports looking for those children that might need more support in place. Perhaps it’s looking for patterns in the data and for children who may need that intervention in specific areas. Perhaps there’s multiple children showing exactly the same challenges in the same area. And in fact, I can be proactive with my interventions. I can support the colleagues who are delivering the interventions to be able to say these are the objectives, these are the children and all. My data that I put in the system has been useful and meaningful to me, and it’s taken away the workload of me having to then pull this together in paper files, in writing it in lots of different places. It’s in the one system. It’s the one tool. And this will prompt those conversations that I was talking about. If really the impact is coming from the conversations about the data, then visual tools such as these are key to that. And that is why one of the reasons why I would say the Gap Analysis is a very meaningful for feedback to pupils informing future planning misconceptions. It’s realistic because it’s automated. We’re going to do anyway the planning. We’ve got it in our head. Why not record it and see the direct impact of the.
And again, if the impact from assessment comes from conversations, then we need to springboard for them and we’re very scenario based at Learning Ladders. Those of you may know that Matthew, the CEO of the company, was a former teacher. I’m a former teacher myself. And really, we’ve lived these scenarios ourselves. And the data, we realise is all about automating the preparation for some of these scenarios that happen in school. So, thinking about pupil progress, for example, and looking at systems that pull in that assessment, we already have automated reports that are going to show us how our classes are doing collectively against the objectives that we are teaching. We can see the attainment and the progress. And not only that, and what sets us aside is that the assessment policy for my school and I’m a teacher, I can actually see the descriptions that are used and that have been set and spoke to my school. So, if we use well below expected that’s what the system’s going to say. It’s not going to try and get your assessments to fit a different assessment policy, as you would do with some ordinary trackers. So, they’re specific as well. We can see the colours there that will pull through. That’s what we’ve set in the settings. Unique assessment policy. I can then hover over those percentages, and I can look at the specific children who are, for example, working above expected and talk about and have these conversations about those specific children filtering by attributes.
Again, opening up those conversations, being able to say, right, I’m going to filter these reports to look at the progress of gender. So how are the boys achieving? So, what percentage of those children who are working below expected are boys? How many of the ones are working above expected of girls? And how is my planning and the resources and environments supporting those children to be able to make the next steps that they need to make and to move to expected or to below expected if they’re working on well below? So really, it’s that springboard of conversations.
And the system, because it’s got all automated and bespoke assessment policy, will generate judgements that you can trust. We have this all the time. Other people talking about their generic trackers saying the judgements that come out the other end, our teachers don’t trust it. It’s causing them twice the work we’re going to say because we have told the algorithm your specific expectations, your specific policy, the judgements that come out are going to be reflective of your context. OK, and then if we feel as teachers, we felt it was really important that the professional judgement element still remained. And if the system is telling me a judgement that a child is working as expected, for example, but I know further in my professional development, I’m able to override those judgements. In the few cases where we know the technology can’t predict the holistic picture of a child that may be needed to make that judgement. And our system allows you to do that. Thinking about a scenario based and whether or not tracking is the best way on a track, a alone. The scenario based reports that you’re getting out of a system like ours where it’s pulling out of information you’ve already put in, it is going to give back all of that time that would be spent in other roles that are outside of the classroom.
So, for example, the wider perspective of being a subject leader, we have a subject lead reports. So, by all the teachers working together to submit their assessments, we’re able to then have a look. I’ve got a small amount of time out of class. My subject, leadership time. I’m the maths leader, for example, and I want to know what’s going on in my subject across the school straightaway. I can see the report here, year one, year four, year five every year group that we’ve got in the system. And I can just looking at it, see the year group that I may need to go and spend that time in for my subjects. I can see that Year five has a lot of children working significantly below. It opens up the conversation, the conversations that need to be had, not just with year five of how can I support you? What CPD do we need to be booking? What resources might we need? I can also look for pockets of excellence of a great practice, and that year groups sharing experiences and good practice with each other. I can see year one has more children working towards expected and year seven have even more children working towards expected than year one. Can they then share expertise across the different phases, across the different year groups to not only me support them as a subject, but to support each other and further to that, breaking down the different aspects within the subject, having a look at addition across a school, that wide picture of learning. I can see again the high volume of children in year five who are working significantly below in addition, and actually that seems to be a bit of a pattern because in year four, we have the same thing. Do we need to go back to our calculation policy? Perhaps we need a staff meeting where we can discuss the resourcing and our approach to the ed. and equally areas of success, areas where we and aspects that we are having high achievement in working at greater depth, how can we replicate that in the other areas and the different aspects as well? So again, looking at that assessment that is meaningful to you as a practitioner, it’s reducing workload. And again, the greatest impact on pupil learning. We only want to be a recording assessment that is giving us that.
