Living and learning through the values of love, compassion and respect Welcome to Queen’s assessment evening “We know what we are, but we know not what we may be.” William Shakespeare “ The biggest mistake was calling it ‘assessment’, because when you use the word assessment people think about tests and exams. Whereas assessment for learning is really about pupils becoming owners of their own learning through good teaching” Dylan Wiliam

Aims: Understand the changes to assessment Know how and what we assess Understand how progress and attainment will be measured Know what to expect at parent teacher meetings Be aware of the changes to statutory tests in KS1 & KS2 (SATS) Feel you have a greater understanding of how assessment is part of your child’s learning

Live without levels It is up to each individual school to decide how, when and what to assess.

Assessment needs to be informative and supportive to learning. Pupils asked what level ?

New assessment ? Informative and useful A system that better supported children’s learning Enabled teachers, children and parents to see more clearly what a child understands, what is difficult and what they need to work on Consistency Working with other schools in Richmond Moderate cross school Reflect our high achieving school Richmond a high attaining authority

Assessment principles: “Assessment is a good servant, but a terrible master. Too often we start out with the idea of making the important measurable and end up making the measurable important. By sticking clearly to a set of principles, schools can ensure that assessment systems support learning rather than get in its way.” Dylan Wiliam

Queen’s Assessment principles: Integrated - It informs future planning, enables class and individual target setting Inclusive – Assessment is holistic, child centred, and evidence for assessment is collected from a variety of sources. Individual – A child’s progress is assessed against age expected national curriculum performance indicators, not against their peer group. Embedded – Learning objectives and success criteria are used routinely in lessons. Continuous – informal ongoing assessment. Developmental - Skills are taught through a broad and balanced curriculum enabling children to accumulate the skills necessary to prepare them for statutory assessments. Child centred - Children are actively involved in assessment. Shared - Feedback to parents is through parent teacher meetings, open days and end of year reports. Consistent - regular moderation within our school across year groups and with other schools. Tracked - every child’s progress is monitored ensuring all children are suitably challenged.

Formative / Summative assessment: A moment in time More formal assessment Statutory assessments / testing ore Assessment for learning (AFL) Assessment which informs next steps in learning and teaching Teacher marking and feedback (VF) Self and peer feedback Learning objectives OL WILF Learning certainties Children taking control of their own learning and assessment.

New assessment: New curriculum Bands = year group B2 = year 2 B4 = year 4 Subjects – sub divided Strands – different areas of learning Statements expectations for their age KPI’s - Key performance indicators Steps - 6 per year b b+ W W+ S S+

Age expected statements: Number and place value – strand 1 Band 2 (7 statements) (3KPI’s) B3 (7 statements) (3KPI’s) B4 (9 statements) (4KPI’s) Count in steps of 2, 3 and 5 from zero and in 10’s from any number, forward and backward Count from zero in multiples of 4, 8, 50 and 100. Find 10 or 100 more or less than a given number Count in multiples of 6, 7, 9 and 1000 Key performance indicators: must be achieved for a child’s attainment to be described as meeting age expectations. Not begun Working towards Achieved Forms a picture of a child’s understanding Teacher assessment half termly against age expectations (steps) Subject: Maths

Six steps in each age band b beginning in year band taught - not yet grasped concept or mastered skill b+ W working just within year bandtaught - some concepts /skills starting to be grasped W+ S Steps - at start of year: S+

Six steps in each age band b below age expectationtaught - not yet grasped concept or mastered skill b+ W working just within year bandtaught - some concepts /skills grasped W+ Working at age expected most statements achieved SSecure in year band All Key performance indicators achieved S+ exceeded age expectations All KPI’s must be achieved Steps – at end of year:

Progress: 2W+2S2S+3B3B+3W3W+3S3S+ End of year 2 End of year 3 Age expected Step 1Step 2Step 3Step 4Step 5Step 6 Age expected Step 7 Exceeded expected progress 2S+3B3B+3W3W+3S3S+Mastery End of year 2 End of year 3 Exceeded age expected Step 1Step 2Step 3Step 4Step 5Step 6 Exceeded Age expected

Autumn Term Spring Term Summer Term Half Term week beg 26 th Oct Half Term week beg 15th Feb Half Term week beg 30th May PARENTS Reports out PARENTS Pupil Progress meetings 15 mins Week beg 29 th Feb PARENTS Pupil Progress meetings 10 mins week beg 9 th Nov PARENTS Open evening Queen’s assessment cycle Assessment cycle: On going assessment KS1/KS2 Statutory assessments Year 1 Statutory phonics assessments EYFS baseline assessments KS2 Summative assessments to support teacher assessment against age expectations Teacher Step assessment against age expectations Teacher Step assessment against age expectations Teacher Step assessment against age expectations

Shared information Website: Curriculum grids / Medium term plans Parent teacher meetings: Autumn - Level from end of year – converted to a step. Progress against curriculum (KPI’S)– print out in core subjects Reading, Writing, Maths Spring - Progress against curriculum (KPI’S)– print out in core subjects Reading, Writing, Maths Summer – end of year report

Progress meetings: Year 3

Statutory assessment - changes KS1 Reading: emphasis on comprehension 2 Papers - reading passages with questions - part read - longer selection of texts – read independently SPAG – Spelling, punctuation and grammar - NEW Paper 1 - spelling Paper 2 - grammar, punctuation and vocabulary Writing – no test Maths – paper 1. arithmetic paper 2. reasoning – problem solving

KS1 Examples:

Statutory assessment - changes KS2 - no level 6 papers SPAG: Paper 1 - Questions – grammar, punctuation, vocabulary Focus on knowing and applying grammatical terminology. Full range of punctuation tested. Paper 2 – spelling Reading – text and comprehension Writing - TA Maths: paper 1. arithmetic paper 2 & 3 reasoning – word problems Age expected

Summary: Understand the changes to assessment Know how and what we assess Understand how progress and attainment will be measured Know what to expect at parent teacher meetings Be aware of the changes to statutory tests in KS1 & KS2 Feel you have a greater understanding of how assessment is part of your child’s learning

Questions: If you have any questions please use the link below: Questions will be collated and put on a FAQ page on the website Assessment Questions Living and learning through the values of love, compassion and respect