Mile End School

Reporting WorkshopNovember 2012

The context of reporting

Mile End School

Building the Curriculum 5 lays out the expectations of reporting within CFE

‘Reporting has two main purposes. Firstly it provides clear, positive and constructive feedback about children’s learning and progress…Secondly it creates an agenda for the discussions between learners and those teaching and supporting them about their next steps in learning.’

Building the Curriculum 5

‘Schools, education authorities and other establishments will have flexibility within clear national expectations to determine the ways in which reporting shares children’s and young people’s progress, achievements and needs. As is current practice, the formats of written reports will be decided locally’

We have an opportunity to design our own reports linked to our e1 system with feedback used to influence an ACC approach to reporting from 2013.

About the reporting pilot

• 6 schools to be part of a pilot 2012 – 13 including Mile End.

• Written reporting format will be linked to E1.

• Marksheets will be constructed by ACC for us to use from January.

• We can choose the format

• In future the aim is to become paperless

What is CFE reporting?Reporting is wider than the report card. BTC 5 tells us:

‘Reporting comprises a range of activities including, for instance, written reports, children presenting their learning to parents, parents’ consultation meetings and on-going oral discussions. Staff should ensure that learners are involved in reporting activities in order to promote learners’ ownership of their learning. These on-going reporting activities are closely linked to learners’ reflection and dialogue about progress’

All of these areas are defined as reporting at some level• Achievement walls• E-portfolios and personal learning plans• Learning journey• School certificates• House points• Parents being invited into class to share in the learning• Awards ceremonies• School notice boards• Oral discussion with parents/pupils• Children presenting their work to parents• Information sessions about the work of the school/class• Parent/teacher interviews• Written reports

The general advice is spend less time writing reports and more time discussing!

Involving learners, parents and others in reporting – advice from BTC5

Mile End School

Reporting should provide;

• Regular information about strengths and development needs

• An opportunity for parents to discuss progress with their child

• Opportunities for staff to respond helping parents to understand how to support their child

• Opportunities for pupils to contribute to discussions about written reports and their progress in consultation meetings with parents

• Regular feedback to parents on strengths, progress and achievements

Teachers should describe progress and achievements

Mile End School

• Reporting should take account of achievements in different contexts/settings, across curricular areas, within the life and ethos of the school, learning outwith school and within the wider community

• Learners should have role in gathering and deciding upon evidence

• Parents will get information on key areas of learning as well as performance across the curriculum

• At transition points teachers will work with learners to sum up achievements through profiles

• Teachers will report using levels as well as brief comments

• Reports should note strengths, areas for development and achievements in the application of learning

• Any additional support given should be made clear

When writing reports teachers should: accentuate the positive, be constructive, be fair and

minimise the use of jargon ensure that the description of learning provides a clear,

concise and recognisable picture of the individual learner

provide information on a learner’s attributes and capabilities including attitude to learning and motivation

provide opportunities for the learner to contribute, including to comment on written reports, when possible

provide opportunities for parents to give their views on their child’s progress, including through their responses to written reports.

Mile End School

Decision time…think of the written reports and look at the e1 generated report

• Should any curricular areas be split?• Should any curricular areas be bundled?• Where/how should children feed into/respond to

the report?• How will we identify any additional support

needed or gaps in learning? Is a separate SFL report helpful?

• Who would you like to comment on reports? Pupils? Managers?

• How would you like to share areas for discussion following the report?

• Any other wishes for the reporting format?

Additional hours agreed at Mile EndTeachers have 190 additional hours that are allocated at the start of every session. Time allocations for this year include:45 hours for planning and preparation36 hours for development work20 hours for parents nights30 hours for written reports20 hours for assessment

Now think of reporting in the widest sense - rate from 1 – 10 (with 10 being most helpful) how helpful you find the following approaches bearing in mind the McCrone agreement – this will help us develop a 3 year plan.

• Achievement walls• E-portfolios and personal learning plans• Learning journey• School certificates• House points• Parents being invited into class to share in the learning• Awards ceremonies• School notice boards• Oral discussion with parents/pupils• Children presenting their work to parents• Information sessions about the work of the school/class• Parent/teacher interviews• Written reports

Anything we have missed?