Kent Tracking Statements

Pupil Asset offers a tracking solution for those schools and academies wishing to use the Kent Tracking Statements and Kent Steps. This is freely available to schools within the Kent Local Authority. Alternatively, settings that buy the Kent system directly from the Local Authority can use Pupil Asset as the tracking component of that solution. 

The Kent Tracking Statements exemplify age-related expectations from Years 1 to 6. Each year group is sub-divided into Emerging, Expected and Exceeding criteria, enabling teachers to monitor in-year progress and to make fine judgements about attainment. 


Making formative assessments 

Navigate to the Results > Multi Tick page and select the pupils you wish to assess from the Filters tab. Within the Display Options, choose either the NC Kent Reading, Writing or Maths framework. Pupil Asset will load the age-related Emerging, Expected and Exceeding criteria for the pupils you have selected. If necessary, you can turn off these Age Levels and load different criteria from a different year group using the tick boxes below the Framework drop-down list.

Under Areas, you can select the part of the framework you want to assess e.g. 'Number & Place Value', 'Spelling' or 'Word Reading' skills. If necessary, teachers can group statements from different parts of the framework together, producing a medium-term plan, set of class priorities or targets for intervention. This is done by making a Clump (see 'How to use Clumps'). 

Once users have set the Display Options as required, click Refresh and close the Display Options box. 

As learners acquire criteria at the Emerging, Expected or Exceeding level, teachers click the relevant boxes in the grid, colouring the skills 'Achieved' green.  It is also possible to apply the same assessment to all pupils. To do this, click on the green Achieved status next to '✓all' under the statement you are assessing. 

Progressing through the Emerging and Expected criteria can be thought of as the 'core learning' that all pupils should do. The Exceeding statements, meanwhile, represent optional, in-year broadening and deepening of age-related expectations which may only be achieved by higher attaining learners. In affect, the Expected criteria are the end of year expectation that most pupils should aim to reach. 





Analysing formative assessment: Achievement Summary


Once pupils have been formatively assessed, use the Results > Achievement Summary page to analyse the strengths and weaknesses of your class, set or group. This can be used to inform planning, interventions and to set CPD priorities.

The Filters tab and Display Options match those on the Multi Tick page. Clicking on the number of pupils shows the names behind the numbers. Alternatively, turn names on in the Display Options.  



Analysing formative assessment: Wall of Learning & Achievement List


From the Multi-Tick page, click on a learner's name to bring up their Wall of Learning. This gives an overview of their attainment across the framework you have selected. Historic summative results for this subject are summarised at the top of the page. Underneath, the learner's latest formative assessment is shown for the framework you have selected. To see a learner's achievements at a different Age Level or on a different Framework, change the settings at the top of the page. 




A more detailed analysis of a learner's attainment can be found on the Achievement List (select this from the top of the Wall of Learning page). 


a - Select the framework you want to analyse.

b - Select the Age Level the learner is currently working on.

c - Decide whether to focus on what as been Achieved, what is as yet Un-assessed or both. 

d - Additional information related to evidence and the option to add other Supporting files. Both can be hidden (useful if printing for parents or sharing with children).

e - Select statements using the tick boxes on the left-hand side of the screen and click Choose to create your own achievement list. This could be used for setting targets, sharing next steps with parents or for intervention planning.


Looking at formative progress

Increasingly, schools want to monitor progress formatively as well as summatively. Teachers are not only 'measuring' progress in terms of points gained or steps achieved, but are also 'describing' progress, talking about the number of skills gained, the areas where progress has been made, the gaps that have been closed and the depth of learning achieved.

Pupil Asset supports this approach to monitoring progress on the Results > DNA Ticks page. Using the same Filters tab and Display Options, users can analyse learners' achievement across one or multiple Age Levels using a DNA Strip.


In this DNA Strip, each box represents a skill from the corresponding framework. These can be identified by hovering your mouse over an individual box. The total number of skills Achieved is shown on the right-hand side. This is also expressed as a percentage. This facilitates quick, easy analysis of learners achievements during, for example, pupil progress meetings or parent-teacher consultations. 

To analyse progress, teachers can to compare DNA Strips of current and historic attainment. This is done by selecting past terms in the Ghost Rows section within the Display Options. You can select a maximum of three Ghost Rows.

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