Introducing Climbing Frames a comprehensive tool to monitor pupil progress
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The document introduces Climbing Frames, a pupil assessment system designed to track progress under the new National Curriculum. Climbing Frames uses assessment frames organized in steps corresponding to curriculum years to monitor attainment of annual objectives. It is designed to identify pupils who are on track, above expectations, or falling behind in enough detail to provide targeted support. The system includes assessment frames for all subjects, pre-levels for SEN students, and thinking skills. Data can be accessed through an app to generate reports and analyze attainment at the individual, class, and cohort level.
Introducing Climbing Frames a comprehensive tool to monitor pupil progress
- 1. Introducing Climbing Frames Assessing pupil progress under the new National Curriculum
- 2. Climbing Frames? Tell me more How is assessment changing? What is Climbing Frames? How does Climbing Frames relate to the new National Curriculum? Will Climbing Frames meet Ofsted’s scrutiny? What is included in Climbing Frames? How will Climbing Frames help me track pupil progress? What data will I get from Climbing Frames? How else will the Climbing Frames app help me? Can I see an example?
- 3. How is assessment changing? From To Skills and processes Knowledge Personal progress End-of-key stage objectives Best-fit judgements Can/can’t assessments National scheme Local internal assessment
- 4. Internal assessment Your responsibility now. Track pupils so that you know who is on, ahead or falling behind expectations, enough to be able to intervene and set them back on course in a timely fashion.
- 5. What is Climbing Frames? Subject assessment frames organised in steps that correspond closely to the years of the NC. Accompanying reports allow you to monitor the acquisition of annual objectives but also to recognise progress that exceeds or falls short of this. Can be used like Assessing Pupil Progress (APP) to measure attainment and progress every half term.
- 6. Benefits Identifies who is on, above and falling off trajectory in enough detail to do something about it Gives your SLT useful data about individuals, classes, subjects and cohorts Is manageable Is affordable Is inclusive Addresses the new National Curriculum Satisfies Ofsted Is consistent with NAHT and STA guidelines
- 7. How does Climbing Frames relate to the new National Curriculum? The content and wording of the assessment frames have been kept as close as possible to the wording in the NC The objectives have been adjusted to allow you to assess them more easily They have been condensed, simplified and prioritised to avoid an unmanageable workload
- 8. Will Climbing Frames meet Ofsted’s scrutiny? Our scheme satisfies Ofsted's scrutiny because: It measures attainment and progress against age-related expectations laid down in the NC It monitors pupil progress with great sensitivity e.g. each half-term, unlike one-off tests It quickly alerts teachers to slow progress or disappointing attainment It provides a level of detail that helps teachers to diagnose and target curriculum topics, cohorts and groups It offers consistency of assessment across subjects and years It also covers pre-levels, so a truly universal scheme It offers management information It gives useful reporting to parents
- 9. What is included in Climbing Frames?
- 10. It covers all NC subjects Frames are provided for all National Curriculum core and foundation subjects in Key Stages 1-3. Local RE syllabus can be added. English Mathematics Science History Geography Art & Design Design & Technology Computing PE Modern Foreign Languages
- 11. It offers closer monitoring in the core subjects The core subjects are split into strands and sub- strands for finer grained assessment.
- 12. It includes pre-levels Five pre-levels suitable for pupils with SEN. They cover P-scales and the gap which has opened up between P-scales and the new NC. PRE-LEVELS Experience stage Responsive stage Interactive stage Engagement stage Insight stage
- 13. Pre-levels are sized to be the equivalent of annual steps for other pupils They offer equality of progress measures. Developmental rather than numerical frameworks are more meaningful. You can convert between P- scales and pre-levels.
- 14. It includes frames for thinking and learning skills 1. Seeking and keeping ideas 2. Thinking critically 3. Working with others 4. Using reflection and feedback loops 5. Solving problems 6. Flexing the imagination 7. Building models and theories 8. Thinking for the future
- 15. It includes access to the Climbing Frames app Record assessments on tablets, laptops and PCs. Crunch the numbers. Generate in-depth analysis.
- 16. Management information comes in easy-to-read formats Data summaries adapted for each subject Analyse individual, class and cohort attainment and progress Simple colour-coded reports App makes it easy to print and share with pupils and parents
- 17. How will Climbing Frames help me track pupil progress?
