NEW NATIONAL CURRICULUM ASSESSMENT FRAMEWORK 2016

National Curriculum ■New National Curriculum statutory in all year groups from September ■Assessment without levels ■New assessments for EYFS, KS1 and KS2 ■Details being released throughout the year –may be subject to change.

Reception Baseline Assessment ■Introduced September 2015 ■Trial year- changes will be made before September 2016 ■From 2016 whole school progress will be measured from the Baseline score ■Schools asked to choose and purchase one of 4 selected tests ■Eexba (our chosen baseline) based on observations of children as they work and play. ■Children assessed against 21 areas ( some broken into sub-statements) ■ Result is overall score and scores broken down into the different areas ■Reported score to (DFE) is the overall score, not the breakdown areas. ■Comparisons with national just being released.

Year 1 Phonics Screen ■At the moment no change from last year. ■Children asked to read 40 words and non words. ■Pass or fail score ■Pass mark is released after all the test scores have been submitted to DFE ■This year pass mark was 32 ■Children practice the test throughout the year.

Interim Assessment Frameworks ■ The interim frameworks are for 2015 to 2016 only. ■ They set out the standards a pupil will be assessed against. ■ Teachers must refer to the frameworks to report their judgements at the end of key stages 1 and 2. ■ They are only intended for use in making judgements at the end of a key stage. ■ They don’t include full coverage of the national curriculum. They focus on key aspects for assessment.

Interim Assessment Frameworks Structure of the frameworks ■ The frameworks contain a number of ‘pupil can’ statements. ■ To demonstrate that pupils have met a standard, teachers will need to have evidence that a pupil demonstrates consistent attainment of all the statements within the standard and all the statements in any preceding standard(s). ■ Some statements contain qualifiers - some, many and most. ■ Exemplification materials providing further guidance will be available in the New Year.

KS1 SATS ■All tests will be taken in May ■New test for Grammar, punctuation and spelling ■Tests for Reading and Maths (Arithmetic and Reasoning) ■Writing is based on the collection of the child’s work throughout the preceding year. ■Science teacher assessment is based on work completed during Year 1 and Year 2. ■Tests are marked internally. Judgements will be moderated by the LA ■Overall judgement is still based on teacher assessment

Key stage 1 frameworks: standards For English reading, English writing and mathematics pupils will be grouped into 4 categories: ■ working towards the expected standard ■ working at the expected standard ■ working at greater depth within the expected standard, or ■ a category for those pupils who do not meet the ‘working towards the expected standard’ For science pupils will be grouped into 2 categories: ■ working at the expected standard, or ■ a category for those pupils who do not meet the standard

KS2 SATS ■Set week (as before) for tests ■No ‘Level’ 6 papers, instead some harder questions in the 3 papers ■Mental maths test replaced with Arithmetic paper. ■2 Reasoning maths tests ■Science -To provide evidence that pupils demonstrate consistent attainment of all of the statements within the standard, teachers will need to draw on assessment judgements that have been made earlier. This will include elements of the key stage 2 science curriculum that have been taught before the final year of the key stage. ■A random sample of pupils across the country will asked to sit Science tests in June. We will be notified if any of our pupils have been selected during the Spring term.

Key stage 2 frameworks: standards For English writing pupils will be grouped into 4 categories: ■working towards the expected standard ■working at the expected standard ■working at greater depth within the expected standard or ■a category for pupils who do not meet the ‘working towards the expected standard’ For English reading, mathematics and science pupils will be grouped into 2 categories: ■working at the expected standard or ■a category for pupils who do not meet the standard

Scaled scores (DFE definition) Scaled scores maintain their meaning over time so that two pupils achieving the same scaled score on two different tests will have demonstrated the same attainment. For example, on our scale 100 will always represent the ‘national standard’. However, due to the small differences in difficulty between tests, the ‘raw score’ (ie the total number of correct responses) that equates to 100 might be different (though similar) each year. We do know the scale will have a lower end point below 100 and an upper end point above 100. Once we have set the national standard we will use a statistical technique called ‘scaling’ to transform the raw score into a scaled score. We will publish this after the first tests have been administered. A pupil’s scaled score will be based on their raw score. The raw score is the total number of marks a pupil receives in a test, based on the number of questions they answered correctly. The pupil’s raw score will be translated into a scaled score using a conversion table. A pupil who achieves the national standard will have demonstrated sufficient knowledge in the areas assessed by the tests. This will mean that they are well placed to succeed in the next phase of their education.

Assessment results Key Stage 1 results For 2016 KS1 tests, conversion tables will be published by the end of May In future years the marking guidance for the KS1 tests will include conversion tables. ■Teachers will need to use these to translate pupils’ raw scores into scaled scores to see whether each pupil has met the national standard. They will use the scaled scores to inform teacher assessment judgements. These judgments will be reported to parents in July 2016 once they have been moderated. Key stage 2 tests KS2 test results will be published in July Each pupil registered for the tests will receive: ■a raw score (number of raw marks awarded) ■a scaled score ■confirmation of whether or not they attained the national standard

Years 1,3, 4 and 5 ■The new curriculum is based on the concept of mastery and enrichment rather than rapid acceleration through levels. ■Children are assessed by their teachers against the Age Related Expectations. ■Objectives for each year group form the basis of teacher assessment. ■The band objectives are broken down into steps –  Beginning  Beginning +  Working  Working +  Secure  Secure + The majority of children would be expected to working at the secure step by the end of the year to be at ARE (age related expectation)