Year 6 Pupil Progress Meeting Prompts: Reading/Writing
1 Give a summary of current attainment e.g.
% No % No
5 Number of children below age-related expectations 5
0 Number of children at age-related expectations 1
5 Number of children above age-related expectation 5
Number of children in the year group: 14
Number of children with a statement: 0
Number of children on school action/action plus: 3
2. Give a summary of progress since KS1.
No. gone No. 1 2 sub 3 sub 4 sub 5 sub 6 sub 6+
backwards stayed sub levels levels levels levels levels sub
the level levels
Reading 0 0 0 0 0 0 1 2 2
Writing 0 0 0 1 0 1 3 2 0
NB. Children are expected to make 2 levels (6 sub levels) worth of progress per key
stage. Therefore by the end of KS2, if a child was a 2b in KS1 they should make 4b
by the end of KS2. Similarly, if the child was a 2c in KS1 they should make 4c by the
end of KS2.
Target children for reading Target children for writing
Questions to support analysis of pupil progress
On first pupil progress meeting
Tell me about the key factors that have helped children who have made most
What have been the most significant influences that have impacted on this year
What priorities do you currently have for this year group?
What priorities will you embed for you target group? You might want to consider…
- How you might plan for them
- Additional resources
- Specific curriculum focus e.g. guided writing, mental maths etc
- Additional time within the lesson
- Additional time over and above normal lesson time
- Teacher focussed support
- TA focussed support
On subsequent pupil progress meetings
- How has teacher input focussed on the target group of children?
- How has LSA input focussed on the target group of children?
- What intervention strategies have been planned to support this group further?
- How do you intend to build on accelerated progress?
- Do you have any evidence to support differing teacher assessments to test results?
- How do you manage to decide whether a child stays within the ISP group?
- What are the barriers to achievement (including attendance and punctuality)?
- Are the performances of boys and girls consistent within the class and across the
Looking at target children’s books
- What progression is visible?
- Has marking supported children in making improvements?
- What level of support was the pupil given?
- Does the child know their targets?