Why do we assess?

Diagnostic Formative Summative

Formative assessment All children will have regular, ongoing assessment. Assessments are made based on classwork and observations. Assessments are recorded in to a tracking system. This allows teachers to plan next steps by: Identifying individual misconceptions Identifying key areas where there are common misconceptions Deciding where deeper learning is required through consistent and broad achievement

Summative assessment All children will have end of half term assessments while we embed the new system. Assessments are based on Curriculum 2014 statements. Targets are available on our website for each year group. Assessments are recorded in to a tracking system and, combined with on going assessment, will help measure progress.

What has changed? You Tube clip – National Curriculum - Tim Oates on Assessment www.youtube.com/watch?v=-q5vrBXFpm0

The removal of levels (Chris Quigley 2015) Why have they been removed? What will replace them? Expert panel on curriculum reform recommended their removal Reception Baseline test (scored) Key Stage 1 Performance Descriptors Key Stage 2 Pressure to race through levels without securing deep understanding Progress Measure will be Reception score to Year 6 score. Best fit, average levels based on test-scores, and ‘just in’ a level have low validity. Beyond tests, schools will need to decide their own progress measures.

Assessment principles (DfE April 2014) Give reliable information to Parents Help drive improvement for pupils and teachers Keep up with best practice and innovation. Provides meaningful tracking of pupils towards end of Key Stage expectations Provides easily understood qualitative and quantitative information. Differentiates attainment between pupils of differing abilities. Improves the quality of teaching. Ensures feedback to pupils improves learning and is focused on specific and tangible outcomes. Provides comparison against expected standards. Benchmarked against international best practice.

x Age related standards Levels: 1c 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 4a We no longer work in levels but use ‘age related standards’. Levels: 1c 1b 1a 2c 2b 2a 3c 3b 3a 4c 4b 4a 5c 5b 5a 6c Age Related Standards Year 1 Year 2 Year 3 Year 4 Year 5 Year 6 x

How do we assess?

‘Classroom Monitor’– assessment system ‘Classroom Monitor’– assessment system *Uses ‘Rising Stars’ statements to assess against(which are essentially Curriculum 2014 statements) *Children are continually assessed by the teacher. *Statements can be highlighted as Taught/Almost/Met/Exceeded as appropriate.

How do we measure progress?

Almost Almost + Met Met + Exceeding Exceeding + The children are tracked and progress is matched Almost Almost + Met Met + Exceeding Exceeding +

What tests will my child take?

Key Stage 1 National Curriculum Tests The Key Stage 1 SATs are taken in Year 2. During the month of May, students will sit assessment papers and teachers will also assess the children based on their classwork. What is included? The Key Stage 1 Assessment tests are made up of the following papers: Mathematics Paper 1: Arithmetic Mathematics Paper 2: Reasoning (a general maths paper) Reading Paper 1 (a simple comprehension paper where the text is broken up into sections with questions for each section) Reading Paper 2 (a more difficult comprehension paper with a separate booklet of reading material) Grammar, Punctuation and Spelling Paper 1: Spelling Grammar, Punctuation and Spelling Paper 2: Questions A scaled score of 100 will always represent the national standard (no matter what year group the child is in). So, if your child scores around the 100 mark, you know they are achieving the expected level of ability. For the Key Stage 1 assessment, it equates loosely to a level 2B in the old system of levelling.

Changes To Key Stage 2 National Curriculum Tests From 2016 *2016 Key Stage 2 SATs dates: The new tests have been scheduled for the week commencing 9th May 2016. *For the most part, the new Key Stage 2 national curriculum tests will remain very similar to the current tests. As with the 2015 Key Stage 2 SATs, the new tests will consist of mathematics tests, a reading test and grammar, punctuation and spelling tests. The formats will also be very similar. *The main changes to the Key Stage 2 curriculum tests that are of note are as follows: There will no longer be any "extended papers" (equivalent to current Level 6 papers) *The mental arithmetic paper will be replaced by an "Arithmetic Paper". The difference here is that the questions will not be read out on an audio recording. Instead, the questions will be written on the paper (with squared paper response boxes to allow for calculations). Most questions will be worth 1 mark but longer calculations, such as long multiplication, will be worth 2 marks. *The reporting will change. As the use of levels (such as 2a, 3b, 4c) has been discontinued, they will now be using a scaled scoring system to standardise the results.

What are the age related standards?

Mathematics – Year 2 Progression Statements – examples (number) 2.1.a.1 Count in tens from any number, forwards and backwards. 2.1.a.2 Identify ten more or ten less than any given number 2.1.a.3 Count in steps of 2, 3, and 5 from 0, forward and backward. 2.1.b.1 Recognise the place value of each digit in a two digit number (tens, ones) 2.1.b.2 Read and write numbers to at least 100 in numerals and words. 2.1.b.3 Identify, represent and estimate numbers to 100 using different representations, including the number line, and partitioning in different ways (+)

KS1 example •Increased demand when working with fractions. •Squares for working out.

KS1 example Recognising that addition and multiplication are commutative.

Mathematics – Year 6 Progression statements – examples (Geometry and Algebra) 6.1.1 Draw 2-D shapes accurately using given dimensions and angles. 6.1.2 Use conventional markings and labels for lines and angles (+) 6.1.3 Build simple 3-D shapes, including making nets. 6.2.1 Compare and classify geometric shapes based on increasingly complex geometric properties and sizes. 6.2.2 Illustrate and names parts of circles, including radius, diameter and circumference and know that the diameter of a circle is twice the radius. 6.1.1 Express missing number problems algebraically 6.1.2 Use simple formulae 6.2.1 Find pairs of numbers that satisfy an equation with two unknowns 6.2.2 Enumerate possibilities of combinations of two variables

Increased demand - division of 4 digit number by 2 digit number. KS2 example Increased demand - division of 4 digit number by 2 digit number. Only formal written methods will gain a mark for working out.

English – Year 2 Reading Progression statements – examples 2.2.a.1 Develop pleasure in reading, motivation to read, vocabulary and understanding by: listening to, discussing and expressing views about a wide range of contemporary and classic poetry, stories and non-fiction at a level beyond that at which they can read independently 2.2.b.1 Develop pleasure in reading, motivation to read, vocabulary and understanding by: becoming increasingly familiar with and retelling a wider range of stories, fairy stories and traditional tales

English – Year 2 Writing Progression statements – examples 2.2.a.1 Develop positive attitudes towards and stamina for writing by: writing narratives about personal experiences and those of others (real and fictional) 2.2.a.2 Develop positive attitudes towards and stamina for writing by: writing about real events 2.2.a.3 Develop positive attitudes towards and stamina for writing by: writing poetry

English – Year 6 Reading Progression statements – examples 6.2.a.1 Maintain positive attitudes to reading and understanding of what they read by: continuing to read and discuss an increasingly wide range of fiction, poetry, plays, non-fiction and reference books or textbooks 6.2.a.2 Maintain positive attitudes to reading and understanding of what they read by: reading books that are structured in different ways and reading for a range of purposes 6.2.a.3 Maintain positive attitudes to reading and understanding of what they read by: making comparisons within and across books

KS2 Reading examples

English – Year 6 Writing Progression statements – examples 6.2.a.1 Plan their writing by: identifying the audience for and purpose of the writing, selecting the appropriate form and using other similar writing as models for their own. 6.2.a.2 Plan their writing by: in writing narratives, considering how authors have developed characters and settings in what pupils have read, listened to or seen performed.

Examples -

Through the Learning Trust of Excellence we moderate to ensure: a consistency of approach benchmarking of school effectiveness identify common issues End of year reports to be reviewed.

Any questions