Using data to aid effective Transition
May 20 @ 11:30 - 12:30 BST
When we think about end of key stage, or even end of year, data we often have a focus on the summative elements. Will the children show their knowledge? Will they get the results they need or want? Will they do ‘well’?
And all too often that data is then seen as an “end point” when it could become part of a much bigger picture.
The nature of end of year tests – especially SATs – makes it difficult to use data to impact back into teaching after the summer. However, we build on data all year with formative assessment and summative assessment. When looking at effective transition how, where, and when can we use this data to create an effective transition for pupils?
We look at the ways in which data over time can ensure that no learning is ever ‘lost’ and every child can feel supported throughout their school learning journey. We look at the data it is useful to pass on to the next teacher. And how to look back over time when planning lessons so that all prior learning is built upon.
Check out the video below.
Melanie: Hello, I’m Melanie Evans, former primary teacher now working at Learning Ladders in education, supporting all the teams across with product development, supporting with educational questions, talking to schools and using that experience from working from foundation stage up into key stage two.
The focus today is on using data to aid effective transitions. Thinking about the traditional challenges of transition, we know that transition can be a really difficult process for adults and children alike if it’s not prepared well for, particularly thinking about the last year. With the pandemic and the lockdowns, we’ve seen the resilience of children. There has been children going from remote working into school, the combination of working differently in different rooms that they’re used to and we know that they’ve had to settle back in to those classrooms and routines again. So there is a resilience there for children already. But this is going to be slightly different for the new academic year, taking into account the fact it’s going to be a new adult, so the teachers are changing, those familiar faces and teaching assistants surrounding the child are going to be different. We may have new classrooms that children need to settle into. Also children moving year groups into different parts of the school, for example, as well as sometimes a bit of a shake up with the classes with class mates mixed as well. So despite the fact that we’ve seen resilience in the children, we know that there’s still an element of change to get used to and that can be difficult.
So typically, what are we looking at for transition? So in my experience, lots of transition focuses on events. So that could be a moving up day, for example. I’ve done many of these in my teaching career. Children come to you as the new teacher, you play getting to know you games, making a label for their peg, sometimes filling out a postcard all about me. So all of those really useful pastoral wellbeing type activities and getting to know you type tasks of the children, build up familiarity, that’s fine. And actually that there is an element that children need to have that informal interaction with that new classmates and teachers. It may be that sometimes it’s not even in the same classroom that they’re going to be in. And so it’s not quite a true reflection, but it is a preparation of types to be able to prepare that child emotionally for that change. We’ve got the informal teacher to teacher meetings that start to happen towards the end of term. You may sit down with the new teacher that the class is going to progress to and you have conversations about who can sit next to each other, confidence levels and you cover medical issues. Sometimes you’re comparing stories about the parents and giving a little bit of a heads up about what to keep in mind about certain parents and how they like to be communicated with. Again, there is a place for that and it is necessary. So we’ve got that kind of informal practise of practitioners speaking to each other, children getting to know, visiting new classrooms and perhaps sharing new spaces if they’re moving key stages.
But what we don’t have and there’s less time for is that alignment of practise that is needed if we’re going to have a successful transition and continue to see progress. We need to have that discussion about the practise as well. So Learning Ladders has, incidentally, created the ideal tool for managing transition, because what we know is that transition isn’t just something that happens at the end of a year. It’s part of a wider approach. And you’ll know that if you come to other Learning Ladders webinars, as with parental engagement, it’s only when it’s part of a whole school strategy that you see the real impact on the learning. And that’s the same with transition. It’s something throughout the year that needs to be prepared for and that can happen through conversations.
So the transition I’m focussing on today is how we can use data and how we can use systems like Learning Ladders or other systems as well to be able to create the conversations. We’ve got the quote from Ken Robinson, our CEO likes to use a lot, “Education is a conversation, not a transfusion”. And this is something we really believe at Learning Ladders that it’s the conversation that is important, it’s conversation between teachers during transition, conversations between teachers and children moving into their classes or leaving their class to go onto a new one. And it’s conversations between teachers and the parents as well. And we have created a tool with a visible shared curriculum, unique assessment policies to get everybody on the same picture. We’re building up that data and picture of learning over time and having that consistent parental engagement weaved through as well, that occurs all year to really feel that that supports is in place the transition.