And that’s why at Learning Ladders we have the Phase leader reports as well. When we’re looking at the Phase leader reports, we’re thinking about if I am the head of stage one, how are key stage one, achieving children in maths, reading, writing and combined? And I can clearly see which areas of the curriculum children are working a greater depth. I can see areas where lots of children are working significantly below and therefore whereas a phase, we need to be thinking about our school improvement for our phase. And then is the preparation taken out for those meetings? We’ve got the phase led to meetings, perhaps as I have experience of having to go to governors and present how your phase of achieving across the curriculum as well, being able to automate these reports quickly that are meaningful and most importantly, providing that springboard for conversation is surely what assessment is all about. Breaking down for the failed leader as well, having a look at those groups of children and analysing that data. So, having a look again at children where English is an additional language and how are those children doing across the different subjects within my faith? Children with special educational needs and how they are achieving. What are we doing for the provision for those children to make sure that everybody is learning and making progress in my face and again, per year group being able to break down the different aspects of those subjects and take a real deep dive into the data to see its division as a phase where we have lots of children working significantly below in this subject. And how is that looking in year five and six? And so, looking at these phase leader reports, so you track your classroom monitor. I can give you data for the audit purposes. It’s got value to other people. But does it really have the real impact on learning? Because we know it’s the conversation that is having those impacts. So, you need to have these scenario reports like the phase leader and the subject leader, because realistically in school, these are the scenarios we’re facing, and we need to be using the data for thinking about who it’s for.
It brings us back around to the question of why are we recording this data? Who is it for? And I think there’s a myth that so entrenched in teaching psyche and the rationale that tracking is sometimes to prove the competency, or we need to track this amount of data for inspections. And here in the UK, that often that is offset. That’s a hard thing to say. So, so much of Ofsted is spoken about that we need to be recording this data. So much so that in the recent update to the Ofsted handbook, they’ve had to produce a clarification of the schools and it’s dispelling the myth about inspection that causes unnecessary workload in schools. And they’ve highlighted specific practices that they do not require long and frenched that we are collecting evidence for these inspectors. They don’t advocate a particular method of planning or assessment. It is up to the schools. And that’s why you need a system that allows you to take that bespoke and customisable approach to your assessment and what they do recommend. Rigorous assessment, clear curriculum content. We’re looking at things like reflecting local context. Is it demonstrating pupil engagement? Those are the conversations that we need to be having about the assessment. And that’s the real impact on the pupil progress. And that’s what we know here at Learning Ladders.
So clear curriculum intent, then, if we’re thinking about our usual ordinary tracking systems, they have preset curriculums, the costly to adapt. There’s no autonomy to be able to make changes yourself, supposed to be a living, breathing, evolving document. And how can it be when there’s no autonomy and it’s so difficult to make changes? And that’s why at Learning Ladders, it was really clear that we needed to make a system where schools can create their own curriculum that reflects their local context, that reflects their intent, but at the same time reducing workload for communicating this curriculum across whole teams. So, in Learning Ladders, you can have any curriculum in any language. And that’s a real drawing point. When we talk to schools about actually saying, look, in the ladder bank, we have the preset curriculums, we’ve got the national curriculum, we’ve got Arabic curriculums, the Early Years curriculum. That’s not to say that because they’re there that you can’t have the autonomy to be able to move and reorder rename into different languages, to be able to add objectives that you feel suit your intent.
