Hazel Oak Performance Indicators (HOPIs)
At Hazel Oak we assess pupils in the core subjects using HOPIs, created as developmental stepped progression bespoke to the school and initially as part of a cross-borough working party.
As recommended by the Commission on Assessment Without Levels (2015), the system is appropriate to our curriculum and our learners and sets out evenly distributed steps that track development from the previous early P levels, through bridging stages into the new end of year expectations for the National Curriculum.
The steps through HOPIs form a continuum through English, Maths and Science skills for pupils in Key stages 1, 2 and 3. Additional steps were added to break the new curriculum challenge down more evenly for our pupils.
Hazel Oak participates in external moderation to ensure we standardise our judgements.
Staff set challenging targets within the HOPIs for individual pupils and share written and verbal next steps towards these with pupils on learning ladders in their work books, rather than numbers and letters of sub levels. This adds a more positive dimension to progress and involves pupils in discussions about their developmental learning.
HOPI achievements are shared in a mid year report and again at the end of the academic year. Progress towards targets is communicated as pupils being on track or not on track, with relevant steps to help move this forward. Progress through a HOPI is tracked using emerging, securing and mastering, to communicate the working stage of learning within each strand as pupil competence develops.
Skills for Life
We assess the foundation subjects through a set of key cross-curricular skills that come from a range of sources: Key skills from each of the foundation subjects with Life Ready skills to prepare all students for the world beyond school and greater independence.
This system also incorporates Philosophy for Children (P4C) criteria for thinking skills and information technology.
The Skills For Life strands are:
- Team Working
- Business Awareness
- Self Management
- Emotional Intelligence
- Problem Solving
- Information Technology
The Skills for Life system has been expanding and developing for the last two years and will continue to do so to reflect the changing needs in the pupil population and to include new skills we feel pupils need to be armed with for life beyond school.
The Life Ready initiative is now well established in Solihull, supporting what employers are seeking in school leavers and building these skills from their first years in school to their Post 16 experiences. This has helped to shape Skills for Life at Hazel Oak.
Achievements in Skills for Life strands are also reported in developmental stages:
Emerging = beginning to develop skills in this area
Securing = replicating skills more consistently and showing deeper knowledge and understanding with increased independence,
Mastering = able to apply learning in a range of situations and can discuss thinking to achieve the learning goals.
As with the core subjects, pupils participate in progress conversations with their teachers and use Blooms Taxonomy to explore more granular developments within the skill ranges.