Assessment without levels In the Culm Valley federation

National Curriculum Assessments The Department For Education (DFE) has made the biggest change to education in 20 years. Last year was the transition year. ‘By removing levels we will allow greater flexibility in the way that teachers plan and assess pupils learning.’ ‘The curriculum must include an assessment system which enables schools to check what pupils have learnt and whether they are on track to meet expectations at the end of the key stage, and to report to parents regularly.’ DFE 2014 Our current year 3 children ( when they were in year 2) were the first children to have progress measured using the new Key Stage 1 assessments in 2016 then in 2020 using Key Stage 2 assessments.

Assessment Teacher assessment based on a wide range of good learning experiences including short tests ,at the end of units of work, to measure whether pupils are on track to meet end of key stage expectations A system that enables us to pinpoint aspects of the curriculum in which pupils are falling behind, and recognise exceptional performance Enables us to report to parents, provide clear information about each pupils strengths, weaknesses and progress towards end of key stage expectations

Support in making judgements in the classroom Teachers plan using the National Curriculum 2014 objectives Children are assessed continuously and a judgement made whether the pupil is ‘working towards’, mostly achieved’, ‘achieved’ or has ‘mastery’ of the objectives that have been taught. Leaders look at planning, books, talk to children, look at children’s work in staff meetings and use tests to ensure consistency.

School Pupil Tracker The assessment system is linked to the school’s curriculum Curriculum information is available on the school’s website. The school uses detailed formative and summative assessment to ensure that pupils, teachers and parents know if pupils are above the expected standard, achieving the expected standard or if they need to catch up Assessment information, including test results, are used by leaders and governors to improve teaching and the curriculum for all pupils

Tracking Points 15 Tracking Points are given to a child who has met end of year 2 expected standard. We call this Year 2 High. It means the vast majority of national curriculum objectives for Year 2 have been achieved and all of the key performance indicators. Many pupils will show a dip in attainment the first year of its introduction and this is an expected outcome of the new National Curriculum’s greater challenge. 3 Tracking points equal 1 year so 3 tracking points is expected progress.

Depth and Application of Learning SATS Tests 2016: The DFE has also stated that before moving on, children should be able to apply their learning in new and exciting contexts – deepen their learning. The DFE Key stage tests designed so that Year 6 assessments will not include questioning of objectives beyond Year 6. The DFE Key stage tests are designed so that Year 2 assessments will not include questioning of objectives beyond Year 2 KS1 Sample question Apples cost 10p each. Pears cost 25p each. Amy buys 1 apple and 2 pears. How much change does she get from £1? KS2 Sample question One toffee apple needs:1 stick,100g of sugar,1 apple.50 sticks cost £6.25, 1 kg of sugar costs £0.99, 100 apples cost £22.50. Children buy just enough sticks, sugar and apples to make 100 toffee apples. They sell all 100 toffee apples for £1 each. The profit goes to charity. Work out how much money goes to charity. Show your method

2015-2019 it will be difficult to measure progress between year 2 and year 6 as children will be assessed against two different curriculums. The new curriculum is more challenging now but we are working hard to ensure the children achieve their best.

Mastery The DFE has added weight and focus to the child’s ability to apply their learning- this is called MASTERY . Judgements are not related to how much a child knows but how much they can apply their learning. Mastery is how skilfully a child can apply their learning. Using and applying the facts in more difficult and varied situations. School Pupil Tracker uses an overall depth of learning rating #1- #4 This is a long term judgement #1 = shallow learner #2 = expected depth #3 = deeper learner #4 = deepest learner

What is Good Progress Has the child learned the curriculum objectives over time? Has the child made 3 Tracking Points progress in a year? Has the child increased their depth of application of what they have learned, for example moving from #2 to #3? However it is usual for this indicator to remain consistent throughout the year It is not realistic, or reflective of the new curriculum for pupils, to make more than 3 TP progress year after year.

What Are We Doing? What assessments will be used to identify achievement? Evidence from guided sessions, probing questions, evidence form written work/maths work, tests and discussions with children about what they know and understand. All of these are tools that will enable the teacher to make a professional judgement as to the achievement of objectives and then to record in School Pupil Tracker. Senior leaders look for evidence of achievement against new curriculum when observing lessons, looking at books and talking to children. At pupil progress meetings we discuss individual children. We talk about how lessons can be adapted to ensure all learners make progress. We discuss how to stretch the more able, applying their knowledge and skills in a range of contexts We also identify areas or objectives across years or subjects that children are struggling with and provide training for teachers or intervention for pupils.

Extract from School Pupil Tracker