In Learning Ladders curriculum, you’re able to move over the curriculum statements from those preset curriculums. But then the most important part is the customising of those. So having I think about curriculum content, then having a system that goes from year six, for example, for talking about primary and we’ve got a new module coming in. Lots of you excited about that. I’ve already spoken to a lot of schools about this module that’s coming in. If we can have this one system that goes from the foundation to our end points and have a look at the intent and what we want as a school, our children, to be able to achieve by the end, what are our aims and our end points? And then we can have our assessment tracking along those intent for our particular school. So, if we know in our local context, we’ve got lots of children coming into the school with a low level of communication and language, lots of children where English is an additional language, we need to reflect that in our curriculum. And it’s so easy to do on the system. As I say, you can reorder the objectives or rename them. And another really useful way to reflect the context of your school is to be able to support your practitioners in adding resources and links to the curriculum. We’re building up as a team so that everybody is participating in the contribution to the curriculum. Okay, so what you can have a say that we talked about subject leaders earlier. If I was the maths subject leader and I’d written a really brilliant calculation policy, being able to upload that as a helpful link, adding it to that objective so that when the teachers are accessing the curriculum, I can say this is my school’s curriculum policy, we can upload moderated work. This is examples of work from our school to support you in your assessment of this objective.
We’ve got subject leaders, upskill other staff that ongoing CPD all of the time. We can embed resources; we can search for resources Learning Ladders have a Curriculum Lab. What that is, is a curated search engine. So, we’ve all spent on Sunday evenings or Saturday evenings searching through Google to try and find the exact right resource. Why not use the Curriculum Lab where the resources have already been indexed to specific objectives? So, we’ve got partnerships with quality providers like the BBC Oak Academy and recently a development expert. So, some brilliant videos to support science, understanding games, lesson plans you can access on there and all you do is click through. You get the useful link, and you can put it into your curriculum. And that way you’re building up this rich curriculum, bringing that curriculum to life for your exact context. So, it’s reflective.
If we have a curriculum that’s reflective of our school, then thinking about assessment, having an impact and being meaningful, we need to bring the children into that picture. There’s no point a curriculum happening to them, a quick spoon feeding them one objective. It’s time they get no overview of that curriculum journey. They take no ownership of their journey either. So, for the assessment to be and the curriculum to be meaningful for everybody involved, we need that pupil engagement. And again, the inspector, that is one area they’re looking for and they will speak to the pupils about is the pupils engagement in their own learning. So, thinking about ordinary tracking systems, is it possible to support that pupil engagement when we are purely tracking a point where a child. Is or do we need systems that enable us to quickly reduce that workload by printing off what we already put into the system?
OK, so this is an example of our pupil statements. For example, this is the maths one. We could sit next to all the children in our class for individual pupils and print off where exactly they are in their curriculum journey. These are the objectives you’ve worked on already. These are the ones we’re working at the moment, and these are the ones that are to come. Here is the bigger picture. How can you support yourself with these objectives? What can I do that would support you in making progress and achieving the next step in your learning? So those conversations, again, is where the impact of the assessment will have impact on your people progress.
You can use these then for saving time for parents evening. I know with the historical five minute rotation where you get that feedback to parents being able to have explicit objectives and talk in a personalised way about the child’s curriculum and where they are on their curriculum, journey is going to again increase that pupil progress that we’re looking for. And again, further to that, we have a learning journey booklets that they’re really nice here in the bottom right hand corner. I think these are great. The children love taking ownership of them. They’re colourful and engaging. They stay with them. So, you might have all your maths objectives for the whole key stage one, for example. So, they really get an overview of how their curriculum is and how that learning is building over time. So, share in that pupil engagement and curriculum with pupils will make that assessment really meaningful. And thinking about as well, why did that in pupil engagement, thinking about the well-being and emotional, perhaps attribute attributes that we’re trying to develop as a school for our children. Seven Learning Ladders you’re able to then set up custom attributes when you’re reporting to parents, perhaps attributes that you want to talk about with your pupils. And maybe that’s that you want them to be resilient, you want them to be confident learners and looking at their wellbeing as well.
