Enter baseline assessment results for your new intake during the autumn term and let CASPA manage these to give you full-year analysis. A baseline assessment for a new pupil may be part-way through the year and you can always use this in CASPA to understand whether that pupil appears to be on track to meet targets. However, to understand whether a pupil made expected progress across the whole year, you need to start with a result that reasonably represents where the pupil was at the end of the previous year. Read full article
Key Stage reporting in CASPA
Posted in Analysing Attainment & Progress, FeaturesSchools need to be able to judge progress at many different levels – for individuals, groups of pupils and at the whole-schools level, and also over various periods of time – within a year, one years, more than one year, and across key stages. Key stage reporting has always, and remains the mainstay of discussions with external agencies such as Ofsted, advisors and SIPs, plus Governing bodies. Schools also want to compare progress against a range of expectations if possible, including CASPA’s benchmarking, levels, quartiles and compare actual progress and target progress against these benchmarks.
Is CASPA’s ‘expected’ progress regarded as ‘challenging’?
Posted in Analysing Attainment & ProgressWe are asked this question sometimes from two perspectives:
- When discussing progress with an Inspector, Adviser, SIP, etc, how do CASPA’s expectations compare against Progression Materials’ expectations?
- When target setting, is CASPA’s expected progress enough?