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How can we improve consistency in reporting on children's attitudes to learning and attainment?

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Some thoughts which may be worth discussing in your teams:

Consistency across teams - templates children use. Children should have agency about what they post!

Review use of stems across team to create consistency and allow for high-quality student reflection. May be helpful to specialist teams too.

Dedicate time to modelling reflection expectations with students, e.g. content of quality reflections.

Dedicate time to review SPAG if possible or teacher review with specific students – reminders/poster to reference?

Reflections should include reflections on the learning process.

Show composition/work sample in video w/narration or voice over.

Avoid approving incomplete slides in Highlights folder – don’t worry if some are still in progress – draft instead.

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1. ARR 2 Samples - 2025-26 Seesaw Student Reflection Samples

Please collect samples of reflections from this year.

2. ARR 2 - feedback on reflection process.

Please speak to your teams and ask for their reflections on the process this year. Add YG/Team reflections below as a comment.

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What would you like to work on? What do we need to improve about assessment?

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Can we build a bank of assessment strategies to assess skills, knowledge and understanding linked to CBI approach/Thinking routines?

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Check out the work from last year's assessment advocates

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Where are we now? What’s working well (WWW)? What could be even better (EBI)?

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Where are we now? What’s working well (WWW)? What could be even better (EBI)?

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Assessment advocates - PTM PTE data analysis

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Reports May 24-25

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What might Attitudes to Learning look like in each year group/across the school?

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Reflection practice: ARR 2 - ARR 3 & beyond

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Reflection practice: ARR 2 - ARR 3 & beyond

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How can we build more consistent, authentic reflection opportunities for children?

We want children to have agency and choice, but do we need to be more prescriptive to create more genuine reflection practices?

How can we record and share this with families?

Please add some ideas below and discuss with your teams or YGs and add their ideas below.

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A discussion with curriculum leads recently has been about building a bank of exemplars for each year group to help teachers moderate and understand what emerging, developing, securing and excelling looks like.

To support this, when your teams moderate this term, please take a sample of what you would expect each level should look like at this stage of the year, considering what you have taught and upload to this folder - Exemplars

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P3 have been working as a PLC to create the statements used to asses the 4 new areas of the curriculum wheel.

PLC Group

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Proposal: Revised Reporting & Conference Cycle (2026-27) 

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Proposal: Revised Reporting & Conference Cycle (2026-27) 

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Check out the proposal for next year - Proposal - Revised Reporting and Conference Cycle (2026-27).docx

What are your thoughts?

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Parent feedback has been that they don't fully understand what securing means at different ages and stages. They want to know where their child is when we say developing, securing, etc.

To support this we need to create reporting guidance for parents which can be shared at the start of the year to help parents understand the reports better.

Please record what a securing child looks like in term 1 and term 2 based on the objectives and concepts you have covered so far this year. Consider this for:

Maths

Writing

Reading

ATL skills

Attitude to learning

Please make a copy and edit for your year group - Securing in Year # - template

Share it with your year group and ask for their imput/support.

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Here is a draft guidance for parents with updates to the attainments and attitudes.

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Shared with Middle Leaders. To be shared with staff and parents in August.

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WWW- Change of language within reporting to be clearer to parents, teachers and more affirmitive for students.