I’m going to show you today some of the ways that transition can be improved and we can see that pupil progress and impact. So Phase leaders really thinking about the curriculum, if we’re looking at this as an all year round preparation for transition and making sure that the learning continues as they move into the new year. It’s really thinking about that shared curriculum intent. So that can start right from foundation stage all the way through to key stage three in a system like ours. So if all adults in the school and all teachers and teaching assistants have access to this curriculum document, there’s a clear progression in skills that are moving through. Having that visibility, for example, as the year one teacher as to where they need to get to by the end of that key stage. And being able to see those objectives is really important. And equally the end of key stage one, seeing what the intent is for the rest of the years to year six. What are the end points for our school with the children in our context? Visibility of that curriculum, having ownership and the whole school on board with the progression of the skills. Often some of the challenge of transition is repetition between overlapping of objectives, maybe being covered again, because there’s not quite clarity around which group have covered which objective and where the progression might be.
So in Learning Ladders you can import any curriculum. It can be a particular scheme of work that you use as a school and have invested in. It could be a curriculum that you’ve created yourself, as well as that we have the ladder banks which contain the National Curriculum, Arabic Curriculum, Early years and even a broken down Learning Ladders curriculum that breaks down the objectives into years. So we’ve got the easy ability to make a bespoke curriculum that your school can have a view over, with a clear progression with the context of your own students and cohorts coming through.
What we also have that would aid that transition process is the supporting of new staff at the beginning of year, perhaps that’s new teachers to the profession or just teachers new to a year group. How can we support those teachers in those transitional periods to ensure that the planning and the understanding of the curriculum is there? One way that you can do that in systems such as ours is by being able to add notes and resources to curriculum statements. So, for example, being able to upload a resource that could be moderated work, for example, and uploading from your school a selection of moderated work for the rest of the school to be able to see for when they’re assessing or it could be a particular policy. So being able to upload a calculation policy, for example, within your maths curriculum will enable teachers to be able to access this to see how the calculations progress throughout the year groups. And it’s really giving that CPD, upskilling all the staff together and taking ownership of that curriculum so that everybody is understanding the way that those objectives should be taught.
We’ve got subject leaders in our schools that update the curriculum, being able to go in and upskill the rest of the staff so that when these periods of transition happen and you’re taking on a new year group, you’re able to then see all the support you might need for how that objective may be taught. We’re not getting that overlapping of learning. Also thinking about the fact that you can create your own curriculums. Why not create your own personal, social, emotional curriculum subjects, being able to plan for some of those wellbeing skills to be developed throughout the year. So perhaps a curriculum that’s going to encourage resilience in children to prepare them to cope with change. A curriculum subject that talks about emotions and how to get support when you need it in times of challenge. So really creating that curriculum that everybody’s on board with that supports the children and builds them up so that they are able to cope with that change.
A system like Learning Ladders will allow that bespoke curriculum to be made. So that’s the first starting point.
Secondly, we’re thinking about avoiding those discrepancies in judgements. Now, often this can happen at the end of key stages. If different key stages are understanding the assessment policy in a different way, then they are unable to bring together that cohesive understanding of what the judgements mean. So in Learning Ladders, for example, we have milestones. We get our schools to agree on their assessment policy, so that it’s visible and everybody has understood where the judgements are coming from.
So with the milestones, you’re able to choose what the descriptions are and the number you want to use, three or four milestones. OK, so these are how the children are understanding against an individual objective. That kind of bespoke customisation of systems will enable everybody to be on board with the assessment policy that is actually being taught and used in your own school. In addition to that, making sure there is a shared understanding of the assessment descriptors for attainment and progress and that everybody is utilising those in the same way. If we have all teachers with the same understanding, what does it mean if a child is working at the beginning level of understanding, what does it look like when a child is mastered? That’s why those moderatated pieces of work are really useful for that.
