PHAT Reports: sample data

Pupils assessed

—

On track

—

Monitor

—

Needs intervention

—

Where the school has moved this year

Every pupil, at each check point. Widths are pupil counts, not percentages.

On track Monitor Needs intervention

By year group

Children to look at now

Flagged by rate of progress, not attainment alone — a child who is behind but climbing is not on this list.

Pupil	Class	Secure	Expected	Gained	Why flagged

Class

0

On track

—

Monitor

—

Needs intervention

—

Who knows what

Every pupil against every grapheme taught so far. Read down a column to find a teaching gap; read across a row to find a child.

Secure Emerging Not secure

Weakest across the class — teach these next

Child

Progress against expectation

Check-by-check

Since September

Check	Secure	Gained	Gap

Graphemes

Secure Not secure

Suggested next step

What counts as on track

Both the expected set and the traffic-light cut-offs are school settings, shown here as they would be edited. The defaults follow the pacing in Letters and Sounds (2007), which assumes a September start and English as the language of instruction.

Year group	Sep	Nov	Jan	Mar	May	Jul

On track: at or beyond the expected set Monitor: one set behind Intervention: two or more behind

Where the children are, and where they have come from

Each child sits in the set they should be working on now. Step through the year to watch them move. Tap a name to see which sounds are still open for them.

Show where they came from

At or beyond the expected set One set behind Two or more behind Expected set this term Ring: how much of that set is secure Where they were last check Faded: not checked this term, last known position

Assessment groups

Each group is one sitting for a teacher and one column on the movement board. Drag a sound from one group to another to change what is assessed together, and use the arrows to change the order groups are taught in. Sounds keep their own identity wherever you put them, so regrouping never affects a practice code that has already gone home with a child.

Alternative pronunciations is locked. Those cards ask the child which sound a spelling makes in a particular word — ough in cough against though — rather than asking them to read one sound. There is no single sound to mark right or wrong, so the cards cannot be mixed into an ordinary group without putting an unanswerable card in front of a teacher.

Start from