- 18. A three-step plan Climbing Frames picks up changes with greater sensitivity than old levels Most pupils will typically progress three steps in the school year, compared with two in old levels These steps are colour-coded – yellow (c), orange (b) and green (a) – and tied to the year number They work like a, b and c did in old levels
- 19. The teacher makes a periodic assessment of each pupil against the year’s objectives… Teaching has not yet started, or the child is still working on previous years’ objectives Early but clear progress made A good basic level of attainment reached Secure and consistent attainment reached in virtually all objectives Alert! Very low attainment or very slow progress C B A
- 20. ..and adds this to the pupil record
- 21. Typical expected progress over a year Christmas Made a good start on the year’s objectives Easter Most objectives secured, even if not yet consistent Summer Virtually all objectives secured and consistent
- 22. More insightful than a tick list Other schemes just rely on tick lists (got it/not got it). Climbing Frames monitors progress towards mastery to allow for intervention during the year.
- 23. Calculating progress Calculate progress by counting the steps made from the start of the year to the current point.
- 24. And across larger strands… You can make a balanced judgement, weighing the sub-strands to arrive at a fair average mark.
- 25. Children who are ahead Rashid is a high-flier in Mathematics. He starts Year 5 already achieving well against the new year’s objectives and soon completes them. 5b 5a 5b 5b 5a
- 26. Children who are ahead Rashid’s teacher now moves him on to cover the Year 6 objectives. His green status does not change, but the numbers in the box give him credit for his raised attainment. 5b 5a 5b 5b 5a
- 27. Children who are falling off trajectory A clear box signals to the teacher that the child has not yet reached c in the current year. It should always contain the letter and number of the last step achieved.
- 28. Peter starts Year 4 on target in Composition. But by Spring half-term, he has not reached the expected step – 4b. Children who are falling off trajectory
- 29. Red alerts! Children who are behind By the end of Spring term, Peter has been working at the same level for four half-terms. He is therefore flagged with a red alert for slow progress, highlighting a need for intervention.
- 30. Red alerts also flag children who are three or more steps behind, thus trailing by one year or more: Peter begins Year 4 on a 2a in Grammar, punctuation and vocabulary, when he should be working at a 3a. He is therefore flagged with a red alert for low attainment. Red alerts! Children who are behind
- 31. Children who are behind Many pupils with low attainment nonetheless make good progress: By the end of Year 4, Peter has reached 4b in Grammar, punctuation and vocabulary. Not quite green, but an impressive leap of 5 steps forward.
- 32. What data will I get from Climbing Frames?
- 33. Data can be captured and presented at individual level… Rachel 4A Year 4 24/04 (End of Spring term) +3 +2 +2 +2 +2 +2 +1 Since September +2 +2 +3 +2 4c 4c 4b N/A N/A 4a 5c 4b 4a 4b 4b 4b 4a N/A N/A
- 34. …at class level
- 35. …and at cohort level 0 5 10 15 20 25 30 Not yet reached c c b a Working on next year's objectives Numberofpupils Attainment against this year's objectives Year 3 attainment in maths (Summer term)
- 36. How else will the Climbing Frames app help me?
- 37. Fast, effective reporting Saves time on assessment admin Easy and intuitive to use Automated colour-coding gives at-a-glance progress reports Ensures accuracy Easier to share with parents, pastoral tutors and your leadership team Ensures consistency of assessment throughout school
- 38. More in-depth analysis Filters by pupil characteristics such as gender, ethnicity, SEN, EAL and Pupil Premium Facilitates swifter and more effective interventions Helps offer support at individual level for teachers and children Helps make evidence-based decisions Provides meaningful data for Ofsted Pupil Premium Students Only EAL Students Only SEN Students Only FSM Students Only
- 39. Overviews of relevant teaching approaches The app links every sub-strand in the assessment frameworks for maths, English and science to a series of multi-point summaries These summaries provide an overview of the key issues teachers need to address if they wish to improve on this area They include teaching approaches, links to thinking skills and opportunities to make links across the curriculum In the future, we hope to add summaries to every subject area in the app Click here to view a sample multi-point teaching summary
- 40. Links to expert CPD resources The app also links to in-depth articles and resources from the acclaimed Teaching Times Best Practice Library Articles focus on teaching approaches and practical advice Resources include themed lesson plans, cross-curricular classroom activities and webquests Also features links to carefully selected external resources
- 41. Example assessment frame English Key Stages 1 and 2
- 49. About Sue Hackman Sue Hackman was the Chief Adviser on School Standards to several Secretaries of State at the DfE between 2006 and 2013. She was responsible for accountability, assessment, inspection, school improvement, pedagogy, catch-up programmes, international policy and deprivation, as well as the core subjects. Prior to joining the department, she was a National Director of the National Strategies under the last government. Sue was a teacher for many years, and her experience spans all key stages. As well as being a local government adviser, she is an experienced school inspector and a well-known writer with over 90 titles. Her assessment experience includes roles as a moderator, syllabus writer and chief examiner.
- 50. www.climbingframes.org.uk Tel: (0121) 224 7599 Fax: (0121) 224 7598 Email: climbingframes@imaginativeminds.co.uk Find out more