And then expectations as well. So most systems would assume that all subjects are assessed in the same way. A system like Learning Ladders understands that each subject is assessed differently, maths will be assessed differently from reading. So there’s that flexibility to be able to put the assessment policy in one joined up system that everybody’s using from foundation all the way through to year six so that the judgements that are coming out are accurate. And we don’t have those discrepancies in the first term where children are coming up with the judgements that you feel as the next teacher isn’t quite where you would expect children to be.
Then we can look at things like the Gap Analysis, so if we’re thinking about conversations about learning and thinking about planning during a transition, that visibility of the picture of learning over time. So what I’m looking at are Gap Analysis reports. Throughout the year I’ve been building up that formative assessment. It is an all year round process because that assessment is going to support me with the transition when I’m inheriting the next class through. So, for example, if I’m the year five teacher and this year fours are coming up, the ability to look at prior year objectives. So on Gap Analysis, I’m able to then look at a particular subject such as reading. So I’d like to look at last year’s year four assessments against that subject. And I’ve got that rich granular detail and data about how each child has understood the individual objectives within those in the aspects. I can then look forward to the year five to come so that when I’m looking at my planning and I’m thinking about starting to talk about addition in mathematics, for example, I can look at last year’s gaps in learning.
Are there any potential misconceptions that I’m going to face in that first term? I don’t know these children that well. I’ve only just got to know them and actually, do I want to spend half a term having to catch up and make them have assessments with me in a formal way? Or should I just use the data that has been collected over the last year to support me in anticipating potential misconceptions and that formative assessment as I go along and having a good starting point for my planning. So I might identify groups of children from here. If I have lots of children within addition that achieve the third milestone of greater depth for example, I know that when I’m about to include that objective in my Year five planning in the autumn term, that I need to provide opportunities for challenge because it’s likely that based on prior data, those children are going to meet that challenge.
And the same for the children who need support. It’s really pre-empting those interventions that might need to be put in place so that we’re not being reactive and we are actually thinking forward so we’re not losing that autumn term and overlapping learning that’s already taken place. The worst thing we can have is children who are just rehearsing, learning, rather than actually learning something new.
We can look at other reports in the system as well to support you, so thinking about cohorts over time, for example, it would be really interesting at the end of an academic year to think ahead to the potential curriculum changes that we might want to make. So, for example, if the last three years, we can see that in year three, children have really struggled with particular times tables. Is there something we can do with the curriculum planning in our transition process to ensure that those patterns in data don’t repeat themselves? Do we need to change our approach to the calculation policy? Do we need to use different resources? Perhaps staff CPD so we can start to use data to make sure that during the transition we are really stretching and testing our curriculum to make sure that we are achieving progress and that we are improving progress based on our prior picture of what the learning is for that area.
You can also look at a cohort. So if, for example, I was going to teach year four and I wanted to know how that cohort have achieved in maths over the last three years, looking at that data to try and identify actually what the data is telling me. That particular cohort has really struggled with division. What can I put in place to make sure and change my teaching, my curriculum, my approach to teaching, to make sure that this year they’re able to access the curriculum that I’m planning for them?
So, as I say, building up that picture over the year would ensure that. And during that transition in planning you’re not going in blind and it’s not going to take you that term to get to know the children in order to pitch your lessons correctly. Using that data to be able to plan effectively straight away so that the progress continues. And again, when we’re having these conversations and I talked about Learning Ladders revolving around these conversations, the conversations between teachers and teachers, and you’re sharing information about your class and talking about the children and who can sit next to who, for example, which children to watch out for. Why not back it up with the data that’s already put into the system?
