September 2014 saw the introduction of: The New Primary National Curriculum The new assessment procedures The new SEND code of practice Universal Free School Meals for KS1. Changes Each school is responsible for publishing its Curriculum and Assessment Framework Schools will be held to account both on the progress they make and on how well their pupils achieve

 2 year old progress check in Early Years Setting  Reception baseline assessment  Phonics Screening – Year 1  Teacher Assessment/Standardised Tests – End of KS1 - Maths, Reading, Writing, Spelling, Grammar and Punctuation

Children are assessed with a baseline as they start school. (EExBA) At Doddinghurst Infant School we use ‘Development Matters’ document and Teacher assess which band the children work in. Generally: 30 – 50 months; 40 – 60 months (beginning, working within, secure) As children make progress and develop, they are assessed using this document and are tracked as they work through the steps. At the end of the year, the children are assessed against the Early Learning Goals (ELGS) and will be classed as: (emerging, expected or exceeding)

Year GroupPrevious EYFSEarly Learning Goals Year 1BelowWithinUpper WithinAbove Year 22c2b2a3 Year 3Junior School – Own assessment procedure

Doddinghurst Infant School - Tracking Points Year endTracking Points Assessment Levels EYFS9Met Age Related Expectations Year 112Met Age Related Expectations Year 215Met Age Related Expectations Year 318Met Age Related Expectations

Each year group split into 3 points Milestone 1 (end y1) = 12 points Milestone 2 (end y2) = 15 points Year 2 13 points = y2 skills emerging – above y1 skills, beginning to show progress in y2 skills – may be some fully achieved 14 points = y2 skills developing – more confident with a wider range of year 2 skills, a number of skills fully achieved. 15 points = y2 skills secure – all y2 skills achieved confidently. 16 points and above = y2 skills above age related expectations – deeper, broader understanding Tracking progress and attainment

To show progression within each term Each child will achieve a point each term (Age related expectation) If a child progresses within that point during a half term. This will be shown with a ‘+’ Year 1 enters on a point 9 (ARE) they could progress during the first half of a term and this will be indicated as 9+ What if………….

Mathematics Year 1 9 points (expected end of yR)10 points11 points12 points (expected end of year 1) Number and place value Count reliably with numbers from 1 to 20 Place numbers 1 to 20 in order Say what number is 1 more or 1 less than a given number (up to 20)  Count to and beyond 50, forwards and backwards beginning from 0, 1 or any number.  Count in multiples of 10  Read and write numbers to 20 in numerals  Read and write numbers to 5 in words  Begin to recognise the place value of teens numbers (tens and ones) using apparatus  Identify and represent numbers using object and pictorial representations including a number line (up to 20 and beyond)  Use the language of more than, less than  Given a number to 30 say a number which is one more and one less.  Recognise and create repeating patterns with numbers, objects and shapes.  Solve problems and practical problems involving all of the above  Count up to 100, forwards and backwards beginning from 0, 1 or any number.  Count in multiples of 2 and 10  Read and write numbers to 50 in numerals  Read and write numbers to 10 in words  Recognise the place value of teens numbers (tens and ones)  Identify and represent numbers using object and pictorial representations including a number line (up to 50 and beyond)  Begin to use the language of equal to, more than, less than, fewer, most and least  Given a number to 50 say a number which is one more and one less.  Identify odd and even numbers linked to counting in 2s from 0  Solve problems and practical problems involving all of the above  Count to and across 100, forwards and backwards beginning from 0, 1 or any number.  Count in multiples of 2,5 and 10s  Read and write numbers to 100 in numerals  Read and write numbers from 1 to 20 in words.  Begin to recognise the place value of numbers beyond 20 (tens and ones)  Identify and represent numbers using object and pictorial representations including a number line (up to 100 and beyond)  Use the language of equal to, more than, less than, fewer, most and least  Given a number (up to 100) identify one more and one less  Recognise and create repeating patterns with numbers, objects and shapes.  Solve problems and practical problems involving all of the above

10 points (all of EYFS and…) Blue book band Word reading Can use all GPCs from phase 3 of letters and sounds to decode unknown words at phase 4 expectation (CVCC, CCVC) Read all ‘decodable’ and ‘tricky’ high frequency words from phase 3 and 4 of letters and sounds. Read words with –s suffix Read words with one syllable with known GPCs. Recognise known ‘tricky words’ when reading simple texts. Read out loud with some accuracy (word to word reading) Comprehension Can name some stories they know and give some facts/information about them. Answer simple questions about a story or retrieve a basic fact such as the name of a character. Make simple inferences/predictions based on the pictures in a book. The bear is sad Say whether they like or dislike what they have read or have had read to them with a simple reason. Can recognise a repeating pattern in story or poem and join in. Identify the title of a text. Ask for the meaning of any unknown word rather than reading on. Can express opinions about the characters in stories. I like… Reading

Writing 10 points (all of reception and…) CompositionI can say out loud what I want to write about. I can write down words or phrases about my ideas. (readable attempts at writing that matches the topic) Transcription / SpellingI can spell some common exception words I can name the letters of the alphabet in order I can understand what a plural is. I can say words correctly when adding endings – ing and –ed and spell these endings I apply the spelling rules I have learnt so far in the words I write. Grammar/Punctuation I leave spaces between the words I write in a phrase. I use a capital letter for the personal pronoun ‘I’ I understand and use the words: letter, capital letter, word, singular, plural HandwritingI can sit correctly at a table, holding a pencil comfortably and correctly I am beginning to form lower-case letters in the correct direction, starting and finishing in the right place. I can form some number 0-9 correctly

During these meetings Parents will be informed of the entry point to the year group and the progress they are making.

All children assessed against their current year ‘milestone’ as well as given their ‘point’. Not yet achieved their milestone ‘ Emerging’ Fully achieved their milestone ‘Expected’ Working towards the next milestone ‘Exceeding’ Example – Year 1 child 10, , 11+ points = Emerging 12, 12+ points = Expected (ARE) 13, 13+points = Exceeding

Points Year 1 bandYear 2 band 9/9+ Emerging 10/10+ 11/11+ 12/12+ Expected 13/13+ Exceeding 14/14+ 15/15+ Expected 16 Exceeding

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