We can take the summative a data assessment one step further, so we know that lots of our schools internationally use G.L. assessments and we take our feedback and work with our schools very closely. And when they come to us saying this would be really helpful for us, we have assessments that we do with our children that would be really great if we could have the assessments within the Learning Ladders. So, thinking about the past data, for example. So that’s looking at the attributes, the attitudes, taking the guesswork out of understanding why pupils might be disengaged, reluctant, disruptive. If we can import that summative assessment into Learning Ladders onto a visual dashboard, it will be meaningful data to be able to unpick not just the academic data, such as progress tests, maybe it’s other summative assessments, but actually looking at it from a wellbeing, social and emotional perspective. And I know that would GL data continue on with interventions for children to try and develop those. So if we’re looking at a dashboard, we can then compare and say this child is showing low confidence. That’s what the Pass data in the summative data is telling us, what the formative assessment telling us that we’ve been recorded and actually that child is working below expected and maths, perhaps it’s a confidence issue to taking that holistic approach, the child, the academic, the pastoral as well. I’m looking at the picture from both a summative and a formative assessment perspective, will then springboard these wider conversations that have impact on pupil progress. And that’s why we have the dashboard in the Learning Ladders as well. And it’s very unique and obviously not available in your ordinary trackers, but the impact is huge.
So then thinking about the impact, we’ve got the pupils engaged in the curriculum. We’ve got the teachers understanding where everyone is and their work in the learning. We then got the parents. So, for example, reporting to parents 30 to 40 hours of creating these pupil reports on average. Now, that statistic, I can believe because I’ve lived it, I’ve been there and trying to produce reports that are personalised individual for children. It takes time. And you want to report to parents in this specific way. But parents are sometimes left a bit disengaged, a little bit dissatisfied with the outcome of reports when they can feel generic, and they can’t quite see specific objectives or ways to help their child. So, looking again at systems that promote that conversation about learning by sharing the assessments that are taking place in school. So, here’s an example of the reports you can make in Learning Ladders. Some of our schools choose to send out reports timely. Some do the end of year reporting. Either way, you can set up their report. You can include as many subjects as you like. So, it could just be the core subjects for termly and then maybe all of the subjects at the end of the year. And for every subject on that report, the system will take the workload away from the teacher by pulling in the strengths and the challenges automatically. Or you have to do is click and select the ones you’d like to include in the report, and you can have multiple. And then same again for the challenges the parents left feeling satisfied that they’ve got some specific areas that they can speak to their child about that understanding what the child is doing at school. We’ve got fantastic evidence that can be added to the reports as well to bring that learning to life. One of the things that I’m most excited about is the ability to add video as evidence. How lovely would that be as a parent to receive a report with a video per subject showing my fly on the wall of what my child’s been doing in there, learning? So, as well as photo and evidence, we’ve got senior leadership comments and teacher’s comments. And then the parent we’ve got that two way communication when they receive the report, the ability for them to then comment back and have a conversation with the teacher. It’s really important and something that we really champion at Learning Ladders, and it can all be automated all through putting in the formative assessment into the system.
We’re having that impact already on the parents, and that’s the next thing I really wanted to talk about. Is activating that parent power. OK, so the research is showing us that parental engagement is one of the key factors in primary education, in securing that higher level people progress. We’ve got quotes from people like John Hattie, who, again, the effect of parental engagement is equivalent to adding two or three years to that student’s education across the primary time. So, we know the power of involving parents in learning, and that can only be done realistically. As I said before, the assessment needs to be meaningful, but it also has to be realistic for teachers. How can they possibly do that on a scale for all parents? It’s a challenge to be able to do that at scale and on demand when the parents need it, but the parents do need it. So, we have research here showing us that 18 percent of all the children in primary education are families where English is not their first language and it can be as high as 95 percent, particularly in international schools. How do we overcome that barrier of involving parents? How do we open the conversations with parents in that way? And then there’s a secondary issue there in terms of the confidence of parents. So, one in four adults having maths skills below the expected age of a nine year old, that’s going to have a knock on effect to how that parent can support their child at home. If you’re confident in yourself is low and lots of different ways of teaching things, you know, phonics when we were younger, just we hadn’t heard of it as parents hearing about split digraphs and number bonds to 10. What does that really mean to a parent and how can we support them? And then 80 percent of parents say they don’t get the help they need to support their child. So there is more that can be done through our assessment, through the automated processes to be able to activate that parent power so that we are having that impact on the pupil progress. And something in Learning Ladders that I know Matt really agrees with and the whole team talk about a lot is how can we activate all adults in a child’s life to work together so that they’re saying the same thing in the same way at the same time.