So systems like ours that have Assessment Summary that allow you to look at each individual subject or multiple subjects and actually can see the progress and attainment within each subject, printing those reports of bringing them along as a springboard for that conversation to take place. It’s going to improve those conversations, aligning the practise of shared understanding of where children are. The same with the judgements that the system generates. So I talked about making sure that the assessment policy is reflective of what’s actually happening in school, so that when we’re sharing these kind of judgements and printing off, as you can see at the bottom here, this kind of printed PDF of the judgements that fill the different subjects, that is really useful data to have as the next teacher, to be able to talk through reasons holistically, patterns in the behaviour that child for the progress, for example, talking through half term by half term may be why that child didn’t make progress.
I’m really supporting the teacher who is taking on that child to be able to continue that approach that has worked and has made sure that they’ve continued progress and something that you’ve learnt about that child across the year that’s enabled that progress to accelerate. So really making sure that you’ve got information so that we’re not just talking in a general terms with the teachers during those transition meetings we have, but talking specifically to ensure that it’s impacting on the progress.
And again, having to think about those meetings as well, why not share the evidence as well? So looking at examples of evidence of a child’s work, whether that be a photograph, it could be a video and audio file and how useful that would be, for example, with the reading strands to be able to hear a short piece of evidence of video of that child reading.
And that’s really accessible in a system such as ours, where you can add the assessments, you upload the piece of evidence against the assessment. And then as the year five teacher, I can then flick back to the year four prior. I can look at those objectives as I come to teach them and actually see the evidence of the children and their understanding of that level when they were last taught that concept, that kind of window into the prior learning, thinking about that whole year of building up this approach to transition. What happens as teachers if we are unable to go into work for whatever reason, family health, for example, where is that information going? If we’re not recording this data, how can we see the smooth transitions and sharing of that information?
So that’s the reason why we would say building on that picture of learning is really important when it comes to transition so that it doesn’t matter what happens with staff. We are protecting that information and that rich picture of learning built up over time because it’s so useful to ensure we’re supporting children’s learning.
Looking at intervention groups, for example, so I’ve had that conversation and with the other teacher from the previous year, they’ve told me and shared their attainment and their progress for the children. I can look at an assessment summary. What I can also have a look at is what groups were in place when that child was in the year before. So in Learning Ladders, you’re able to have children in their academic classes but also create groups. As you can see here, we’ve got a year three to four maths support group or maths challenge group, the children that need challenging. And it’s really useful as the new teacher to understand the kind of intervention that’s already taken place, the challenge that those children have already received and those extra support that they may have had and then be able to reflect on what am I going to do based on the data that’s been shared with me, my understanding of the child and looking at the groups they’ve been in before. If there’s something that I want to do based on the data to make sure that straight away those children with lots of greater depth threes on the milestones I can see on the Gap Analysis, making sure that those children continue to make that greater depth understanding against year five objectives. So you can start looking at some of the groups that you might have in place rather than waiting for half the term to then figure that out without the data.
Looking as well at summative data and the uses of that data for transition. Being able to utilise data such as GL assessments, so many international schools use these assessments in order to compare against their formative assessment. This can be really useful. So, for example, here on the GL dashboard that was created in collaboration with some of our schools, this came from a Learning Ladder school saying we really want to see this holistic picture of the child. Here at the summative assessments we’re doing, looking at the formative assessment added on the system and figuring out what that tells us about the child and how they’re learning and making progress. So with the Pass data, which is looking at the attitudes, the well-being and social and emotional, how can I then use that kind of data that’s already on the system from the previous year? If I can see a child that has low confidence in their past survey, children who need that extra support and wellbeing, what can I do as the new teacher of that class so that when they’re coming in and during that transition, I know this is a particular child that struggles with their confidence and what can I put in place? And I know that that backs that up with interventions already.
Maybe I want to have some small group work to get to know that child on a smaller group basis, because I can see the impact that that confidence and the well-being has on the formative assessment and what that’s telling me. So as well as looking at the formative assessment, look at the summative data as well. You need a system that is giving you the entire picture of that child and their well-being, their progress test, for example, the academic test, it could be the SATs that are uploaded into the system. Having that summative data on the system is really important for transition.
