Assessment Information Evening 4 th May 2016

Purpose of this evening To share changes to curriculum and teaching pedagogy with parents and how we at Houghton are implementing this for our children. To give parents a good understanding of how we are assessing, tracking and reporting. To give parents information on changes to the national testing system.

The New Curriculum From August 2014 all schools were obliged to teach to a new national curriculum. The aim was to slim down the content of the curriculum in almost all subjects, though not in primary English, maths or science. The government said: the new curriculum does not tell teachers "how to teach", but concentrates on "the essential knowledge and skills every child should have" so that teachers "have the freedom to shape the curriculum to their pupils' needs". The new curriculum covers primary school pupils, aged five to 11, and secondary schools pupils up to the age of 14.

So what’s changed? Lots! In maths, children are now expected to learn more at an earlier age - for example to know their 12 times table by the age of nine. History has a more chronological approach than under the old curriculum. In English, pupils learn more Shakespeare and there is much more importance placed on spelling and grammar. The new computing curriculum requires pupils to learn how to write code. In science, there is a shift towards hard facts and “scientific knowledge”.

Changes to expectations: a Mastery Curriculum Previously, there has been an emphasis on accelerating pupil progress and moving through a series of levels and sub-levels as quickly as possible. Teachers have set challenging targets for pupils and been held to account over meeting progress targets. This has led to a very narrow view of learning and pupils ‘achieving’ high levels when in fact they have significant gaps in understanding. The key shift for pedagogy is that now pupils are no longer forced up a steep ladder but instead are expected to have mastered learning so that it can be applied independently in a range of contexts; pupils who have achieved this are expected to show mastery with greater depth rather than being taught the curriculum for the next year. At Houghton we feel this is a very positive change and we are already seeing the impact of this.

Assessments The government’s policy of removing level descriptors from the National Curriculum was set out in terms of ‘freeing schools’ from an imposed measure of pupil progress. The Department for Education (DfE) said that levels did not help parents understand how well a child was improving. In their place, from September 2015, it was left to schools to decide how to assess pupils’ progress.

Target Tracker Our cluster of primary schools has chosen to use a published tracking system from EES (Essex Tracker). This system is being used by 24% of schools nationally. Pupils are assessed against a series of statements which have been split into age-appropriate bands. Almost all children will be working within their age-related band.

What band is my child in? Band 1 – Year 1 Band 2 – Year 2 Band 3 – Year 3 Band 4 – Year 4 Band 5 – Year 5 Band 6 – Year 6

Steps: Measuring Annual Progress B B B+ S+ S S W+ W W B = Beginning to work within that band W = Working within that band S = Secure within that band National expectations for the end of each year are for pupils to have mastered objectives for their age band (at least W+). Children may however be at different points of the scale depending on ability. They cannot be assessed as having mastered a concept until it can be applied independently. Expected progress is 6 steps a year for each child (more for pupils working at B/B+/W).

Getting it right…. To ensure accuracy and best outcomes for pupils: Teachers comparing and discussing teaching and work. Moderation with other local schools. Our focus is always good and better teaching and learning at all times.

What if my child isn’t achieving expectations? Teachers keep track of what children have been taught and what they have mastered. Learning support assistants provide rapid, same-day intervention to help children keep up. Termly pupil progress meetings discuss each child in depth. Intervention programmes are planned and reviewed each term to address gaps in learning. If necessary, Mrs Gallacher our SENDCo will be involved.

Reporting to Parents Parents will continue to receive an annual written report. The most important aspect of this report is always the narrative – comments about your child’s strengths and areas for development. In addition for some subjects parents will be informed if their child is: 1 = Working With Greater Depth 2 = Working At Expected Standard 3 = Working Towards Expected Standard 4 = Working Below the Expected Standard There will also be a grade given for effort.

National Tests The new national curriculum will be assessed for the first time in May There will be new tests for key stage 1, as well as key stage 2. What the tests will cover? The tests will cover English reading, English grammar, punctuation and spelling, and mathematics at key stages 1 and 2. There will also be a key stage 2 science sampling test every other year. Y1 will continue to have a phonics screening check, with a retake in Y2 if this is not passed.

What do we do to ensure children are progressing well? We monitor good quality teaching and learning … Learning walks Book scrutiny Observations Pupil progress meetings once a term Planning checks Target checks and much more… Interventions

Keeping in touch Daily contact – open door School website: School Updates app communication

Questions? There are sample papers for Y2 and Y6 available to view. Target Tracker steps leaflets are available for your child’s year group. Please complete the evaluation sheet including any further questions. Your views are important!