And one way that Learning Ladders does this is through our parent portal, being able to enter your assessments in the system. The system takes the heavy lifting. It automatically can publish the learning objectives to the parents portal. So rather than having 30 conversations, a handover, which can be very difficult, we’ve got a long line, haven’t been picked up yet. And lots of parents saying, what are they working on at the moment? You can say go and have a look at the parent portal. We’ve shared the objectives for the class, for your specific child, and they’re going to walk away knowing exactly what their child is learning. And it is far superior to the conversations that I have and parents around the country have. What have you done at school today? I’m not doing anything. Nothing. Already we’re being able to arm the parents with some information that they need to support their children at home. And there’s lots of ways that we build on this. So, thinking about if we then told them what their child is learning, how are we going to upskill those parents on demand at scale and most importantly, in society at moment remotely? OK, it can be a challenge.
So not only do we have questions with what they are learning, lots of the time it’s how am I supposed to support my child that just not understanding how to add numbers to ten, for example. So, what we can do in Learning Ladders is when you share those learning objectives, the parent for every objective, for the English maths, they can click on the articles and qualified teachers have written to support articles. What does this objective mean? How is it taught in school? Here are teacher tips and some home activities and games that you can do to support your child? That parent then is feeling confident, and we have removed the barrier of not feeling confident enough to be able to support the child with that learning at home.
Another barrier that we have with communicating with parents is the language barrier that can exist. So, in Learning Ladders, these articles can be translated into over 100 languages, not just the articles, the entire parental engagement side. So those learning goals I showed you before, why not have them in Chinese? Why not allow them to access and consume that in their home language, perhaps Arabic? OK, so it would translate it for them. It’s removing those barriers so that the assessment that we’re adding in the system is meaningful. It’s having impact, but it’s also being realistic about the teacher workload because it’s going to automate automatically saving so much time in being able to achieve this specific feedback to parents that is required.
The takeaway today, really, is if you’re going to record the assessment on a tracker, get something back, have something that is meaningful to you as a practitioner, as a school, being realistic about a teacher’s workload, I tell you about your own workload. How can we automate things that we’re already doing to get the biggest outcome, but also to achieve the greatest impact on that pupils learning? I’ve just shown you a few ways how it’s going to activate. And our schools seeing an 11 percent increase in outcomes over a two year period is a school improvement approach to the assessment. And that is our answer to the schools at say what level of assessment should be recording. And this is how we would say it’s to do with curriculum intent. It’s to do with your bespoke assessment policy that actually reflects your school. It’s about the classroom assessments that allow you to then automate that Gap Analysis to inform future planning, to share that with the pupils for a learning journey booklets, automate reports so that is shared automatically with parents. Have that parental engagement that we know has the biggest impact on pupils learning is the parents being involved with their learning at home. And there will be the impact of adding assessments and increase in pupil progress. So, I know that whatever time of day is in your day.
The reality is at the end of this webinar, you’re going to have a pile of marking to do, planning, resourcing. But those would be the takeaway statements for me. Okay, so not recording data for data sake, only recording that data that is meaningful. And, you know, this is something that we do day in, day out. And these are the conversations that we have every day with schools. So, I would encourage you to get in touch with us. We have Hello at Learningladders.info. I’ve got any questions. You just want a further conversation about assessment and the tracking systems that maybe you’re currently using. Maybe it’s a demo that you’d like of the live site. You can email StellaJ@learningladders.info. And then more importantly, we’ve got EdTech impact. Now, this is a bit like a trip advisor for education if you haven’t been on there. But what’s great about it is its reviews from actual schools, teachers who are teaching day in, day out using our Learning Ladders system, who have seen the benefits of assessing meaning for assessment, the reduction in teacher workload and the improvements they’ve seen on the pupil progress. So, jump on there if you get a minute and have a little read about how we’ve helped those particular schools and maybe what we can do, get in touch if there’s something you think we can support you as a school with as well.
Thanks so much for joining us today. Thank you.