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Pupil Progress Attendance and Exclusion Targets Sample Clauses

Pupil Progress Attendance and Exclusion Targets. ‌ 1.1 PUPIL PROGRESS‌ Ensuring and reporting on pupil progress is an integral part of every school and LA improvement strategy. This enables professional learning and resources to be targeted to the appropriate priority areas. Qualification and summative assessment or attainment data will not be sufficient on their own for schools, or others, to make a judgement on learner progress. For example, well-being is critical as a platform for high quality learning. Schools will therefore need to draw also on wider sources of information and evidence. These are likely to include: information from teachers who will be assessing learner progress; information relating to learner progress in respect of the principles of progression; data on attendance, behaviour and welfare; observations of learning and teaching; discussions with learners and teachers. • Professional discussion regarding information based on pupil progress • Provide professional development and guidance on analysing pupil progress. • Collect and collate individual pupil attendance targets annually for statutory school years. • Must not create specific local arrangements to gather individual pupil level information; and, where they collect school level data it should not be aggregated. We will not use assessment information as a proxy for standards in school, or to rank and compare schools • We will promote the culture of open and honest reflection and evaluation for improvement • We will share relevant information and intelligence about schools between each other, in line with GDPR legislation, reinforcing their professional partnership • Analyse pupil progress and adapt planning accordingly. • Arrange for school representatives to attend professional development sessions delivered by the LA on pupil progress. • Consider of assessment information gathered to help understand group progression is an important part of a school’s self-evaluation and continuous improvement processes • Use assessment information to support learner progression and to help improve teaching practice which is also a core professional responsibility of a school’s teaching staff. Headteachers should, therefore, use ‘Supporting learner progression: assessment guidance’ as a basis for professional discussions and learning within their schools. • Qualification and summative assessment data should not be used for accountability purposes in isolation • We recognise that the analysis of data and information is important, but should not...
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Pupil Progress Attendance and Exclusion Targets 
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