At Learning Ladders, we really believe that the child should be at the centre of everything, so we have adults surrounding the child and those adults need to be saying exactly the same thing at the same time and in the same way. We have the child needing to know exactly what they’re working on, what they need to do, what’s coming next so that they can feel in control and that they’re succeeding. So a big part of this in transition as well is that when these children are moving into the new class, it’s giving them that control to feel like they are co-owners of their own learning. So in Learning Ladders, we think about the system, that formative assessment that’s been put in the system all year long, building up that picture of learning. It’s so important that that Curriculum you’ve just then designed based on the data is not just spoon fed objective at a time to the child so they feel like they have no control over what’s to come.
You can create pupil statements in our system. So it’s really easy. You select the child, select the subject that you’d like to make a statement for. And within a few seconds you’ve got reports for each child that look a bit like this. They’re like a statement of the different aspects within that subject, the objectives and then where the child’s understanding was. So if I’m a year 4 teacher, I could select, year three and four objectives and then I can sit next to the child and involve them and say, so these are the objectives that we’ve worked on already. As you understood this objective, you had really great understanding and level on this one. But this is an area that this year we’re going to focus on really involving them.
What can I do to support you? How can you support yourself to become an independent learner and to know what’s coming so it doesn’t feel like learning is happening to you, but actually you are contributing. They have ownership over that curriculum and know what’s to come. And another way to do this, we have pupil booklets that schools can order and these booklets are just right at the bottom here. That really bright and engaging that can be personalised for the schools. You can have your logo on there. So, for example, we know lots of schools that might make a maths one and they’ll do it for the year one and two. They’ve got key state one booklet that stays with that child. It gives the continuity in that curriculum so that the child understands it’s exactly the same. It might be another year group, but here are my objectives I was working on and I’m just continuing that same journey in my learning. They’re able to then tick off objectives that they have met. Tell the teacher when they feel that they’ve understood something and they feel like they moved on to a new level of understanding in that area. So those booklets are a great way to be able to discuss learning with the children and bring them on board so that they’re part of the process and that will really support children in that transition into a new class.
Again, another element that we need to be thinking about is the parental involvement as well. So we have parents who in year two, this is the parental communication and the homework, and this is the way that I share information with you as a parent. They then move into a new year group with a new teacher who has a new approach and it takes time. I remember opening doors to a sea of 30 new faces of parents that you have to match to a child, and not only that, sometimes it’s the other parent. Or it could be an au pair, a nanny and a godmother, for example. So you’ve got lots of adults that are involved in those children’s lives to be able to make that communication, to build up relationships and to make them feel that they’re supported and included. At Learning Ladders we talk about parental involvement and engagement and just really think about with the transition.
So parental involvement typically could look like reading in class parents who volunteer and attend parents evening, they’re being involved with the school and that’s really important and that will support in the transition as well. You’ve got involvement in the school in helping with homework, making sure that submitting the homework on time and that keeping track of everything. But the true progress with the parents comes from the moral support, the guidance and the attitudes towards learning that those parents can support the child with at home. But the problem comes as transition takes time to build up those relationships, to express how that communication is going to be received in this new year group with this new set of parents. And so not only is it the children who are in transition that we need to be thinking about getting them on board, it’s really how are we going to achieve the parental engagement and that moral support guidance right from the go and support our parents?
Because we know from research at Learning Ladders has undertaken that 93 percent of parents want to know more information about how they can support their child. They want to know what happens in school and they want to know what their child’s learning, why and how it’s taught. So it’s really important for successful transition to take place between the groups. There’s a consistent approach to the parental engagement strategy in the school. How can you do that? You can involve parents in systems such as ours by sharing home learning tasks, a system that enables parents to see evidence, reports and in Learning Ladders upskill remotely and on demand.
Now, when you’re a parent and there is a new teacher, building that relationship and confidence to go and speak to that new adult, that change can also be difficult for adults. So being able to have that support when they need it remotely is important. So rather than the 30 parents coming up to us and saying, what are they learning about in school, you can direct that question, go into the parent platform. I’ve shared the objectives that we’re working on, not just for the class, but for your particular child. That way you’ll know what we’re working on. If you’ve got any questions, you can come back to me. OK, also, how do I support my child with Numicon? My child’s talking about how to partition numbers. And you can say if you have a look on the parent home portal, I’ve shared the objective and there’s also support articles that help you.
