Middlewich Primary School End of Key Stage Statutory Assessment Tuesday 5 th July 2016

1. Attainment – test scores, level of knowledge and understanding; the standard of work that is being completed 2. Progress – gains in understanding from the starting point; the difference between the work at the start of the term or year to current work

 1988 a national curriculum was first introduced  Revised in 1999  It was a levelled curriculum  Children moved through each level as they gained skills, knowledge and understanding

 Attainment and progress were judged on levels - level 1 to level 4+ through the primary phase  At the end of Key Stage 1, L2 was the age expectation. A child who achieved L3 was seen as working above age expectations  At the end of Key Stage 2, L4 was the age expectation. A child who achieved L5 was seen as working above age expectations  Progress measures were also defined by a point system – 12 points (2 levels of progress) being expected

 September 2014 a new mastery curriculum was introduced  Fewer things in greater depth  Expectations have been raised  Stronger focus on English grammar  New approach to teaching maths  Levels are removed ‘assessment without levels’

 Children labelled themselves as a level  Children were moved too quickly through the levels so learning was not always secure  Levels did not sufficiently identify what a child could or couldn’t do - test score, a ‘best fit’, ‘just in’  Levels could predetermine teachers’ expectations

2016 is the first year children have had statutory assessments based on the new curriculum KS1 - only been taught this curriculum KS2 - have had 4 years of 1988 curriculum and 2 of the new one  Assessments are made at the end of reception, the end of year 1, the end of KS1 and the end of KS2

 End of foundation stage assessment  17 areas of learning  Children must achieve age expected in 12 areas; listening and attention, understanding, speaking, moving and handling, health and self care, self confidence and self awareness, managing feelings and behaviour, making relationships, reading, writing, numbers and shape space and measures

 End of year 1  Mark out of 40  Sight reading  Real and pseudo (alien) words This is not a reading test!

 2 reading papers  1 arithmetic paper  1 mathematical reasoning paper  1 English grammar, punctuation and spelling test  The raw score for the tests are converted into scaled scores (between 85 and 115)  To meet the ‘expected standard’ a score of 100 or more is needed  Writing is teacher assessed using exemplar materials to support judgments  Judgments are moderated through the LA and/or in cluster groups

 1 reading paper  1 arithmetic paper  2 mathematical reasoning papers  1 English grammar punctuation and spelling test  The raw score for the tests are converted into scaled scores (between 80 and 120 with100 as the ‘expected standard’)  Writing is teacher assessed using exemplar materials to support judgments  Judgments are moderated through the LA and/or in cluster groups

 The new end of key stage tests/assessments do not link to the old curriculum  National expectations for progress measures, based on prior attainment, have not been given as yet

Children sitting key stage 2 tests this year were the first to be taught and assessed under the new national curriculum. The expected standard has been raised and the accountability framework for schools has also changed. These changes mean that the expected standard this year is higher and not comparable with the expected standard used in previous year’s statistics. It would therefore be incorrect and misleading to make direct comparisons showing changes over time. For example, it is wrong to say that ‘the percentage of pupils achieving the expected standard in reading, writing and mathematics fell from 80% in 2015 to 53% in 2016’.

In looking over time, all users of the statistics can say at this stage is that ‘53% of pupils achieved the new expected standard in 2016 when being taught and assessed against the higher standards expected under the new curriculum. Under the previous system, 80% of pupils achieved the standard that was expected under that system’. Now we have data in, we will begin analysing the results to see whether we can provide further advice to support interpretations over the time series in the provisional SFR which has been pre- announced for release on 1 September Iain Bell Head of Profession for Statistics Department for Education

Ofsted inspectors look at pupils’ work to judge progress  Class teachers, working with senior leaders, make judgments of the progress made for every child in their class  Slow progress =1  Good progress = 2  Catch-up progress = 3

 My child is a high achiever. Why are they only making good (2 points) progress?  Why was my child achieving above on the old curriculum and now hasn’t even met the expected standard?

 We use a wide range of assessment evidence to judge attainment and progress  We analyse the information to support children and improve teaching  We give additional support or challenge where it is appropriate  We expect all children to do well  We work with you