A flexible and easy to use system for Key Stage 1 and 2
All of the progress tracking with half the work!
Tapestry enables schools to track the coverage of National Curriculum subjects and the depth of children’s learning within them. Teachers can easily record and view learning outcomes that have been taught and measure the depth of understanding individuals and groups of children have reached.
When making your formative assessments, you can quickly identify those children who are demonstrating expected knowledge, skills and understanding, and see any children who are above, or are slipping below, expected attainment. You can, as a school team, decide on the benchmark expectations for your children and continuously measure this against the national expectations. This allows you to see at all times where your children are in relation to the school expectation of achievement and also where they are against the national expectation.
When analysing your data you will see clear graphical and tabular charts that enable you to track attainment points, measure and monitor progress and see, at a glance, areas of the curriculum still be covered. Such information will help teachers plan and prepare their lessons and individual interventions more effectively.
Schools can also continue to use Tapestry in Years 1-6 in partnership with parents if they wish to, by uploading observations and assessments for individuals or groups of children. Alternatively, they can decide not to use this journal function and just use the new assessment and reporting capability purely to manage their school’s recording and reporting requirements. However, it is perfectly possible, and very easy to have Tapestry working to cover both of these options.
Whichever way you decide to use Tapestry there are no additional costs; nothing is ‘extra’ it is a fully inclusive package based on the numbers of children you wish to include.
Those familiar with Tapestry will be delighted to learn that the journals, observations and media parents have enjoyed through their earlier years can be passed on to future years, providing them with the growing tapestry of their child’s life.In conjunction with this, Tapestry provides a simple handover mechanism from the end of reception (Year R’s EYFSP) report into the start of year 1Start your free trial
Articles for Schools
Positive Behaviour Management
What is “good behaviour”? What does good behaviour look like in your setting? Can you describe the behaviour that you would like to see? We are often reactive to behaviour, dealing with instances of unwanted behaviour as they arise, but this article will attempt to focus on creating an environment...
Every child is different: the individual and diverse ways that children develop and learn
All of us are different in countless ways, priding ourselves on our individuality and unique character. It should be self-evident that the same is true of young children. Yet for many years an underlying concept underpinning child development has been that of socialisation; the idea that childhood is the period...
How do young children learn to make decisions?
Why do we want children to learn to make decisions? Being able to make a decision is an important life skill. We begin to learn how to do it as infants, and continue to learn through childhood and even as adults, when some of the decisions can be bigger and...