So it’s having these systems in place that will upskill and give confidence to the parents to be involved without the teacher having to have this conversation multiple times. And also the barrier of parents who may not have the confidence to come and ask in the first place. We know that there are challenges with accessing sometimes this information, and that’s why our parental engagement system can be translated into over one hundred languages. So if that parent wants to consume this information in Arabic, they can translate it. The entire site will be in Arabic. If parents speak two separate language home languages, they can translate it into the language they’d like to be able to read it in.
And that’s the same with the support articles. The support articles will talk about what does this objective mean? Why is it important? How are the teachers teaching it in school? Here are some suggested resources and games and links to games you could go and play. And it’s really giving that confidence to the parent to make sure that they’re involved right from the beginning of the year and knowing where their child is, because there’s nothing worse as a parent as not receiving information about what your child’s learning. You’re getting that response when they come home. What did you learn today? “Nothing” is the response that we all know we get as parents.
This will enable parents to be on the same page as the teacher saying the same thing at the same time, which is what’s important for progress. And most importantly, using a system that can be used from the foundation stage, right from enrolment in your school all the way through to the end, access to a key stage, three parents already know how to log onto the system. They’ve got multiple children using the same account. So I could have a child in foundation stage one and six across the school being able to have one login as a parent and be able to view that information in a consistent way. It can take half a term to realise whose email address you don’t have. So if the system is set up from foundation and it’s a whole school approach, you’ll have that continuity in how parents expect to be communicated with. We’re outlining this is how we’re going to communicate with you. That will be the same, whether or not they’re in year one as if they’re in year two and it gives the parents some stability.
Thinking about how the school reports on that progress. So as a teacher for transition, wouldn’t it be great if you can look at the reports that have gone out in the previous year for that child, making sure that when it comes to the time I’m reporting what the customer attributes for the schools, for example, as a school, we’ve decided to report on a child’s resilience, cooperation and all these kind of attributes. How has the other teacher previously reported on those? And does is that in line with what I’m about to say about the child? And does that fit with the picture of the child as well as it’s really useful to be able to see the reports that have happened previously in the prior year and then thinking about reporting process throughout the school, if you could have a consistent approach to reporting to parents.
So in Learning Ladders, schools can create their own reports. They look like this, very smart, and can be downloaded. They could be printed off. They can be viewed on a device digitally. It’s really great to be able to then build reports to the context of your school. And that doesn’t change depending on when you are in year one or if you’re year six, you know, as a parent, how to access your child’s reports. Specific reporting of strengths and challenges for each subject can be pulled through. So building up that information across the year, formative data utilised when it comes to reporting. And you’ve come to the first end of the first term, why not send out some interim reports to the parents to to ease that transition and to support the parents in understanding what’s been happening? You could select the subjects that you wanted to so you can have different set up from an interim report to an end of year. You could include maybe just the core subjects, the interim reports, and pull through the strengths and the challenges into those reports.
And that’s pulled from the formative assessment, saving the workload. I’ve come to the end of the first term. I want to report on maths. I’m going to click strength’s. It’s going to give me objectives where the child has met. The objective challenges already handpicks the objectives where the child is not yet demonstrating a level of understanding. And I can include those. I can add a comment for each of those. I can choose to share the judgement of where the child is, or maybe I want to switch that off. Lots of flexibility around those reports to personalise it to the context of your school. I can import predefined comments. So although we want these unique, personalised reports, sometimes there are comments that can be used across various reports and they’re useful. So I have an example here. It could be in Arabic and you want to add a comment and these reports can be translated into over one hundred languages as well. So the parents can then receive this information.
