Statutory Assessment tests Year 1 Phonic Screening End of Key Stage 1 May 2017 What do the assessments involve? How will my child be supported to prepare for the assessments? What information will I be given about my child’s results? Welcome Outline of the evening covering three main areas Time for questions See papers

What is the purpose of the assessments? Provide parents with clear information about their child’s progress and attainment at the end of primary education Enable schools to evaluate the effectiveness of curriculum, teaching and learning Provide information to government about the standards of education nationally Support transition to key stage 2 Parents understand where their child is after 3 years of statutory education; 2 years of national curriculum Assess understanding of phonics as this is the best indicator a future reading competence- fluency in decoding allows child to concentrate on understanding story Emphasise the most significant use is for government and school to evaluate quality of education e.g. GB, OFSTED All children will take part- few children would not be able to access- decision is HT

Year one Phonic Screening One to one assessment Words & non-words Segmenting and Blending 40 words approx. 20mins Week beg 12th June Carried out by class teacher on one to one Mix of nonsense words which are designed to test children’s knowledge of phonemes and ability to recognise and use Importance of blending and saying word correctly Pass score 32; those who do not reach will receive additional support in year 2.

Year two Phonic Recheck One to one assessment Recheck to ensure reached expected standard Support in year 3 for those who have not reached standard Children who did not reach standard in yr 1 have to be reassessed in the same way The pass score has been 32 but is not known until after the check has been administered SEND leader will liaise with year 3 to ensure appropriate support in place for pupil who do not reach expected standard

Supporting your child to be successful Reading regularly Familiarisation with THRASS chart Decoding strategies High Frequency Words Hear your child read and read to them (more challenging texts) Use THRSS chart and talk about the phonemes/sound boxes Check Learning Intentions each week so you know which sounds are being learnt Segmenting; sound buttons; blending demo (put up THRSS chart) High Frequency Words which are not phonically decodable we call tricky words e.g. said, was, they, the need to be known by sight

Organisation of the key stage 1 assessments Reading comprehension paper 1 approx. 30 min Reading Comprehension paper 2 approx. 40mins Grammar & Punctuation paper Optional 20mins Spelling paper Optional 15mins Maths 1 Arithmetic 20mins Maths 2 Reasoning 35mins Reading- 2 papers first text and questions combined; second more challenging text separately to question booklet G & P- knowledge of sentence structure, parts of sentence and being able to identify errors or correct punctuation Spelling- read by teacher, fill in missing words in a series of sentences Maths- Arithmetic based on calculations and using standard methods to calculate- speed of recall of facts Reasoning- application of mathematical knowledge inc data handling, shape space and measures Test are marked internally by teachers and raw scores converted using table provided by NCA to see if reached expected standard

Teacher Assessment Reading TA in addition to statutory assessment Writing TA only Maths TA in addition to statutory assessment Science TA only Teachers will use the test to inform their teacher assessment Teacher assessment is looking at different things to the tests so serves a different purpose e.g. read fluently at 90 words per minute; make links between books they have read Writing teach will assess writing based on tasks completed in class over the course of the year against criteria dictated by DFE Sample of schools selected to complete science paper- alternate years so not in 2017 External moderation by LA

When do the assessments take place? Throughout May Small groups Children working below the level of the test TA only Test are administered in the class room by the classteacher Often children do not realise it is a test as they are used to these style of questions Support for children with EAL in Maths Some children will not be expected to undertake the tests; this will be discussed with individual parents

How will my child be prepared for the assessments? High quality teaching and learning Regular assessments Learning conversations Targeted interventions Learning Logs Practice assessments Please do not use the 2016 tests at home Booklets will be provided and ask you to support the children to complete at home

Assessment Results July 2017 Reading- scaled score (100), working towards; expected standard; greater depth & Teacher assessment Writing- Teacher assessment WTS; EXS; GDS Maths- Scaled score (100), WTS, EXS; GDS & Teacher assessment Science- Teacher assessment, Expected standard Reports with the results Importance of secure fit model Reading scale score where 100 is the expected- TA with working at or not Writing- WTS, EXS, GDS Maths- scale score 100 TA EXS or not Science- EXS or not

Supporting your Child to be successful Positive encouragement Engagement in school learning tasks Routine- exercise, sleep & diet Wider interests Success in all aspects of education for life Can do attitude Learning logs, spellings, x tables etc Start routines now- electronic devices Focus on things child enjoys outside of school One part of bigger picture

Questions