Netley Abbey Junior School Assessment Evening

KS2 outcomes KS2 SATs results Were above National average for all subjects. Were above Hampshire average for all subjects. Progress in all subjects was significantly above National average. Some results put us in the top 12-15% Nationally NEEDS NATIONAL DATA

Learning at Netley Abbey The curriculum assessment expects children to meet a certain ability by a certain age. Each year more strands are added that a child is expected to learn and achieve at. Each year they are graded against age expected targets as set by the government. Emphasis on enrichment after secure given.

Ten Hampshire Assessment Model principles to challenge & refine Mastery Matters Equity & Enrichment A.C.T. Together Formative First Responsive Teaching Secure Learning Pathways Agile Feedback Pace not Race Summative Tracking Moderated Expectations Pace not Race Mastery Matters Responsive teaching Formative First

Guiding principles of an assessment model Uses assessment to focus teachers on the content which must be secured before moving on Content is introduced in an order which, once secured, supports achievement of the more challenging expectations of the national curriculum Promotes a ‘recursive curriculum’ approach, enabling objectives to be returned to thus securing and deepening children’s understanding Opportunities to develop links across subject domains are built into the content progression

Our assessment system

What might these ideas mean in the context of learning? Phase 1- Assesses fundamental ideas being introduced and checks mastery of previous year’s work Phase 2- builds on ideas initially developed at phase 1 (which continue to develop) Phase 3 - builds on phase 1 & 2 and achieves sufficient mastery for next year’s work Phase 1 Phase 1 and 2 Phase 1, 2 and 3

The Learning Journey Expert Competent Apprentice Multiplication Division And Place Value Fractions Talk through learning to drive a car- relating to adult situation. Expert- also called mastery

Three phases that progressively get more challenging throughout the year. Child must have achieved all of the strands from the previous years as well as their current year to be secure. Cumulative.

Mastery learning The curriculum expects that children will deepen their grasp of key ideas, over time, rather than move on and leave gaps behind. Progress is neither linear nor skinny Through being well taught and given curriculum opportunities they will develop and demonstrate their resourcefulness and versatility, (in an age appropriate way) This does not mean that all pupils achieve the same degree of mastery… but it is at least sufficient, so that they can make successful progress through the fundamental ideas. No one left behind

Mastery Learning for “all” over a year… This will be evident in pupils’ capacity to apply their knowledge, skills and understanding with (sufficient): Fluency over time Independence Resilience to deal with complexity and new contexts 2 min