We have the Self marking homework on the parental engagement side as well. So when children start new year groups, the parents are familiar with how learning tasks are set within the school, whether you’re in year one or three, this is how it appears in the parent portal. As a teacher, you can easily analyse the answers. So we have multiple choice questions. For example, if you’re setting a home learning task, you could tell the system the answers and which is the correct answer so that the child gets that immediate feedback. They can give the pupil voice and say whether they found a task easy, medium or hard, for example, to give a comment to the teacher as well explaining and give them their feedback about how they found the task. So straightaway, it’s a really great way if you have a new class is how are you going to assess how they’re feeling and how they’re understanding the objectives that you’re teaching in that first half term. How are you getting the feedback about that home, learning back to you as a teacher in a way that will inform your planning? So if you’re using something like Self marking homework, you’d be able to see who is completing the homework.
So straight away, you don’t know the patterns of behaviour yet because the autumn term and then new children to you being able to say, look, we know Lilian hasn’t completed the homework. These children have access to it yet. Is it that I need to communicate with that parent to ask them what the situation is at home? Perhaps they don’t have access to a laptop. Is there something we can do to support them in accessing it? Is it their parent is unsure of how to support their child? It’s opening up the conversations with the parents using these kind of homework tools. The articles sharing learning goals is opening up those conversations. And that’s not happening at the end of the autumn term. This is happening straight away. But identifying with these unknown children and parents, we don’t know. But what we do know is the feedback that we can get instantly from the children in the homework. We can see who is accessing those home, learning tasks and intervene at an earlier point. And then when I’m analysing some of the results, if I notice that my 90 percent of the class have actually all answered the questions correctly, am I pitching my curriculum at the right level? Do I need to go back to the Gap Analysis from the year before and really check that?
I understand whether the challenge needs to be and again, if children have really struggled with the homework task I set and lots of children finding that difficult, I need to go back to the Gap Analysis again and find out is there some gaps in learning misconceptions that have taken place. So using a parental engagement system like this is really important for that transition, communicating with parents as well. So you can communicate the parents through the homework, through the portfolio and through the reports. It’s not just a bombardment of information and communication. That’s why it’s specifically around these areas. So that if a parent wants to ask a question about something that’s been set, a piece of homework or a piece of evidence, they can communicate in that two way communication. And that’s really open and accessible for everybody to have those conversations.
So if we’re thinking about summary then and a transition as a whole, thinking about the systems that you’re using to support transition as a whole year process in preparation, not something that happens in the summer term, right at the end of the year when we’re having these events. How are we aligning our practise, our curriculum awareness, the assessment policy that’s creating judgements that are not having discrepancies between the year one and two teachers between key stage one and stage two? We’re all on board.
How are we then avoiding overlapping of learning? Is there a tool that can be utilised such as Gap Analysis? How can we see what the children have learnt before and how they understood objectives? Is that that visibility of the learning that’s taken place? Do we have a consistent parental engagement strategy where parents need supporting through times of transition and that challenging time of getting to know a new person, ways of working, how to support children at home? Are we building data as a springboard for conversations, conversations between two practitioners, between the teacher and the child and between the teacher and parents as well, so that we can create these independent students who are co-owners of learning that don’t feel that they’ve moved into a new class and are being told what’s going to be learnt and when it’s going to happen without any say or control that we know that children crave in order to feel like they are owners and using systems to help the technology. There’s no way you could achieve this level of transition support in assessment curriculum, in evidence and parental engagement, pupil engagement.
The one joined up system is really supportive and able to create a school improvement approach that enables transition to be a smooth, not big event, but just a continuation of a great practise. So schools using Learning Ladders leave reviews on EdTech impact. If you’ve never been on it before, it’s a bit like a TripAdvisor for education. Our schools are saying about how the assessment data and how the parental engagement has supported the transition and how that’s impacted on the pupil progress. It’s really great to hear it from practitioners practitioner.
And if you’ve got any questions at all, emailing them through to firstname.lastname@example.org or to Stella James, which is at email@example.com as well, and be more than happy to organise a demonstration of the system if you’ve got any questions either.
Thanks for your time today in attending the webinar.